P M I

UNIVERSITY OF ALBERTA
FACULTY OF EDUCATION
DEPARTMENT OF ELEMENTARY EDUCATION
POLICY MANUAL
FOR
INSTRUCTORS
2013 – 2014
www.uofaweb.ualberta.ca/elementaryed/
 RESOURCES
 INSTRUCTORS’ POLICY MANUAL 2013-2014
TABLE OF CONTENTS
CONTACTS ........................................................................................................................................................................ 2
ACADEMIC SCHEDULE 2013-2014.................................................................................................................................... 4
APT/IPT Final Exam Schedules 2013-2014 .................................................................................................................... 5
PREPARING YOUR COURSE ............................................................................................................................................... 7
Course Outline Requirements .................................................................................................................... 8
Course Materials ............................................................................................................................................. 11
Photocopying Course Materials .............................................................................................................................. 11
Textbooks ................................................................................................................................................................ 11
eClass Powered by Moodle ..................................................................................................................................... 11
Course Packs ........................................................................................................................................................... 11
Library Reserve ....................................................................................................................................................... 11
Copyright ................................................................................................................................................................ 12
Presession Study ..................................................................................................................................................... 12
TEACHING: POLICIES & ADVICE ...................................................................................................................................... 12
Prerequisites ............................................................................................................................................................ 12
Registered Students ................................................................................................................................................. 13
Announcements ....................................................................................................................................................... 13
Freedom of Information and Protection of Privacy Act (FOIPP)............................................................................ 13
Visitors .................................................................................................................................................................... 13
Identifying Leaders for Scholarships & Awards ..................................................................................................... 13
Group Work ............................................................................................................................................................ 14
Universal Student Ratings of Instruction (USRI) (Formerly know as IDQs) ................................................ 14
MARKING, GRADING & EXAMS: POLICIES ....................................................................................................................... 15
General Policies and Recommendations .................................................................................................... 15
Create Assignments that Make Distinctions Among Students ................................................................................ 15
Discourage Plagiarism ............................................................................................................................................ 15
Attendance and Participation Marks ....................................................................................................................... 15
Mid-Term Exams .................................................................................................................................................... 15
Competence in Written Work ................................................................................................................................. 15
Completing and Turning in Assignments ................................................................................................................ 16
Marking Assignments ............................................................................................................................................. 16
Returning Marked Assignments .............................................................................................................................. 16
Class List ................................................................................................................................................................. 16
Official Grades ........................................................................................................................................................ 16
Distribution and Absolute Grading Systems .............................................................................................. 17
Distribution Grading System:.................................................................................................................................. 17
Final Exam Policies ................................................................................................................................... 18
Required Final Exams ............................................................................................................................................. 18
Weight of Final Exams ............................................................................................................................................ 18
Exam Headers ......................................................................................................................................................... 18
Schedule of Final Exams ......................................................................................................................................... 19
Allowable Materials in Exams ................................................................................................................................ 19
Proctoring Exams .................................................................................................................................................... 19
Deferred Final Exams ............................................................................................................................................. 19
Students Requesting to View Final Exams ............................................................................................................. 20
Grades of Incomplete .............................................................................................................................................. 20
Submitting Final Grades ............................................................................................................................ 21
Timeline .................................................................................................................................................................. 21
Electronic Grade Entry ............................................................................................................................................ 21
1. Grade Roster ....................................................................................................................................................... 21
2. Class List/Supporting Docs ................................................................................................................................. 21
3. Grade Distribution ............................................................................................................................................... 21
4. Grade Roster Action ............................................................................................................................................ 21
5. To be Submitted to the Elementary Education Office ......................................................................................... 24
Informing Students of Grades ................................................................................................................................. 24
Grades of Incomplete .............................................................................................................................................. 24
DEALING WITH STUDENT ISSUES ...................................................................................................................................... 25
Common Concerns Raised by Instructors .................................................................................................. 25
Students with Poor Attendance ............................................................................................................................... 25
Missed or Late Assignments ................................................................................................................................... 25
Missed Mid-Term Exams ........................................................................................................................................ 26
Students with Poor Performance ............................................................................................................................. 26
Academic Offences .................................................................................................................................... 26
Process for Dealing with Inappropriate Academic Behaviour ................................................................................ 27
Get Information and Advice .................................................................................................................................... 27
Be Sure that you have Proof .................................................................................................................................... 27
Contact the Student ................................................................................................................................................. 27
Meet with the Student ............................................................................................................................................. 27
Write a Report ......................................................................................................................................................... 27
Provide Copies to Students ..................................................................................................................................... 28
Students who Appear to Cheat on Exams ............................................................................................................... 28
Students who Write Offensive Comments .............................................................................................................. 29
Students who Disrupt the Class ............................................................................................................................... 29
Common Concerns Raised by Students ..................................................................................................... 29
Concerns about Marking of Term Work ................................................................................................................. 29
Concerns about Final Grades .................................................................................................................................. 30
Reappraisals of Final Exams ................................................................................................................................... 30
Reexaminations ....................................................................................................................................................... 31
Handling Concerns Raised by Students .................................................................................................................. 31
Support for Students with Personal and Academic Difficulties ................................................................. 31
Duty to Accommodate ............................................................................................................................................ 32
Specialized Support and Disability Services ........................................................................................................... 33
U of A Student Success Centre (formerly known as Academic Support Centre) ................................................... 33
Additional Services for Students ............................................................................................................................. 33
SERVICES AVAILABLE TO STAFF ...................................................................................................................................... 34
Office Staff Help and Materials Preparation ........................................................................................................... 34
Printer/Photocopier Use ......................................................................................................................................... 34
Staff Workroom ...................................................................................................................................................... 34
Key Requisitions: Office Space, Classrooms, Staff Workroom ............................................................................. 34
Technology Support ................................................................................................................................................ 34
If you have a Technology related problem .............................................................................................................. 34
Equipment for Classroom use ................................................................................................................................. 35
Contact Centrally Supported Educational Technologies ......................................................................................... 35
EClass ..................................................................................................................................................................... 36
Educational Technology Services ........................................................................................................................... 36
Direct Deposit for Monthly Paid Employees .......................................................................................................... 37
Library Privileges .................................................................................................................................................... 37
Parking .................................................................................................................................................................... 37
Faculty Lounges ...................................................................................................................................................... 38
APPENDICES ..................................................................................................................................................................... 39
Appendix I: Knowledge, Skills and Attributes for Interim Teacher Certification .................................... 40
Appendix II: Department of Elmentary Education Grading Information ................................................. 42
Appendix III: Frequency Distribution Sheet ............................................................................................. 45
Appendix V: Developing Professional Conduct-Connections to the ATA Code of Professional Conduct ..... 46
Appendix VI: Universal Student Ratings of Instruction ........................................................................... 48
Appendix VII: Academic Integrity ........................................................................................................... 49
Inappropriate Academic Behaviour Report Form ............................................................................... 50
Appendix VIII: Campus Support for Students .......................................................................................... 51
Appendix IX: Talking to an Upset Student ................................................................................................ 52
CONTACTS
(TO BE UPDATED IN SEPTEMBER 2013 –SEE DEPARTMENT WEBSITE FOR NEWER VERSION)
ADMINISTRATION
Dr. Larry Prochner
Chair
[email protected]
780-492-5416
 Staffing
 Final grade approval
 Sessional lecturer contracts, payroll
and benefits issues
Dr. Carol Leroy
Associate Chair
[email protected]
780-492-0923
Dr. Anna Kirova
Graduate Studies Chair
[email protected]
780-492-0913
 Elementary education undergraduate
policies
 Issues with undergraduate students
 Instructor support
 Graduate policies
 Issues with graduate students
Vanessa Grabia
Assistant Chair,
Administration
[email protected]
(780) 492-8713
OFFICE STAFF
Antonella Scaccia-Dewitt
Undergraduate Program
Administrator
[email protected]
780-492-2177
Barb Vickerman
Receptionist/
Administrative Assistant
[email protected]
780-492-4273
Grace Jamieson
Graduate Program
administrator
Mary Peace Effray
Administrator,
Financial Accounts
Fatima Shaikh (till Oct 1)
Admin assistant to the
Chair
Deb Mallett
Administrative Assistant
[email protected]
780-492-2267
 Manages day-to-day operations of
Elementary and Secondary
oversees finances, HR,
space/physical resources, and course
scheduling/timetable/Calendar
 Class lists
 Final grade submissions
 Exam scheduling
 Deferred exam scheduling
 Submit course outlines
 Room bookings
 Photocopier access
 Mail distribution
 Coffee co-op
 Key distribution
 Graduate student administration
[email protected]
780-492-4275
 Accounts, travel claims, professional
expenses
[email protected]
 Assistant to the Chair,
Associate Chair & Assistant Chair
780-492-5416
[email protected]
780-492-7341
SUBJECT AREA COORDINATORS UNTIL JULY1, 2014
[email protected]
Dr. Miriam C
 Child Study Centre
 AJER Editorial Assistant
Art Education
780-492-0902
Dr. Anna Kirova
MAY1 , 2013
[email protected]
780-492-0913
Early Childhood Education
Page 2
Dr. Lynne Wiltse
[email protected]
Language & Literacy
780-492-2016
Julie Long
Dr. Lynn McGarvey
Dr. Kathy Robinson
Dr. Graham Fishburne
Dr. Jennifer Branch
Dr. Jerine Pegg
Dr. Brenda Gustafson
Dr. Joe Wu
Dr. Sue Gibson
[email protected]
780-492-5837
[email protected]
780-492-2436
[email protected]
780-492-0924
[email protected]
780-492-0922
[email protected]
780-492-0863
[email protected]
780-492-1580
[email protected]
780-492-0872
[email protected]
780-492-5417
780-492-9623
COLLABORATIVE PROGRAM COORDINATORS
Dr. Jean Reston
[email protected]
780-539-2861
Koreen Kerwell
Dr. Vincella Thompson
Sharon Allan
Julia Rheaume
[email protected]
780-539-2792
[email protected]
780-791-4833
[email protected]
403-529-3910
[email protected]
Mathematics Education
Music Education
Physical Education
School Libraries
Science Education
Second Languages & ESL
Social Studies
Teacher Education North (TEN)
Program
Grande Prairie Regional College
Grande Prairie Regional College
Keyano College
Medicine Hat College
Red Deer College
403-342-3204
ABORIGINAL TEACHER EDUCATION PROGRAM:
Evelyn Steinhauer
[email protected]
Director
780-492-2467
Angela Wolfe
angela.wolfe@ualberta
Associate Director
780-492-3187
STUDENT ASSISTANCE
Dr. Carley Christianson,
Director of Student
Support
Undergraduate Student
Services (USS)
Blue Quills First Nation College,
St. Paul
ATEP
[email protected]
492-2638
Counseling for students experiencing
academic and personal difficulties
492-3659
Student Advisors
Field Experiences
Admissions and transfer information
UNIVERSITY CONTACTS
Campus Security
911
Fire / Police / Ambulance
492-5555
Emergency Response
492-5050
Campus Security Services
Also see Appendix VII for campus resources for helping students
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ACADEMIC SCHEDULE 2013-2014
Fall Term 2013
September 4
September 17
October 3
October 14
November 12
November 11
December 4
December 7-20
December 25-31
Fall Term Begins
Last Day to Add/Drop Courses in Fall
Fall Term Refund deadline
Thanksgiving Day: University Buildings Closed
Fall Term Class Break: No Classes Scheduled
Remembrance Day: University Buildings Closed
Last Day of Fall Term Classes
Fall Term Final Exams
Christmas Break: University Buildings Closed
Winter Term 2014
January 1
January 6
January 17
February 1
February 17
February 18-21
February 14
March 14
April 9
April 18
April 21
April 22-25
New Year’s Day Holiday; Buildings Closed
Winter Term Classes Begin
Last Day to Add/Drop Courses in Winter
Last day for undergraduates to apply to graduate at Spring Convocation.
Family Day Statutory Holiday: University Buildings Closed
Winter Term Reading Week: No Classes
Registration system opens for Spring/Summer 2013
Last Day to Withdraw from Winter Term Courses
Last day of Winter term Classes
Good Friday: University Buildings Closed
Easter Monday: University Buildings Closed
Winter Term Final Exams
For full academic schedule and deadline please refer University academic calendar
http://www.registrar.ualberta.ca/calendar/Academic/Schedule/11.html
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Faculty of Education Important Dates and Deadlines
Regular Term and FX Term Courses
2013-2014 – Edmonton Campus
Regular Term
Classes Begin
Add/Delete
50% W
Withdraw
Classes End
Exam Week
Deferred Exam
Fall 2013
September 4
September 17
Oct 3
Nov 27
December 4
December 7 -20
February 4, 2014
Winter 2014
January 6
January 17
February 15
April 2
April 9
May 24, 2014
Elementary IPT
On Campus
1
Add/Delete – Courses
1
50% W – Courses
1
Withdraw – Courses
Last Day of Classes
Exam Week
Orientation Day
IPT Observation Days
IPT Field Experience Dates
Midpoint Evaluation Due
Add/Delete – EDFX 325
50% W – EDFX 325
Withdraw – EDFX 325
On Campus
2
Add/Delete – Courses
2
50% W – Courses
2
Withdraw – Courses
Last Day of Classes
Exam Week
APT Field Experience Dates
Midpoint Evaluation Due
Add/Delete – EDFX 425/426
50% W – EDFX 425/426
Withdraw – EDFX 425/426
MAY1 , 2013
Fall 2013
September 4 – October 30
Winter 2014
January 6 – March 6
MW classes: October 30
TR classes: October 29
October 31 – Nov 8
October 4
October 11, 18, 25
November 12 – December 13
(Friday of Week 3)
(Monday of Week 2)
(Monday of Week 4)
(Monday of Week 5)
MW classes: March 5
TR classes: March 6
March 7 - 14
January 24
Jan 31, Feb 7, Feb 14
March 17 – April 25
(Friday of Week 3)
(Tuesday of Week 2)
(Monday of Week 4)
(Monday of Week 5)
Elementary APT
Fall 2013
September 4 – October 1
Winter 2014
January 6 – January 31
MTWRF classes: October 1
MWF classes: Sept 30
October 2 – 4
October 14 – December 13
MTWRF classes: Jan 31
MWF classes: Jan 31
TWR classes: Jan 30
February 3 - 7
February 18 – April 25
(Monday of Week 5)
(Monday of Week 2)
(Monday of Week 2)
(Monday of Week 8)
(Monday of Week 5)
(Tuesday of Week 2)
(Tuesday of Week 6)
(Monday of Week 8)
Page 5
Complete University Academic Schedule:
http://www.registrar.ualberta.ca/calendar/Academic/Schedule/11.1.html
For Professional Terms Classes, Field Placement and Exams:
http://www.uofaweb.ualberta.ca/fieldexperiences//pdfs/Web%20Dates%20D
Notes:
Fall 2013
On Campus
-Fall Term Break: Nov 11 – 12
Placement( Field Experience)
-No day off for Fall Term Break: Nov 12
MAY1 , 2013
Winter 2014
On Campus
-Reading Week: Feb 18 – 21
Placement(Field Experience)
-Teacher’s Convention: Feb 27 – Feb 28
-School Spring Break: Mar 31 – Apr 4
Page 6
PREPARING YOUR COURSE
1. Contact the Subject Area Committee (SAC) Chair well in advance of the start of the term. (See contact
list on p.3)
Consistency across multi-section university courses offered on the U of A campus and at all collaborative
program campuses is essential. The SAC Chair or Course Coordinator will provide you with information on
course objectives and expectations, course outline templates, textbooks, assignments, resources, etc.
Multiple section courses must use the same percentage weighting for term work and exams.
2. Ensure that the Department has your current email address for initial correspondence.
NOTE: You will be assigned a University of Alberta (@ualberta.ca) email address and all information and
announcements to instructors, prior to and during the term, are sent via email to that account. It is expected
that you will check this account regularly and use it for all teaching related correspondence. Forward your U
of A email address to the Department Receptionist at your earliest convenience.
3. Course outlines are official agreements between instructors and students. General Faculties Council (GFC)
and University Regulations require that all instructors provide a course outline for each student. The
requirements for course outlines are identified on page 7. Once course outlines have been distributed to
students they should not be altered in any way. However, GFC recognizes that:
circumstances might develop, during a term, where a change to the course outline, as set out in
§23.4(2)a, makes sense to all concerned. Such changes shall only occur with fair warning or general
class consent.
With this in mind, please become familiar with the requirements, policies and advice within this manual
prior to developing your course outline and assignments. The regulations within this manual draw on
Sections 20 – 26 of the 2014-2014 University Calendar and the General Faculties Council (GFC) Policy
Manual. Both documents are available online at:
University Calendar:
http://www.registrar.ualberta.ca/calendar/Regulations-and-Information/index.html
GFC Policy:
http://www.uofaweb.ualberta.ca/gfcpolicymanual/
4. All course outlines must be submitted electronically on or before the first day of classes to Department
receptionist. Instructors in collaborative programs must also send a copy to their respective program
coordinator.
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COURSE OUTLINE REQUIREMENTS
University of Alberta
Department of Elementary Education
EDEL XXX
Lecture XX
Course Title (use the title provided in the University Calendar)
Fall/Winter/Spring/Summer
Month, Year
Instructor:
Office Number:
Phone:
Email:
Office Hours:
XXXXX
XXXXX
XXXXX
XXXXX
XXXXX
Course Prerequisites:
 Check the University Calendar.
 Note: Bear Tracks does NOT screen for prerequisites.
Course Description: Provide a brief description of the course and its content.
Course Objectives: State the main goals and objectives of the course. Multi-section courses should have the
same objectives across sections.
Knowledge, Skills and Attributes (for Interim Teacher Certification in Alberta):
 Select appropriate KSAs. The KSA’s chosen should be consistent across all sections of the same course.
KSA’s are listed in Appendix I of the Instructors’ Policy Manual.
Required Texts and Readings:
 Instructors may NOT collect photocopying money from students.
 You may provide access to readings through Textbooks, Course Packs, Moodle, or Library Reserve.
Evaluation:
 Each course will vary in terms of the number of assignments and exams.
 All undergraduate courses must have final exams unless approved by the Chair.
 Final exams must be worth between 30% and 70%.
 Any assignment worth 10% or more must have a due date.
Assignment
Mid-Term Exam
Term Assignment
Final Exam
Due Date
Weight
Policy on Late Assignments: (Optional – Examples provided in Italics)
 Assignments are due at the beginning of class on the due date. Ten percent will be deducted for each day if
it is late. The instructor may consider an extension if notified within 48 hours of due date and
documentation (e.g., medical note) is provided.
MAY1 , 2013
Page 8
Final Grade:
Instructors must state how the final grade will be determined. Indicate whether you will use an absolute system,
a distribution system, or a combination of both for grading purposes. You should attach a copy of the
Department of Elementary Education Interim Grading Policy Sheet to your course outline .This sheet contains
general information about the absolute and distribution grading systems.
PROFESSIONALISM STATEMENTS: (Optional – Examples for Attendance, Disruptive Behaviour and Code of
Conduct provided in Italics)
Attendance:
 Attendance in this course is very important. Missing a class has consequences for completing assignments
and preparing for exams. Students who arrive late or are absent from class are responsible for getting
materials and information about the class activities from their classmates. "Those who choose not to attend
must assume whatever risks are involved" (University of Alberta Calendar, Sec. 23.3)
http://www.registrar.ualberta.ca/calendar/Regulations-and-Information/AcademicRegulation/23.3.html#23.3
 If you are or will be absent, please let your instructor know. If you are repeatedly absent you may receive an
email notifying you of the risks associated with absenteeism. The Associate Chair will be copied on these
emails.
Recording in the Classroom or Gymnasium

The use of mechanical or electronic devises for recording lectures, labs, etc. is permitted only with prior
approval of the instructor (see note below on SDSS).
Disruptive Behaviour:

To ensure a positive learning environment for all, please make sure that your actions do not disrupt the
instructor or other students in the class. students who are disruptive may be asked to leave
 Arrive on time and prepared for class. Chronically arriving late is distracting to others.
 Ensure that cellphones are turned off.
 Listen to the instructor during lectures and other students during discussions. Refrain from off-task
conversations that disrupt the learning of yourself and others.
ATA Code of Professional Conduct:

Students enrolled in the Faculty of Education are bound by the ATA Code of Professional Conduct (Code of
Student Behaviour).
http://www.registrar.ualberta.ca/calendar/Regulations-and-Information/Code-Student-Behavior/25.html
In brief, preservice teachers:
should conduct themselves in a manner that respects the dignity and rights of all persons
should treat other students with dignity and respect and be considerate of their learning circumstances.
should not undermine the confidence of their classmates in other instructors.
should meet with the instructor in private when questioning professional competence, including methods of
instruction or grading issues.
should act in a manner which maintains the honor and dignity of the profession
Additional Information Regarding Student Code of Behaviour:
MAY1 , 2013
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Additional information regarding student rights and responsibilities under the Code of Student Behaviour
can be found online:
http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBeha
viour/COSBIndividualHyperlinkedSections.aspx
MAY1 , 2013
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COURSE MATERIALS
Photocopying Course Materials
Instructors in Elementary Education may duplicate course outlines, examination materials, and
additional pages as needed to a maximum of 30 pages per student in a class. Photocopying is
the responsibility of individual instructors. Support staff members are not available to do this for
you, although they will help if you have difficulties with the machine.
Instructors should attempt to limit the number of additional pages photocopied and consider
alternative ways to provide students with access to materials: textbooks, course web sites (i.e.
Moodle), course packs, or the Coutts Library reserve service. You may NOT copy class sets of
published articles since this is a violation of copyright law.
Textbooks
Common textbooks are used in most EDEL 300-level courses. The subject area coordinators and
the program coordinators for collaborative programs are responsible for ordering textbooks for
300 level courses. If you are responsible for ordering textbooks, requisitions may be made
electronically at: www.bookstore.ualberta.ca. Go to the Faculty Resources link on the left to
locateCourse Materials Adoption. Complete the form and submit it electronically.
eClass Powered by Moodle
eClass (Moodle) allows you to create and customize a website for your course and provides tools
for communication, course content, assessment and course management. Access to the site is
restricted to students registered in your course. We request that instructors set up an eClass site
for all courses and that as a minimum, post the course syllabus and description of assignments.
The automated Request a Course system will allow you to easily and efficiently create eClass
sections with very quick response times. Once you are able to view your course under the
instructor tab in Bear Tracks you are able to request eClass for the course.
Please note that if you teach the same course in another term, you have to request a course for the
new term but you may ask to have the content from the earlier course copied into the new one.
You will find eClass Powered by Moodle resources, including tutorials, at:
http://ctl.ualberta.ca/technology-services/eClass
Course Packs
Course packs are a collection of readings and notes used as primary or supplementary course
material. To create a course pack, the instructor photocopies the required materials, prepares a
table of contents and completes an electronic access copyright log. The Print Centre (SUBprint)
digitally scans, cleans, organizes, prints and binds the materials. The completed course pack is
delivered to the University Bookstore for purchase. Please submit materials at least 4 weeks prior
to the start of class. For more information see:
http://www.su.ualberta.ca/businesses/subprint/coursepacks/
Please be judicious in the choice of Course Pack materials because the cost can add up quickly.
Library Reserve
Instructors may request that materials be placed on reserve in the Coutt’s Library. Library owned
materials will be retrieved from the library stacks by library staff. Instructor owned materials,
including photocopies of articles, should be submitted in person or through campus mail to the
2013-2014
Page 11
library. Complete information regarding Reserve Materials is available on the Coutt’s Library
web site.
 Guidelines for placing materials on reserve are available at:
http://www.library.ualberta.ca/reserve/faculty/index.cfm
 Reserve requests must be made electronically at:
http://www.library.ualberta.ca/reserverequest/index.cfm
All requests submitted for reserve must comply with copyright regulations.
 It is not permitted to place textbooks on reserve.
 It is not permitted to place Course Packs on reserve.
 If the material is Required Reading Students are not permitted to make photocopies.
 If the material is Supplementary Reading Students are permitted to make photocopies.
Copyright
Please consult http://www.copyright.ualberta.ca regularly for up to date information on
Copyright and Licensing so that you can be sure you are working from the most current
information available.
There are many gray areas but there are hefty fines for violations. Err on the side of caution and
consult a librarian if you are in doubt.
What you currently are allowed:
˜ You may provide students with links via e-Class for material in E-journals and Full Text
publications to which the University subscribes.
˜ You may place the material (not more than 10% of a book) on reserve in the library.
˜ Prepare a Course Pack that students will purchase at the bookstore. See p.11*.
˜ You may provide student with a reference list either on e-Class or hard copy.
˜ Provide students, either on line or hard copy, with material that you have written for the
course.
What you currently may not do:
˜ Photocopy a class set of copyrighted material.
˜ Digitize a print article or chapter and post it to your students.
Under any of the above mentioned permissible options there are still some restrictions. Copying
is generally limited to either 10 or 15 per cent of a work, or the whole of a chapter, short story,
poem, journal article, or newspaper article, whichever is greater. Again, relevant policies and
procedures are posted above photocopiers and are available at: http://www.copyright.ualberta.ca/
Pre-session Study
For courses requiring pre-session study, course packs of materials must be ordered through the
Bookstore (see above) or posted on e-Class well in advance of the beginning of the class. When
the course is scheduled on Bear Tracks, ensure that there is a statement, “Pre-session study is
required. Contact the Department,” so the students know where to check if they need further
information and cannot access e-Class or do not know who the instructor is.
TEACHING: POLICIES & ADVICE
Prerequisites
The course outline must identify prerequisites and instructors should announce prerequisites for
the course on the first day of class. Students who are deficient should be asked to withdraw from
2013-2014
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the course and the instructor should notify the Undergraduate Program Administrator.
Students often try to persuade instructors to waive prerequisites by presenting the instructors
with reasons as to why they need to stay in the class e.g., they have financial difficulties and
need to graduate in a timely fashion, etc. Refer these students to the Undergraduate Program
Adminstrator in the Department Office for assistance in sorting out the remainder of their
program. When you make a referral, avoid making statements that reinforce the students belief
that the prerequisite may not be necessary (e.g, “ I would let you into this class if I could). This
can make it more difficult for the student to accept subsequent alternatives suggested by the
Program Adminstrator.
Registered Students
A student is responsible for the completeness and accuracy of his or her registration. The
appearance of a student’s name on the Official Class List indicates confirmation of registration in
the course section. A student whose name does not appear on the Official Class List is advised to
see the Undergraduate Program Administrator in the department office to confirm registration
status. A student who does not have a confirmed registration in a course section is not permitted
to attend. The Undergraduate Program Administrator carefully monitors enrollment and
occasionally keeps waiting lists for some sections. Do not allow students to sit in on classes if
they have not registered for the course and do not tell students that you are willing to add
another student above the cap.
Announcements
During the first week of class, include a thorough overview of the course outline. Identify
assignments, dates, policy for late assignments and the grading system used. Do not assume that
students will read this independently.
Plagiarism
Instructors should announce how the University defines plagiarism, cheating, misrepresentation
of facts and participation in an offence and explicitly point out the statement that you have
included in the course outline. (See excerpts from the Code of Student Behaviour on the last
page of this manual.)
Freedom of Information and Protection of Privacy Act (FOIPP)
Personal information such as name, address, telephone numbers, email addresses and personal
identification can be shared only with students’ consent.
Visitors
Instructors are under no obligation to admit visitors, including the children of students in the
class. Any class is a learning community that can be disrupted by the presence of outsiders. Give
permission for visitors only after careful thought to the requests and when advance notice of such
requests is given. Do not give permission at the door of your classroom. We suggest that you talk
with your students before giving permission for visitors to come into your class. Do not allow
graduate students to sit in on a class. The appropriate route for these requests is through auditing.
Identifying Leaders for Scholarships & Awards
Our department awards several scholarships annually. Many are based primarily on GPA but
others require a demonstration of leadership within courses or within the community. If a student
has demonstrated excellence in leadership in your class, submit his/her name to the Associate
Chair after the course. Each term there will be a request for the names of outstanding students
from your course. They will receive a Certificate of Excellence.
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Group Work
There are many good reasons to group student to work on assignments and classroom projects.
However, working together can prove to be stressful, and can promote feelings of inequity,
freeloading and even bullying. Students occasionally appeal marks when they feel that the
requirements of group work have unfairly hamptered their grade. Monitor groups carefully and
recognize that you may be called upon to facilitate positive group dynamics to ensure that
individual student achievement is fairly reflected in the grade.
UNIVERSAL STUDENT RATINGS OF INSTRUCTION (USRI)
(FORMERLY KNOWN AS IDQS)
General Faculties Council requires each instructor to obtain an evaluation by students in each
course section that they teach. A Universal Student Rating of Instruction questionnaire is
required for all courses with enrollment of 10 or more students. (See Appendix V for a sample
questionnaire.) Please adhere to the following procedures for administration of USRI.
1. Questionnaires will be distributed to all instructors in the middle of the term. For instructors
teaching in collaborative programs, questionnaires will be mailed to home addresses or given
to coordinators for distribution.
Ensure that:
1. the course and section numbers are correct;
2. there are adequate numbers of questionnaires based on student enrollment;
both instructors are identified on the header for courses that are co-taught.If you notice any
errors, contact the Department Receptionist.
2. Questionnaires should be administered prior to the last week of the course. Where possible,
arrange for a colleague to administer the questionnaires to your class.
3. HB Pencils must be used. (Pencils are available in the Elementary Education Office.)
4. Instructors should review the purpose of the evaluations (see Appendix V) and who receives
the information. Only the instructor reads the written comments and the Chair only receives a
one page numerical summary. Remind students that although comments are anonymous, they
should respond in a professional manner.
5. Instruct students to provide written feedback on the back of the form.
6. Adequate time must be allowed at the beginning of class for completion of the questionnaire.
7. The instructor should not be present while students respond to the questionnaire and should
neither distribute nor collect the questionnaires, nor should any teaching assistant who has
been involved with the class Students should be asked to complete the questionnaires under
examination conditions, i.e., quietly and individually. If you are concerned whether this
condition will be met, contact the Associate Chair to arrange for another staff member to
administer your questionnaires.
8. A student should be designated to distribute the questionnaires, collect all completed and
uncompleted evaluation forms, complete and sign the Checklist for Administration of USRI
form, and place the form and questionnaires in the envelope. Seal the envelope and return it
and the pencils to the General Office.
9. In classes with enrolment of less than 10 students, instructors are to distribute the
department’s Small Course Evaluations. Please contact the receptionist for further
information.
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For additional information on USRI, see Section 111.3 of the GFC Policy Manual:
http://www.uofaweb.ualberta.ca/gfcpolicymanual/content.cfm?ID_page=39298&section=39301
&contentshow=section.
MARKING, GRADING & EXAMS: POLICIES
GENERAL POLICIES AND RECOMMENDATIONS
University policies for assessment are posted online at:
https://policiesonline.ualberta.ca/PoliciesProcedures/Procedures/Grading-Procedure.pdf.
These policies were approved at General Faculty Council in May 2012. Ensure that you are
familiar with the principals upon which your assessment practices must be based.
Create Assignments that Make Distinctions Among Students
Exams and all course assignments should be challenging, scholarly and make distinctions
between students. Select and weight assignments according to their importance in demonstrating
course objectives. Avoid assignments where all or most students are given full marks. Set
expectations early in the course to demonstrate how you will mark student work. Ensure that
your course outline and course materials clearly explain the procedure you use to convert raw
scores to grades.
Discourage Plagiarism
Several cases of plagiarism occur each year in the department. Each case is emotionally difficult
for all parties involved and is usually time consuming. Carefully select assignments that will
discourage plagiarism. While cases often include quoting or paraphrasing internet sources
without references, many plagiarism cases involve using previous students’ assignments and also
unauthorized collaboration in which two or more people work together and submit very similar
assignments. Avoid using the same assignment in consecutive terms, especially across several
sections. For individual assignments, set clear expectations. That is, you may encourage students
to work together to think through questions in an assignment, but that each person must submit
his/her own work.
Attendance and Participation Marks
You may assign marks for class participation; however, you are strongly encouraged to explicitly
tie attendance/participation to course objectives and provide students with a clear rubric in the
course outline indicating how you will assess participation [University Regulations §23.4(2)a].
As noted above, participation marks should make distinctions between students; it should not be
used if all or most students will receive full marks.
Mid-Term Exams
A term exam such as a mid-term is optional. Instructors may schedule term examinations during
any regularly scheduled class period, but it should never exceed class time. There is no provision
for a deferred exam date of a mid-term exam. You may accommodate the student by invigilating
an alternative exam at a mutually acceptable time but you are not obligation to do so.
Alternatively the exam may be waived and the value of the mid-term added to the final exam.
Competence in Written Work
General Faculties Council urges all instructors of University undergraduate courses to provide
that suitable portions of course testing or other course work should be in the form of written
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essay responses and to emphasize to students that competence in written work is integral to
competence in a subject and will constitute part of the basis on which the student’s course grade
is determined. All instructors should make clear at the outset of each course their expectations in
regard to standard and importance of writing in assignments and examinations [University
Regulations §23.4(9)].
Completing and Turning in Assignments
Instructors should allow students a reasonable time in which to complete an assignment, bearing
in mind its weight .Students are not allowed to turn in assignments at the Department Office. If a
student is handing in work outside of class time, make arrangements for the student to deliver the
work to you in your office, to mail or email it to you. It is not appropriate to ask students to
deliver an assignment to your home.
Marking Assignments
Instructors should mark and return to students with reasonable dispatch all term examinations
and, provided the students submit them by the due date, all course projects, assignments, essays,
etc.
Returning Marked Assignments
All projects, assignments, essays, etc. should be returned on or by the last day of classes in the
course, with the exception of a final major assignment (which may be due on the last day of
classes), which should be returned by the date of the scheduled final examination or, in nonexamination courses, by the last day of the examination period [§23.4(2)j].
Assignments returned in class must be given directly to students. They may not be given to
another student to deliver. Assignments returned outside of class time must be sealed in
envelopes with the student’s name, instructor’s name, course, and section number (do not use ID
number). A file cabinet has been set up in the general office for this purpose. Assignments will
be kept for a period of three months after which time assignments that are not picked up will be
returned to the instructor.
Class List
Your class record book is a confidential document. Keep it in a secure location and avoid taking
it to class with you. General Faculties Council requires that departments keep class record books
and detailed records of the component marks for at least one year after the final exam.
Official Grades
Student grades are unofficial until they have been approved by the Chair and Faculty Council.
Students are to access their final grades via Bear Tracks. Do not post or email final letter grades.
Historical Guidelines
Use historical guidelines to see whether your grading is consistent with standards that have
historically been maintained in the Department. If there is a Departure, attach a written
explanation when you submit them for approval at the end of term. The Chair will then contact
you if there is a need to discuss your grades. See Appendix II for the guidelines.
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DISTRIBUTION AND ABSOLUTE GRADING SYSTEMS
University grading policy allows instructors to use a distribution system, an absolute measures
system, or a combination of the two for calculating final course letter grades. Each grading system
has its advantages and disadvantages. Consult with your subject area coordinator and consider the
following information before determining a grading system for your course. The grading system used
must appear on the course outline. Be aware that upon request, instructors are required to provide the
method which was used to translate final and, where appropriate, term marks into grades.
Distribution Grading System:
Under the distribution (or relative) system, a student's final grade is based on his or her ranking or
relative position in the class upon completion of the course. GFC has specified that distributions are
not mandated by the university.
Advantages:


Allows the instructor to adjust for very high or low final averages at the end of the term.
Percentage distribution works well for class sizes greater than 40 and for ‘typical’ classes.
Disadvantages:



Because grades are determined by rank order of students, it may not provide a clear
indication of achievement relative to learning objectives.
Strict adherence to the distribution system is less reliable for smaller classes and atypical
classes. For example, a student with a raw score of 90 in a low-achieving section may receive
an A, while a student with the same score in a higher-achieving section may receive a B. It
also doesn’t account for students who, as a group, have high or low entrance GPAs.
Since students are in competition for grades, students may be less willing to collaborate.
Procedural Considerations:
 Once final raw scores are determined, place scores from highest to lowest on the Frequency
Distribution Sheet (see Appendix II).
 If the raw scores appear to follow a normal distribution, use the chart on the following page
to determine approximately how many students should receive each letter grade. For
example, in a typical 300 level class with about 35 students, approximately two students
should receive A+, three A, five A-, … one D, zero D+, and zero F.
Note: The number of students in grade band is rounded to the nearest whole number.
Moderate variation of the number of students assigned to each grade level is expected.
 Use natural breaks between raw scores on the Frequency Distribution Sheet for grade
divisions when possible.
 Use the grade descriptors and absolute scale expectations to assist with grade division
locations.
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Absolute Grading System:
When using the absolute (criterion-referenced) system, a student's raw score is compared to
predetermined standards of performance. In the past, the Department of Elementary Education
established a fixed scale and letter grade descriptors for scoring under this system (see the chart
above and pp. 8-9 of this manual). When this scale is applied, a student’s final raw score (out of 100)
is compared to the preset scale to determine a final letter grade. This scale is not mandated but
instructors are encouraged to use it wherever appropriate.
Advantages:
 Easy to calculate final letter grades.
 Allows grades to be directly related to student’s achievement of defined learning objectives.
As a result, students are more able to track progress throughout the term.
 Students are not competing directly with each other and may be more likely to collaborate.
Disadvantages:
 The Department’s predetermined grade level scores and descriptors are arbitrary and may not
fit individual instructors’ methods of marking.
 System does not allow instructors to adjust letter grades down to account for high raw scores
and class averages at the end of the term. Therefore, instructors must be diligent throughout
the term to ensure that exams and assignments discriminate among students.
Procedural Considerations:
 Once final raw scores are determined, place scores from highest to lowest on the Frequency
Distribution Sheet (see Appendix II).
 Use the scale on the Department of Elementary Education Grade Conversion sheet for
Undergraduate Courses to determine final grades. See Appendix II for a copy of the grade
conversion.
FINAL EXAM POLICIES
Required Final Exams
A final exam is to be held in all undergraduate courses except where departure from this
arrangement has been authorized by Department Chair.
Weight of Final Exams
Final exams must be worth a minimum of 30% to a maximum of 70%. Multi-section courses are
to have identical weighting for final examinations. If you have a final exam in your course, a
weight of not less than 30% and not more than 70% should be assigned to the final examination
except where a departure from this weighting has been authorized by Faculty Council. The
remaining weight should be assigned to term work [§23.4(1)].
Exam Headers
Use the following headers on final exams. (This is also a requirement for the Exam Registry.)
 Course Name
 Course Number
 Section
 Type: Final, Midterm, Quiz, Term Exam, Sample Questions, etc.
 Date: Month/Year
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

Professor(s) Surname and First Initial
If it is a consolidated/common exam
Schedule of Final Exams
Final exams must be written on the date and time slot scheduled in the Registration Procedures
handbook. The final exam schedule for daytime classes is available to instructors and students
once the course schedule is published. Exam schedule at:
https://www.registrar.ualberta.ca/ro.cfm?id=15.
Exams for evening courses are held during the last regular class period.
Exceptions are occasionally made; however, a strong rationale and consent from students,
Department Chair and Associate Dean (Teacher Education) is given at least one month prior to
proposed date. See the Associate Chair for proper procedure. The re-scheduling of
examinations or tests in the final week of classes is not permitted [§23.5.3(2)].
Note: Some courses do not fit the normal exam times as per Bear tracks (e.g., MW 0930-1050.)
In these cases, the final exam is held as if the class began half an hour earlier (e.g., MW 0900).
Students occasionally encounter conflicts in their initial exam schedule during the IPT and APT
terms. When this happens, the Undergraduate Program Adminstrator will adjust the schedule and
notify the students.
Location of Exams
Antonella will distirbute information about the location of your final eams. If the location needs
to be changed for any reason, ontact Antonella. Do not change the location on your own.
Allowable Materials in Exams
Prior to any examination, students should be made aware of permitted references and aids: only
those items specifically authorized by the instructor may be brought into the exam facility. The
use of unauthorized personal listening, communication, recording, photographic and/or
computational devices is strictly prohibited. Such devices must be turned off and stowed.
Proctoring Exams
1. Before the examination begins, organize furniture in the classroom so as to reduce chances of
students inadvertently or deliberately looking at other students’ papers.
2. If instructions are needed prior to the exam, provide them in writing to students.
3. Inform students about how to get your attention if you should need help or assistance and
where they should hand in their exam papers.
4. Move around the classroom periodically.
5. For visual acuity, sit or stand at the back of the room.
6. When the signal is given to end the exam, students shall promptly hand in their exam papers
and answer sheets to the exam supervisor or marks shall be deducted.
Deferred Final Exams
All students must write final exams during the scheduled exam period unless they receive
approval for a deferred exam. Deferred examinations may be granted to a student who is
prevented by illness (attested by a physician), domestic affliction or other extreme circumstances
(including religious convictions) [§23.5.6 (3)]. A deferred exam will not be approved if a
student has completed less than half of the assigned term work [§23.5.6 (2)].
Do not make individual deals with students no matter how heart rending their concern may be.
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All students must apply for a deferred exam through USS, no later than 2 working days
following the scheduled exam. Students should be directed to Undergraduate Student Services
(Ed N 1-107) for a deferred examination application. Applications must be accompanied by
documentation to be considered for approval. The Associate Dean, Undergraduate Programs and
Services will review the application and decide if the deferral is appropriate. Instructors will be
informed whether a deferred exam has been granted.
Instructors must not arrange alternative examination times and dates for students who do not
meet deferred final examination regulations (e.g., they have purchased an airline ticket for a
flight which departs prior to the final exam date, my best friend is getting married in Hawaii,
etc.). Also, a student may not write an exam in a course section in which they are not registered
[§23.5.1(3)]. To maintain consistency within the department, instructors must ensure that a
deferred final examination has been applied for and granted.
Deferred exams must be written in an atmosphere conducive to scholarly achievement.
Therefore, the instructor may:
 make arrangements with students receiving approval to write at a mutually convenient time
and in a suitable location (e.g., a conference room or classroom). The instructor is expected
to proctor the examination or arrange for a suitable alternate. If you decide to make such a
arrangement with your student/s, ensure that the time and place are clearly stated in writing.
 inform the student of the common date for writing deferred exams. (See Elementary
Education Grading Policy, p.43 or the Academic Schedule, p. 4.) Instructors must provide
examinations and instructions to the receptionist in the Department Office in a sealed
envelope with the following information:
 1 Students’ name and ID number
 2. Course and section number
 3. Time alloted for the examination
 4. Any special provisions (e.g, open book examinatino)
 . The Department will provide a proctor to supervise the examination. The completed exam
will be placed in your mailbox for marking.
Students Requesting to View Final Exams
1. The student should arrange an appointment with the instructor to review his or her exam. If
the instructor is unavailable (e.g., an instructor who is not on campus after the exams have
been submitted), the student may review the exam in the presence of the Chair or Associate
Chair.
2. The instructor should retrieve the exam from the Undergraduate Program Administrator (5th
floor office).
3. The instructor and student should review the exam together. The objective should be
educational. Students should follow reexamination procedures (below) if they disagree with
your appraisal.
4. Return the exam to the department office.
Grades of Incomplete
The grade of “incomplete” (IN) is normally awarded when an undergraduate student is prevented
by illness, domestic affliction, or other extreme circumstance from submitting an assignment by
the end of term. When a grade of IN is awarded, the student is required to submit the assignment
within 10 days after the end of the final examination period of the term for the course. At the
request of the Department Chair, the Associate Dean may grant an extension of time to a
maximum of four months after the end of the term. If the assignment is not submitted by the
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prescribed deadline, the Registrar will record a grade of “NC” or a grade of “F” plus a remark of
“1”, as appropriate. Before finalizing the student’s grade the Office of the Registrar and Student
Awards will give 30 days written notice to the student’s Faculty and to the Department in which
the course is offered [§23.5.3(6)].
SUBMITTING FINAL GRADES
Timeline
Final letter grades and documentation must be submitted to the Department of Elementary
Education within five working days after the final examination is written or, for courses without
exams, four days after the due date of the final assignment. Marking examinations should be
given first priority in order to expedite the submission of grades to the Department for approval.
This is particularly important for final year students who will be convocating. Instructors are not
permitted to leave the vicinity, taking original examination papers with him or her for marking
without permission from the Chair [§23.5.3(4)].
Electronic Grade Entry
 All grades are to be submitted electronically.
The following are 5 “easy” steps to Electronic Grade Entry:
1. Grade Roster –
The Instructor will see the Grade Roster page in Instructor Self-Service (Bear Tracks).
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2. Class List/Supporting Docs Please include a supporting document that includes breakdown of marks. This is to be attached or
uploaded to the Grade Roster. If you have been keeping records manually use the photocopier to
send a pdf. copy to yourself to upload.
The instructor will also have the option of uploading a file to support the grade approval process
which will be accessible to the grade approver. This file may contain specific grade breakdown or
boundary information, as required by the department.
3. Grade Distribution Grade Summary/Distribution Report Explained
As you enter final grade information for your class, you will be able to generate the Grade
Distribution/Summary Report for the class; it is a .pdf file. This report was created to prevent
instructors from having to manually create the Grade Summary Sheet for submission with final
grade rosters for grade approval purposes. The instructor is able to generate and view this
report through Bear Tracks. Likewise, the grade approver will be able to generate and view this
report through Campus Solutions. This report is accessible using the Grade Distribution link at
the top of the Grade Roster page. Note: the distribution is not mandated by the university but
the Chair will review it prior to approving the grades. If your grades have an unusual
distribution it is helpful to attach and explanation for the Chair.
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The information in the grade summary/distribution report will update according to the final grade
information currently entered and saved in the grade roster.
http://ais-web.srv.ualberta.ca/wordpress/wp-content/uploads/2012/03/Grade-Summary-and-DistributionReport-Explained.pdf
4. Grade Roster Action *Approval Status – Ready for Review/Send for Review
Once the Instructor reviews the final grade information they have entered/uploaded and are
satisfied with the summary/distribution information, they will set the Grade Roster status to
“Ready for Review”. Once they do this, the Primary Grade Approver (Antonella) will receive
notification that a grade roster is awaiting their review/approval.
If the Primary Grade Approver requires the Instructor to edit the grades entered, they will set the
status to “Not Reviewed”. This will trigger a notification email to the Instructor to indicate that
the grade roster requires attention.
The Primary Approver will enter comments in a field on the Grade Roster page to let the
Instructor know why the grade roster is being sent back to them.
Once the grade roster status is set to “Approved”, an automated process will post the grade
roster. This process will run four times per day, allowing the Grade Approver approximately two
hours (during regular business hours) to change the status, should changes to the grade roster be
required. Grade Posting will happen 4 times a day, 7 days a week. Timing will be 9 am, 12 pm, 3
pm and 6 pm. Grades which are approved for more than 5 hours will be posted.
Once the grades are posted, students will be able see them in Bear Tracks. Emails are sent to
students within an hour of the grades being posted
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5. To be submitted to the Elementary Education Office i)
Course Outline
(Course outlines are posted online on the Department of Elementary Education website.
Please ensure that you course outline is there. If not, check with the receptionist
ii) Final Exam and Final Examinations written by students
(Please turn them in immediately. The exams are kept in the department office for a
period of one year.)
iii) Exam Registry (GFC policy 52.8)
Mid-Term Exam, Term, and Final Exams worth 30% or more of the course grade have to
be submitted to the Registry. Sample questions are acceptable.
(Please mark “Exam Registry” on the front page of exam. GFC policy stipulates that
evaluate material shall be made available to the Students’ Union Exam Registry. The
Registry makes these exams available to students.)
Please remember that the Grades must be submitted for Approval within five working days of
the final examination or within five working days of the final assignment deadline date of the
course.
Informing Students of Grades
The Department Chair must approve final grades and adjustments are occasionally made.
Therefore, do not post, announce or email course grades. Encourage students to access their final
grades via the web using the Grade Reporting Service. Unofficial grades are posted on Bear
Tracks within days of the grades being received and approved by the Department.
Grades of Incomplete
The grade of “incomplete” (IN) is normally awarded when an undergraduate student is prevented
by illness, domestic affliction, or other extreme circumstance from submitting an assignment by
the end of term. When a grade of IN is awarded, the student is required to submit the assignment
within 10 days after the end of the final examination period of the term for the course. At the
request of the Department Chair, the student’s Dean may grant an extension of time to a
maximum of four months after the end of the term. If the assignment is not submitted by the
prescribed deadline, the Registrar will record a grade of “NC” or a grade of “F” plus a remark of
“1”, as appropriate. Before finalizing the student’s grade the Office of the Registrar and Student
Awards will give 30 days written notice to the student’s Faculty and to the Department in which
the course is offered [§23.5.3(6)].
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DEALING WITH STUDENT ISSUES
The University and Education Faculty are guided by policies related to student issues, complaints
and difficulties. Instructors or students needing clarification of university policies should contact
the Associate Chair. Students experiencing academic or personal difficulties should see a student
advisor or the Director of Student Support in the Undergraduate Student Services office (Ed N 1107).
COMMON CONCERNS RAISED BY INSTRUCTORS
Students with Poor Attendance
Attendance at University courses is not required; however, instructors are encouraged to be
proactive with regard to students with poor attendance. If the student has been absent for several
consecutive classes or if attendance is irregular, email the student and copy the Associate Chair
indicating your concern and the risks associated with poor attendance. If you believe the student
is in need of career, academic, or personal counseling, alert the Associate Chair and refer the
student to Dr. Carley Christianson, Director of Student Support. If the student has been absent
for an extended period, check with Antonella to see if the student has withdrawn from the course.
The Associate Chair will contact students who have had concerns expressed by more than one
instructor. This contact is meant to be proactive in locating and assisting students who may have
difficulty meeting program requirements.
Missed or Late Assignments
Instructors are under no obligation to provide extensions or alternatives for missed assignments
regardless of the reason; however, instructors are encouraged to establish a consistent policy to
deal with this issue and include the details of the policy on your course outline. Late/missed
assignment policies should include expectations for whether late assignments will be accepted or
not; if a penalty will be imposed; whether documentation is required; and when notification must
be received.
If you allow a student to submit a late assignment, be sure that they date and time for submission
are clearly stated in writing. The assignment should be submitted directly to the instructor. To
avoid potential issues with assignments that are said to be lost, ensure the student knows they are
responsible for submitting another copy upon request.
For missed term work worth 20% or more of total course work students must provide
documentation regarding the absence within two working days following the due date. If the
absence was due to illness, a University of Alberta Medical Statement Form must be completed
by a recognized health care provider. These forms are available online:
http://www.registrar.ualberta.ca/files/2010_Medical_Statement.pdf
If the instructor excuses the absence he or she has the discretion either to require the student
make-up the term work or to waive the term work and allot the weight of the term work missed
to the final exam. [See University Regulations §23.4.3] You are encouraged to contact the
Associate Chair for consultation when making this decision.
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Missed Mid-Term Exams
Students requesting an excused absence for a midterm exam must do so within two working days
of the scheduled exam. Instructors are not obligated to grant excused absences for reasons such
as vacations, weddings, or travel arrangements. Acceptable excuses include incapacitating
illness, severe domestic affliction or some other compelling reason including religious
convictions.
Documentation is required for deferral of all exams worth more than 20% of total course work.
For incapacitating illness, a student must present a University of Alberta Medical Statement form
(not simply a note from their family doctor). Adequate documentation is also required for all
other cases including domestic affliction or religious conviction. Instructors are also encouraged
to request supporting documentation for missed exams worth less than 20% of course work;
however University Medical Statement forms will not be issued through University Health
Services.
If excusing a student’s absence from a term exam, the instructor has the discretion either to
waive the term exam or require the student to write an alternate exam. For a waiver, the
percentage weight allotted to the term exam missed is added to the percentage weight allotted to
the final exam. For a make-up, the student is required to write an equivalent exam at a time set
by the instructor. If the student does not write the alternate term exam at the prescribed time, a
raw score of zero will be assigned for the exam. Without an acceptable excuse, a final grade will
be computed using a raw score of zero for the exam missed [See University Regulations
§23.5.6]. (For information on final exams missed see p. 19.)
Students with Poor Performance
Instructors are encouraged to identify and provide support for students who are doing poorly in
the course due to illness, frequent absences, poor writing skills, etc. If possible:
 Meet with the student as early as possible in the course to communicate your concern.
 Provide specific information about how to improve.
 Provide information about course withdrawal dates.
 Encourage the student to contact Carley Christianson (Director of Student Support, USS,
492-2638) for further assistance.
ACADEMIC OFFENCES
The Code of Student Behaviour (GFC Section 30) provides policies on a number of student
offences including:


30.3.2 Inappropriate Academic Behaviour: plagiarism, cheating, misuse of confidential
materials
http://www.governance.ualberta.ca/CodesofConductandResidenceCommunityStandards/
CodeofStudentBehaviour/303OffencesUndertheCode/3032InappropriateAcademicBehav.
aspx
30.3.3 Inappropriate Behaviour in Professional Programs: offences under the Professional
Code of Ethics both on-campus and during practicum placement. (See Appendix IV for
the ATA Code of Professional Conduct)
http://www.governance.ualberta.ca/CodesofConductandResidenceCommunityStandards/
CodeofStudentBehaviour/303OffencesUndertheCode/3033InappropriateBehaviourinPr.as
px
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


30.3.4 Inappropriate Behaviour towards Members of the University Community:
disruptions in class, discrimination, dissemination of malicious material, retaliation,
unfounded allegations, violations of safety or dignity
http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandar
ds/CodeofStudentBehaviour/303OffencesUndertheCode/3034InappropriateBehaviourtow
.aspx
30.3.5 Inappropriate Use of University Property and Resources: damage to property, etc.
http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandar
ds/CodeofStudentBehaviour/303OffencesUndertheCode/3035InappropriateUseofUnivers
i.aspx
30.3.6 Other Offences: alcohol provision and consumption, identification,
misrepresentation of facts, participation in an offence, smoking, etc.
http://www.governance.ualberta.ca/CodesofConductandResidenceCommunityStandards/
CodeofStudentBehaviour/303OffencesUndertheCode/3036OtherOffences.aspx
Process for Dealing with Inappropriate Academic Behaviour
1. Get information and advice: As an instructor, if you suspect Inappropriate Academic
Behaviour has occurred, contact the Program Coordinator of your SAC or the Associate Chair
for advice on the process. Also review descriptions of Inappropriate Academic Behaviour in
30.3.2 and the Discipline Process 30.5 in Code of Student Behaviour (above).
2. Be sure that you have proof: You must be confident that you can substantiate your suspicion
that material in the student’s work has been plagiarised; that you have the proverbial
“smoking gun”. One must maintain the presumption that there may be a valid explanation but
the process is complicated and it is unwise to proceed on suspicion alone.
3. Contact the student: If you suspect Inappropriate Academic Behaviour, you are required to
contact the student to arrange for a meeting. If more than one student is involved, contact and
meet with them individually. Students must be informed of the purpose of the meeting ahead
of time. (For example, “I have some concerns that you didn’t cite all of your sources in your
paper.”)
Provide dates/times when you are available. Although not required, you are strongly
encouraged to have someone else attend (e.g., Associate Chair, Program Coordinator, Course
Coordinator or a fellow faculty member). Advise and encourage the student to contact Student
Ombudservice for advice. (www.uofaweb.ualberta.ca/OmbudService/) Students may also
bring an advisor to the meeting—preferably someone from Ombudservice.
4. Meet with the student: At the meeting it is generally helpful to have someone else chair the
meeting. The chair can help structure the meeting by first allowing the instructor to provide
more information regarding the concern and the evidence they have. Next, the student should
be given an opportunity to respond to the concern. Ensure that the student understands the
process that will occur after the meeting.
5. Write a report: If there was a code violation you are required to report the incident to the
Associate Dean in Undergraduate Student Service. See Appendix VI of this manual for the
reporting form.
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In your report include the following:
a. Academic Discipline Report Form (p. 48) (documents information about the
student, course, nature of suspected offense, record of meeting, contact
information, etc.).
b. A letter providing information on the circumstances of the case, the evidence
available, and student responses during the meeting.
c. Attach a photocopy of the assignment/exam, assignment sheet, course outline, or
any other relevant information.
6. Provide copies to students: Instructors are encouraged to provide the student with a copy of
the Academic Discipline Report Form and letter written to the Associate Dean.
7. The Associate Dean will contact the instructor and student to investigate the allegations
further. If a sanction will be imposed, the instructor’s recommendation will be considered.
The Associate Dean can impose minor sanctions (e.g., reprimand, zero on assignment/exam,
grade reduction or an F in course). If the Associate Dean recommends major sanctions (e.g.,
notation on transcript, conduct probation, suspension or expulsion), the matter is turned over
to a Discipline Officer in the Office of Student Judicial Affairs.
8. If a major sanction is recommended, a Discipline Officer may conduct an investigation.
9. The student may appeal the charges or severity of sanction imposed by the Associate Dean or
the Discipline Officer to the University Appeal Board. If an appeal is made, the instructor
may be called as a witness.
Note: If a case is still unresolved at the end of a term, report the student’s grade as IN
(incomplete).
Students Who Appear to Cheat on Exams
If you are proctoring an examination and discover that a student is cheating, broach the student
immediately. Do not wait until the examination is finished because the student might suppress
the evidence in the interim or other students may see what is going on and become agitated
because nothing is being immediately done.
Take the following action:
1. Confiscate the student’s examination paper and any other hard evidence that might serve
as proof that the student was cheating on the exam.
2. With sensitivity so as not to disrupt other students who are writing the exam, ask the
student to leave the class and accompany that student to the Department Office or call the
Department Office on your cell phone to ask that an office staff person come to your
room to supervise the exam.
3. Ask a Department Office person to go to your class to supervise the exam until you can
return.
4. Ask someone in the Department Office to witness your allegation against the student
before confronting the student.
Advise the student of the next step: that you will be writing a letter to the Associate Dean,
Teacher Education outlining the details of the particular incident, and presenting
documentation (the examination paper, and other collaborating evidence) to support the fact
that cheating took place. University of Alberta, University Governance, Code of Student
Behaviour 30.3.2(2). http://www.registrar.ualberta.ca/calendar/Regulations-and2013-2014
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Information/Code-Student-Behavior/25.html
5. Advise the student of possible penalties: i) a grade of Fail on this particular examination,
ii) a reduced grade in the course, iii) a grade of 1F or 1F1 in the course, Article 30.4.2(7),
iv) Suspension, Article 30.4.2(11), or Expulsion from the university, Article 30.4.2(5).
The penalty may include a combination of the aforementioned sanctions.
The student should be allowed to continue to attend your class and other classes in the student’s
program of studies until such time as an official ruling has been made regarding punitive action.
(See GFC Section 30.3.2.)
Students Who Write Offensive Comments
If an instructor has a student who submits written comments (e.g., on exams, assignments, etc.)
that appear to have implications for the Student Code of Conduct, the instructor should take the
following steps:
1. Retain a copy of the student’s written comments.
2. Meet with the student to provide the student with fair warning about the concerns.
3. Provide an opportunity for the student to demonstrate improvement.
4. Let the student know that if concerns are not addressed by the student, then a record of
the concerns will be forwarded to the Associate Chair or Chair of the Department for
consultation with the Associate Dean of Undergraduate Student Services.
In most cases, that will be the end of the process for you. If the Associate Dean recommends a
suspension or expulsion, the Discipline officer will also want to speak with you as part of his or
her investigation. Occasionally, the decision of the Associate Dean or the Discipline Officer may
be appealed to the University Appeal Board, in which case you will normally appear as a witness
at the hearing before the Board. For further details see GFC Section 30.3.3 or 30.5.4 Procedures
for Instructors in Cases Respecting Inappropriate Academic Behaviour.
http://www.governance.ualberta.ca/CodesofConductandResidenceCommunityStandards/Codeof
StudentBehaviour/305TheDisciplineProcess/3054ProceduresforInstructorsin.aspx
Students Who Disrupt the Class
When a student disturbs, disrupts, or otherwise interferes with classroom activities, the instructor
may immediately exclude the student from the class for that particular class meeting and
subsequent meetings not to exceed 3 hours of instruction in total [Code of Student Behavior
30.5.3(1)]. Inform the Associate Chair about any situations that arise. For further details see
GFC Section 30.3.4 or 30.5.3 Procedures for Instructors in Cases Respecting Class Disruptions.
http://www.governance.ualberta.ca/CodesofConductandResidenceCommunityStandards/CodeofStud
entBehaviour/305TheDisciplineProcess/3053ProceduresforInstructorsin.aspx
COMMON CONCERNS RAISED BY STUDENTS
Concerns about Marking of Term Work
Instructors have sole discretion for marking term work. There is no policy or process in place for
students to appeal term work or have it reassessed However, students who have concerns about
marking of term work should bring their concerns to the attention of the course instructor to try
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to resolve the concern. If the issue cannot be resolved the student can meet with either the
Associate Chair or Chair of the department. Depending on the concern, the Department
Administrator may meet with the student and instructor to mediate the issue. If the student
believes that either there is bias in marking and/or an error in marking occurred, the student will
be advised that he/she can follow the process for an informal appeal after the final grade has
been submitted.
Concerns about Final Grades
Students who have concerns about their final grades should meet with the course instructor first.
In many cases, students are not concerned about how the grade was determined, but rather how
the grade will affect their academic standing. If this is the case, instructors should not consider
altering the grade because of the consequences it might have. Instead, encourage the student to
meet with the Director of Student Support to discuss possible options. If the concern is with
regards to grades received on a final exam, students may apply for a reappraisal or reexamination
of final examination (see next section).
If the student is concerned about how the grade was determined, that is, they believe that there
has been bias or that there is an error, the student should follow the process for informal grade
appeals as outlined by the Faculty of Education. The full document is available online at:
http://uofa-education-student-wiki.wikispaces.com/
The process for informal grade appeal in the Department of Elementary Education is as follows:
1.
The student must first meet with the course instructor or the course coordinator if the
instructor is unavailable.
2.
If, after students have made a reasonable effort to resolve the matter with the instructor, the
matter cannot be resolved, students shall then discuss their concerns with the Associate
Chair or Chair.
3.
The administrator will investigate the concern further and may meet with both the student
and instructor to mediate the issue.
4.
If the matter is not resolved after meeting with a department administrator, students may
appeal to the Associate Dean. Grade appeals, with supporting documentation, must be
submitted to the Associate Dean or delegate by:
February 15th for Fall term courses
June 15th for full-year and Winter term courses
July 15th for Spring term courses
September 15th for Summer term courses
In the event of an adverse decision, students may initiate a formal appeal to Faculty of Education
Academic Appeals Committee (FEAAC). A copy of the Faculty Appeal Policy is available
online:
http://www.uss.ualberta.ca/~/media/fieldexperiences/AcademicappealsPPUNDERGRADMay20
121.pdf
Reappraisals of Final Exams
Only final exams may be reappraised. A student should apply for reappraisal of a paper only if
he or she has good reason to believe that an error has been made. A request for reappraisal must
be made in writing to the Department Chair. Payment of the required fee (see University
Regulations §22.2.12) will normally be made at the time of the request; the fee will be refunded
if the appeal is successful. If the grade is changed, the new grade, whether higher or lower than
the original, replaces it as the student’s official grade in the course [See Section §23.5.4].
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Reexaminations
Undergraduate students who have written and submitted a final examination may be considered
for a re-examination provided the following conditions are met.
a. The course was failed.
b. The final examination is 40 percent or greater, as originally scheduled.
c. The Fall or Fall/Winter GPA is 2.0 inclusive of the failed course.
The mark received for the reexamination replaces the original final examination mark and is used
in computing the final grade in the course. Students requesting a reexamination complete an
application form available within the department. Payment of the required fee (see Section
§22.2.12) will normally be made at the time of approval of the application. Once approval has
been granted reexaminations are to be written at a time and place agreed upon by the instructor
and the students concerned [See University Regulations §23.5.5].
Handling Concerns Raised by Students
Be proactive. Follow the requirements for course outlines, marking and grading. Consider using
a midpoint evaluation that may allow you to adjust your approach to the course.
Instructors must be available to meet with students during the term. Most issues will be resolved
through these meetings; however, keep the following points in mind:
 Allow several days between handing back an exam or assignment and meeting with the
student.
 Do not close your office door during a student meeting.
 If you believe the student may have the potential to act in an aggressive manner towards you,
ask the Associate Chair to sit in on the meeting.
 Meeting with students should be an opportunity to aid learning. In this regard, you may:
 Review connections between course material and exam questions
 Explore the strategic thinking the student used as he or she prepared the assignment or
studied for the exam.
 Discuss how the student can do better in future assignments and exams.
 Students also have the responsibility during these meetings to:
 Take responsibility for the work they submitted to you.
 Be accountable for their work and conduct.
 Show evidence of their developing sense of professionalism (e.g., being honest about
factors such as attendance that likely influenced their work).
 Conduct themselves in a manner that shows evidence of their developing ability to cope
with personal and professional challenges: calm under stress, rationale and polite,
respectful, and able to cope with frustration and disappointment with a sense of grace and
humility.
Please see Appendix VIII Talking to an Upset Student for suggestions for communicating with students.
SUPPORT FOR STUDENTS WITH PERSONAL AND ACADEMIC DIFFICULTIES
Support is available within the Faculty and University for students with personal and academic
difficulties. In most cases, refer the student to Carley Christianson (Director of Student Support,
USS, 492-2638) for support of both personal and academic difficulties. Alert the Associate Chair
if these difficulties interfere with the students’ academic success or your ability to teach.
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Duty to Accommodate
The University acknowledges a duty to accommodate students’ special circumstances. This duty
stems from (1) the Alberta Human Rights, Citizenship and Multiculturalism Act, s. 4, and from
(2) UA Discrimination Policy and Reasonable Accommodation Policy (GFC Section 44).
(1) The Alberta Human Rights, Citizenship and Multiculturalism Act, s. 4 covers services
provided by the post-secondary institutions. It states:
No person shall
(a) deny to any person or class of persons any goods, services, accommodation or
facilities that are customarily available to the public, or
(b) discriminate against any person or class of persons with respect to any goods,
services, accommodation or facilities that are customarily available to the public,
because of the race, religious beliefs, colour, gender, physical disability, mental
disability, ancestry, place of origin, marital status, source of income or family status
of that person or class of persons.
(2) The Reasonable Accommodation Policy [GFC Section 44.8] states:
The University of Alberta will take reasonable steps to accommodate individuals who are
disadvantaged by employment, tenancy or educational rules, standards, policies or
practices because of their race, religious beliefs, colour, gender, physical or mental
disability, marital status, age, ancestry, place of origin, family status, source of income,
sexual orientation, or political belief, to the extent required by law.
“Physical and mental disabilities” include but are not limited to:
hearing disabilities
disabilities related to chronic health
mobility disabilities
problems
psychological and psychiatric disabilities
disabilities as a result of serious
vision disabilities
illnesses, such as cancer
learning disabilities
developmental disabilities
neurological disabilities
The duty to accommodate is a shared responsibility. When a student needs
accommodation, that individual is responsible for:
1. Providing reasonable advance notice to his or her Instructor … of the need for an
accommodation, if this is not apparent.
2. Providing enough relevant documentation including medical reports or other
materials as are required to verify the need for accommodation and for identifying his
or her specific accommodation needs.
3. Cooperating in searching for and implementing a reasonable accommodation.
4. Accepting reasonable accommodation. The individual asking to be accommodated
cannot expect a perfect solution.
The duty to accommodate does not
1. require that post-secondary institutions lower academic or non-academic standards to
accommodate students with disabilities.
2. relieve the student of the responsibility to develop the essential skills and competencies
expected of all students.
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Specialized Support and Disability Services
The SSDS provides support services to students with disabilities to enable complete access to
University facilities and successful completion of programs. SSDS will provide exam
arrangements, note taking support, adaptive technology and assistive devices.
For further information contact the SSDS office at 492-3381 or
http://www.uofaweb.ualberta.ca/SSDS/contact.cfm
Accommodating Students with Disabilities: A Short Guide for Faculty
http://www.ualberta.ca/~ssd/ssdshelpingstudents.pdf
Note: the nature and extent of accomodations must be decided by SDSS. They are not subject to
negotiation between the instructor and student. Occasionally, students state that
the required accomodations were not fully written on the SDSS form. If there is
any discrepancy, contact the Associate Chair for assistance in resolution.
U of A Student Success Centre (formerly known as Academic Support Centre)
Student Success Centre provides writing resources, learning resources, and testing services. The
Centre teaches students how to function in university so that achievement can be maintained.
Learning Resources teaches them how to achieve by utilizing strategies that are taken from
research into learning and performance. Some typical workshops offered are:
Time
Management, Note Taking, Reading Tips, Strategies for Academic Achievement, Memory
Skills, and Study Techniques.
Student Success Centre also deals with test anxiety and teaching students how to deal with it on
their own so they can function in an exam situation. If the anxiety is extreme, Student Success
Centre will refer students to physicians or other related professionals.
Student Success Centre provides this service by seeing students on an individual appointment
basis but also offer students a variety of workshops throughout each term.
Students encountering difficulties should contact the Student Success Centre (previously known
as Academic Support Centre) in Room 2-300 Students’ Union Building, Phone: 780-492-2682,
Email: [email protected] or http://www.uofaweb.ualberta.ca/academicsupport/.
Additional Services for Students
For additional Student Services links see Appendix VII and Student Services links online at:
http://www.uofaweb.ualberta.ca/studentservices/.
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SERVICES AVAILABLE TO STAFF
Edmonton Campus
Office Staff Help and Materials Preparation
All instructors see Barbara, the receptionist in the Elementary Education office, for any
secretarial support, i.e. assist instructors in obtaining office supplies, such as office paper and
teaching supplies, assisting with the use of the photocopier and fax machine. Please allow ample
lead-time for requests to be completed.
Printer / Photocopier Use
Please see Barbara to obtain your individual photocopier access code.
The photocopy machine in the workroom also functions as a printer. Full time faculty and some
sessional instructors have their office computers set to send printing to the copier. Otherwise take
work on a thumb drive to the computer station in the office and send it from there. Barb is
available to help with initial instructions.
Instructors are responsible for the photocopying of all their own course materials. The
Department is not able to provide this service for instructors. However, if a problem arises do not
hesitate to ask Barb for assistance.
Normally all instructors should use the photocopier in the Staff Workroom 550. The photocopier
in the general office is reserved for administrative and support staff. However, in emergency
situations (i.e. a breakdown) or if there is a long wait, the general office photocopier may be
used. If you have a large photocopying task that will tie up the machine for a lengthy period of
time try to avoid initiating this task during periods when user demand is high. It’s always
appreciated if, when you are engaged in a large run, you stand aside for someone who is in a
panic to run one or two copies. These procedures will help to free the photocopier to a wider
number of users.
Staff Workroom
The Staff Workroom, Room 550, houses all mailboxes for academic and instructional staff. The
workroom is furnished with a photocopier / printer and fax machine. The fax machine will only
send local messages for part-time instructors. For access to this workroom after hours, please
obtain a key requisition form from Barb Vickerman, the Department Receptionist.
Key Requisitions: Office Space, Classrooms, Staff Workroom
Contact Barb for key requisitions for assigned office space and access to your classroom and the
staff workroom. Please note that some instructors may be required to share an office due to the
shortage of space. Offices should normally be vacated by visiting instructors and sessional staff
at the conclusion of the term in which the teaching assignment terminates.
Technology Support
Education Technology Services will soon merge with AICT, check website: aict.ualberta.ca/ps/av
for current updates.
If you have a technology related problem:
Educational Technology Services (EdTech) is implementing a new process for handling requests
for faculty technology services. The Issue Management System (IMS) is based on a "trouble
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ticket" server which is designed to accept requests and allow staff to react quickly and
responsibly to inbound inquires and technical problems.
If you need technical help you should proceed in one of two ways:
1. Go to the website at http://support.educ.ualberta.ca and log in with your CCID. You use this
website to create a new issue “ticket” or review any open issues that you may have.
2. Call 780-492-3563 and leave a detailed message describing the issue. The EdTech staff
member assigned to your issue will respond by email or phone.
Please do not call EdTech staff directly when you have a service request as has been done in the
past. Direct calls will make it more difficult for them to assist you, as they will be required to
create a new issue ticket manually which may delay their ability to respond to your issue.
Equipment for Classroom use



Portable A/V Equipment
on-site support with any installed classroom equipment
After Hours Tech Support (Until 8pm Monday to Friday); Phone: 780-492-3923
Centrally Supported Educational Technologies
Contacts for Technology
Technical support
AICT
HelpDesk
Room 302,
General Services
Building
[email protected]
780-492-9400
http://www.aict.ualberta.ca/contact
PD/consultation/media
services/ student support
EdTech
Services
3-104 Ed N
[email protected]
780-492-3563
http://edtech.educ.ualberta.ca
Central eLearning
services (eClass, eClass
Live!, eCast)
Center for
133 Telus Center
Teaching &
Learning (CTL)
[email protected]
780-492-9372
http://ctl.ualberta.ca/
The following eLearning services are managed and supported by the Center for Teaching and
Learning (CTL) http://www.ctl.ualberta.ca/technology-services
eClass
The University of Alberta’s brand name for its Learning Management System is eClass.
Currently, eClass is powered by Moodle.
If you would like to integrate eClass into your course, you need to request that an eClass section
be created as they are not automatically available. Please note that if you teach the same course
in another term, you have to request a new section for the new term but you may ask to have the
content from the earlier course copied into the new one.
Once you are able to view your course under the instructor tab in Bear Tracks you are able to
request an eClass for the course. The automated Request a Course system, available from the
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eClass page, will allow you to easily and efficiently create eClass sections with very quick
response times. If you run into difficulties please contact CTL at [email protected] or 780-4929372. You will find all eClass resources here: https://eclass.srv.ualberta.ca/portal/
Note: Your student list on eClass will continue to be updated daily until the add/drop deadline.
After the add/drop deadline all students will remain on your eClass students list even if they
withdraw from the course. Students do not have access to eClass until the first day of class unless
you specify differently when you request the section.
eClass Live!
As an instructor at the university, you have access to a web-based desktop conferencing system,
branded as eClass Live! (http://www.ctl.ualberta.ca/technology-services/eclasslive). It is
powered by Adobe Connect, which allows you to enable real-time communication and
collaboration. You can virtually bring a guest speaker into your classroom, enable working
groups for students, or meet virtually instead of face-to-face.
eCast
Every member of the campus community also has an account on the eCast podcasting server
(http://www.ctl.ualberta.ca/technology-services/ecast). You and your students can upload audio
and video files to this streaming server for use in classroom activities or assignments.
Educational Technology Services http://edtech.educ.ualberta.ca/
3-104 Ed North
[email protected]
780-492-3563
EdTech Services provides instructors and students in the Faculty of Education with the help
they need to become more effective, knowledgeable and confident integrating educational
technology into their daily practice of teaching & learning, research, communication and
administration. Call, email or drop in to EdTech Services to get answers to your technology
questions. If the staff can’t help, they’ll get you to the person who can.
Technology Support for Student Assignments
The EdTech Learning Commons (ELC), located on the third floor of Education North (3-104), is
a place where students can access specialized equipment (such as SMART boards and iClickers)
and software and work on assignments, independently or in groups, with tutoring and support
close by.
Hours of operation:
Fall and Winter: Monday to Friday, 8:30am - 4:30pm
Spring and Summer: Monday to Friday, 8:00am – 4:00pm
Customized Assignment Support Program (CASP)
If you would like students to receive specific tutoring or support in the ELC, you can submit
your assignment to CASP through the online request form. Work with an EdTech staff member
to identify and plan for the training and support needed to help your students successfully
complete your assignment.
Professional Development and Training for Technology Integration
If you would like to learn more about integrating technology into your teaching, if you are
interested in learning about a specific teaching strategy that incorporates technology, or if you
would like training or support with implementing a technology activity or assignment, EdTech
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Services has academic staff available to provide instructors with consultation, coaching, training,
assistance and support regarding the use of technology in their teaching. They will start
wherever you are in terms of your technical know-how and work with you to help you develop
the skills and expertise you want to develop.
Media Services
EdTech Services offers a wide range of general multimedia services, including graphic design
support, audio and video capture for live events such as guest speakers, audio and video editing,
screen capture, equipment training, media support for assignments, scanning, printing,
laminating and more. They also provide support for video conferencing.
Direct Deposit for Monthly Paid Employees
To reduce transaction costs, the University of Alberta uses direct deposit as the only method of
payment for all monthly paid employees. In order to activate your Direct Deposit account,
please sign in to Bear Tracks:
https://www.beartracks.ualberta.ca/psp/uahebprd/EMPLOYEE/HRMS/?cmd=logout
1. After signing in to Bear Tracks select the Direct Deposit link from the left hand
navigational menu.
2. Use the Add Account button for the following:
 Add new direct deposit information - new set-up
 Add additional direct deposit information. Deposits can be made to more than one bank
account. You can allocate portions of your paycheque to other accounts using either
amount or percent.
3. Use the Edit button for the following:
 Edit existing Direct Deposit information - change the Account Type (Savings or
Chequing), change the Bank ID or the Branch number.
Library Privileges
ONEcard: Sessional lecturers can obtain library privileges with a ONEcard. After Staff and
Student Payments process your contract you go to the ONEcard Office located in the basement
of the Cameron Library (B-12 Cameron), being sure to bring a copy of their letter of
employment and picture ID with you. In addition to library privileges, your ONEcard serves as
campus ID and provides access to University Health Services, Health and Fitness Facilities, and
special discounts at the MicroStore.
ONEcard Office 492-7924
B-12 Cameron Library
Hours: Monday to Friday, 8.30 am 4.30 pm, Wednesday to 5.30 pm
http://www.onecard.ualberta.ca/
If you do not wish to obtain a ONEcard, sessional staff may obtain a Library Card Application
form the Chair’s Assistant in the department. Once completed, the application may be taken to
the circulation desk of the Herbert T. Coutts Library to obtain a card.
Parking
Campus parking is available. You may require a letter from the Chair to present at the Parking
Services Office to obtain parking privileges for monthly parking permit.
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Faculty Lounges
The Department of Elementary Education Staff and Graduate Student Lounge is in Room 548,
Education South. Please feel welcome to take a coffee break or to join colleagues for lunch and
conversation. Those who wish to join the Coffee Club pay $5.00 per month for this privilege.
Incidental coffee drinkers or water cooler users pay 25¢ per drink. Further inquiries should be
directed to Barb in our general office.
A cafeteria on the main floor, Education North is open to serve customers. Hot and cold
beverages, soup, sandwiches, sweet rolls, and desserts are available.
There are several restaurants and coffee shops within a short walk on the Education building.
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APPENDICES
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APPENDIX I:
KNOWLEDGE, SKILLS AND ATTRIBUTES FOR INTERIM TEACHER CERTIFICATION

contextual variables affect teaching and learning. They know how to analyse many variables at
one time, and how to respond by making reasoned decisions about their teaching practice and
students’ learning;

the structure of the Alberta education system. They know the different roles in the system, and
how responsibilities and accountabilities are determined, communicated and enforced, including
the expectations held of them under the Certification of Teachers Regulation, A.R. 261/90 as
amended and their school authority’s teacher’s evaluation policy;

the purposes of the Guide to Education and programs of study germane to the specialization or
subject disciplines they are prepared to teach. They know how to use these documents to inform
and direct their planning, instruction and assessment of student progress;

the subject disciplines they teach. They have completed a structured program of studies through
which they acquired the knowledge, concepts, methodologies and assumptions in one or more
areas of specialization or subject disciplines taught in Alberta schools;

all students can learn, albeit at different rates and in different ways. They know how (including
when and how to engage others) to identify students’ different learning styles and ways students
learn. They understand the need to respond to differences by creating multiple paths to learning
for individuals and groups of students, including students with special learning needs;

the purposes of short, medium and long term range planning. They know how to translate
curriculum and desired outcomes into reasoned, meaningful and incrementally progressive
learning opportunities for students. They also understand the need to vary their plans to
accommodate individuals and groups of students;

students’ needs for physical, social, cultural and psychological security. They know how to
engage students in creating effective classroom routines. They know how and when to apply a
variety of management strategies that are in keeping with the situation, and that provide for
minimal disruptions to students’ learning;

the importance of respecting students’ human dignity. They know how to establish, with different
students, professional relationships that are characterized by mutual respect, trust and harmony;

there are many approaches to teaching and learning. They know a broad range of instructional
strategies appropriate to their area of specialization and the subject discipline they teach, and
know which strategies are appropriate to help different students achieve different outcomes;

the functions of traditional and electronic teaching/learning technologies. They know how to use
and how to engage students in using these technologies to present and deliver content,
communicate effectively with others, find and secure information, research, word process,
manage information, and keep records;

the purposes of student assessment. They know how to assess the range of learning objectives by
selecting and developing a variety of classroom and large scale assessment techniques and
instruments. They know how to analyse the results of classroom and large scale assessment
2013-2014
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instruments including provincial assessment instruments, and how to use the results for the
ultimate benefit of students;

the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and
learning. They know how to develop and implement strategies that create and enhance
partnerships among teachers, parents and students;

student learning is enhanced through the use of home and community resources. They know how
to identify resources relevant to teaching and learning objectives, and how to incorporate these
resources into their teaching and students’ learning;

the importance of contributing, independently and collegially, to the quality of their school. They
know the strategies whereby they can, independently and collegially, enhance and maintain the
quality of their schools to the benefit of students, parents, community and colleagues;

the importance of career-long learning. They know how to assess their own teaching and how to
work with others responsible for supervising and evaluating teachers. They know how to use the
findings of assessments, supervision and evaluations to select, develop and implement their own
professional development activities;

the importance of guiding their actions with a personal, overall vision of the purpose of teaching.
They are able to communicate their vision, including how it has changed as a result of new
knowledge, understanding and experience; and

they are expected to achieve the Teaching Quality Standard, i.e., providing students the best
possible opportunity to learn.
Source: Alberta Education. (1999). An integrated framework to
enhance the quality of teaching in Alberta.
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APPENDIX II:
DEPARTMENT OF ELEMENTARY EDUCATION
INTERIM GRADING POLICY
In accordance with university policy, instructors in courses offered by the Department of Elementary Education may use
the absolute measures system, the distribution system, or a combination of the two for calculating final course letter
grades. In the Absolute Grading System, students attain their letter grade on the basis of the absolute raw score total they
have earned through completion of the course. Under the absolute measures system, the instructor determines ahead of
time how raw scores will be converted to grades. Under the distribution or relative scoring system, the instructor
determines the final grade based on the distribution of scores achieved by all of the students in the class. If a distribution
system is used, the conversion is at the discretion of the instructor; specific patterns of distribution are not mandated by the
university. Under this arrangement a score of 65% may be a letter grade other than C depending upon the score
distribution of other students in the class. Under the combination system, the instructor uses a combination of absolute
achievement and relative performance in class to determine course letter grades. Instructors are required to announce at the
beginning of the course the manner in which the official University grading system is to be implemented in the course.
Please note that specific grade distributions are not mandated. In all instances, however, 50% is required for a minimal
passing letter grade of D. The following verbal descriptions explain the levels of performance represented by various
grades.
A+
exceptional performance with respect to course learning objectives; exhibits original, creative thinking and
demonstrates a capacity to analyze critically and synthesize information.
A
excellent performance combined with strong evidence of critical thinking.
A–
excellent performance with respect to course learning objectives.
B+
very good achievement of course learning objectives
B
good to very good achievement of course learning objectives
B–
good achievement of course learning objectives
C+
satisfactory to good achievement of course learning objectives
C
satisfactory achievement
C–
acceptable achievement but somewhat less than the normal expectation of course learning objectives
D+
poor achievement with respect to course learning objectives
D
minimal pass
F
unsatisfactory performance and considered a failing grade
The following class means and medians were recommended in the 2010-11 academic year. They are presented here for
information purposes only:
3rd Year
4th Year
Mean
3.00
3.11
Median
B
B+
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DEPARTMENT OF ELEMENTARY EDUCATION
GRADE CONVERSION FOR UNDERGRADUATE COURSES
The following charts illustrate how grade conversion has been historically determined within the Department of
Elementary Education. Your instructor will use these historical guidelines for grade conversion in this course, in
conjunction with the university Grading Policy
(seehttps://policiesonline.ualberta.ca/PoliciesProcedures/Policies/Assessment-and-Grading-Policy.pdf
ABSOLUTE SYSTEM:
DISTRIBUTION SYSTEM:
30 Students
35 Students
4th yr
Percentages
25 Students
30 Students
35 Students
6%
1.5
1.8
2.1
8%
2.0
2.4
2.8
92-95
9%
2.3
2.7
3.2
12%
3.0
3.6
4.2
A-
87-91
14%
3.5
4.2
4.9
17%
4.3
5.1
6.0
B+
83-86
16%
4.0
4.8
5.6
16%
4.0
4.8
5.6
B
78-82
18%
4.5
5.4
6.3
16%
4.0
4.8
5.6
B-
73-77
14%
3.5
4.2
4.9
12%
3.0
3.6
4.2
Satisfactory
C+
69-72
9%
2.3
2.7
3.2
7%
1.8
2.1
2.5
C
64-68
6%
1.5
1.8
2.1
5%
1.3
1.5
1.8
(comparison)
96-100
A
Absolute
Raw Score
25 Students
Good
400 Level Courses
Approximate Number of
Students at Each Grade Band
A+
Descriptor
3rd yr
Percentages
300 Level Courses
Approximate Number of Students at
Each Grade Band
Excellent
)
C-
60-63
4%
1.0
1.2
1.4
3%
0.8
0.9
1.1
Poor
D+
55-59
2%
0.5
0.6
0.7
2%
0.5
0.6
0.7
Minimal Pass
D
50-54
1%
0.3
0.3
0.4
1%
0.3
0.3
0.4
Failure
F
<50
1%
0.3
0.3
0.4
1%
0.3
0.3
0.4
GPA
3.00
3.00
3.00
GPA
3.11
3.11
3.11
The course outline acts as an agreement between the student and the instructor regarding the details of the course.
Circumstances might develop, during a term, where a change to the course outline, as set out in §23.4(2)a, made
sense to all concerned. Such changes shall only occur with fair warning or general class consent.
Policy about course outlines can be found in Section 23.4(2) of the University Calendar.
The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are
expected to be familiar with these standards regarding academic honesty and to uphold the policies of the
University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code
of Student Behaviour (online at www.ualberta.ca/secretariat/appeals.htm) and avoid any behaviour which could
potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an
offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.
(GFC 29 SEP 2003)
The Faculty of Education is committed to providing an environment of equality and respect for all people within
the University community, and to educating faculty, staff, and students in developing teaching and learning
contexts that are welcoming to all.
The Faculty recommends that students and staff use inclusive language to create a classroom atmosphere in which
students’ experiences and views are treated with equal respect and value in relation to their gender, race, sexual
orientation, and ethnic backgrounds.
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Students who require accommodations in this course due to a disability affecting mobility, vision, hearing,
learning, or mental and physical health are advised to discuss their needs with Specialized Support and Disability
Services, 2-800 Students’ Union Building, 492-3381 (phone) or 492-7269 (TTY).
Students can access their course grades via the web using Bear Tracks (go to ‘For Students’, then ‘Registration’,
then ‘Your Class Timetable’). Students will need to use their GPU accounts and know their GPU login ID and
password in order to access this service.
Deferred Exams: A deferred final examination is a privilege extended to students meeting the criteria listed in Section
23.5.6(2) of the University of Alberta Calendar. The common dates for writing deferred final examinations for EDEL
courses are as follows:
Fall Term 2013:
0900, February 4, 2014
Winter Term 2014:
0900, May 24, 2014
Intersession 2014:
0900, August 18, 2014
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Absolute
Scale
Raw Score
APPENDIX III:
FREQUENCY DISTRIBUTION SHEET
A+
100
99
98
97
96
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
54
53
52
51
50
< 50
A
A-
B+
B
B-
C+
C
C-
D+
D
F
Instructions: bullet not exclamation marks.
 Round raw scores (out of 100) to the nearest whole number.
 Place tallies on scale for all scores.
 If the distributive scale is used, indicate letter grade divisions
 One scale may be used for multiple sections, provided that
assignments and grading are similar.
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APPENDIX V:
DEVELOPING PROFESSIONAL CONDUCT –
CONNECTIONS TO THE ATA CODE OF PROFESSIONAL CONDUCT
Selected Statements from the ATA Code of
Professional Conduct
Pre-service Teachers in a Professional
Program

The teacher teaches in a manner that respects
the dignity and rights of all persons without
prejudice as to race, religious beliefs, colour,
gender, sexual orientation, gender identity,
physical characteristics, disability, marital
status, family status, age, ancestry, place of
origin, place of residence, socioeconomic
background or linguistic background.

The teacher treats pupils with dignity and
respect and is considerate of their
circumstances.

The teacher does not undermine the confidence
of pupils in other teachers.
Pre-service teachers do not undermine the
confidence of their classmates in other instructors.
For example:
 making or repeating unprofessional comments
about instructors.

The teacher criticizes the professional
competence or professional reputation of
another teacher only in confidence to proper
officials and after the other teacher has been
informed of the criticism
Pre-service teachers, if criticizing the professional
competence or professional reputation of an
instructor, should follow proper procedures.
For example:
 meeting with the instructor to discuss the
difficulty in private – making the best effort to
resolve any difficulty at this first stage.
 asking yourself “What was my responsibility in
regard to this difficulty?” and “How can my
difficulty be resolved so I can get the most out of
my education program?”
 meeting with the Associate Chair of the
department if you cannot resolve the issue with
the instructor.
Pre-service teachers should conduct themselves in
a manner that respects the dignity and rights of all
persons, including the instructor, without prejudice
as to race, religious beliefs, colour, gender, sexual
orientation, gender identity, physical
characteristics, disability, marital status, family
status, age, ancestry, place of origin, place of
residence, socioeconomic background or linguistic
background.
For example:
 respecting other students’ ideas and ways of
representing their ideas.
 using inclusive language.
 willing to do group work with a variety of other
students.
 developing a sense of respect for diverse
children and their families.
Pre-service teachers should treat other students
with dignity and respect and be considerate of their
learning circumstances.
For example:
 respecting other students’ rights to an optimal
learning environment (planning to arrive on
time, remaining for the entire class, and being
attentive).
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
The teacher, when making a report on the
professional performance of another teacher,
does so in good faith and, prior to submitting the
report, provides the teacher with a copy of the
report.
Pre-service teachers, when reporting on the
professional performance of other students or an
instructor should do so in good faith.
For example:
 meeting with the students or instructor to
discuss the professional performance issue.
 providing constructive feedback.
 providing adequate time for change to occur.
 sending a signed copy of any letter to the
students or instructor in question.

The teacher acts in a manner which maintains
the honor and dignity of the profession.
Pre-service teachers should act in a manner which
maintains the honor and dignity of the profession.
 Develop a commitment to self-improvement.
 Improving yourself academically.
For example:
 being willing to know and consider new
ideas.
 being willing to engage your mind in
thinking about your courses.
 developing the discipline needed for
self-directed learning.
 meeting the standards for scholarship in
all courses.
 Improving your social skills.
For example:
 being willing to work with diverse
people.
 being accountable during group
assignments.
 Improving your sense of responsibility.
For example:
 always being willing to credit other
people for their work (plagiarism issues).
 accepting responsibility for completing
assignments on time.
 being responsible for the choices you
make when no one is watching – e.g.,
written comments on course
evaluations.
 Respect the teaching profession.
For example:
 seeing yourself as a practicing professional
in the field of education and acting
accordingly.
 developing a sense of pride and respect for
the teaching profession.
 promoting the teaching profession within
the university community and to society.
Department of Elementary Education: UCC, April 11, 2003
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APPENDIX VI:
UNIVERSAL STUDENT RATINGS OF INSTRUCTION
Instructor’s name: ___________________________________________________
Course/Class:
___________________________________________________
Using an HB pencil, fill in only one circle for each statement. Completely erase any response you wish to change.
Please use the scale SD=Strongly Disagree, D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree unless an alternate scale is provided as part of the question.
The University of Alberta would appreciate your careful completion of this questionnaire. The results help
instructors and departments or faculties to initiate constructive change in curriculum and instruction. In addition, the
results are one important factor in decisions affecting the career of your instructor.
To protect the anonymity of student responses, written comments will be typed where the Department Chair/Dean
deems it advisable. Students who are concerned about he anonymity of their responses should submit their
typewritten comments within 5 workings days of the assessment done in class to the Chair of the Department,
making sure to note the course number, section and name of the instructor.
Questions about this questionnaire should be addressed to your Chair, Director or Dean
1.
2.
3.
4.
5.
The goals and objectives of the course were clear
In-class time was used effectively
I am motivated to learn more about these subject areas
I increased my knowledge of the subject areas in this course
Overall, the quality of the course content was excellent





6.
7.
8.
9.
10.
11.
The instructor spoke clearly
The instructor was well prepared
The instructor treated the students with respect
The instructor provided constructive feedback throughout this course
The instructor endeavored to create and maintain a climate of mutual respect
Overall, this instructor was excellent






If you have any additional comments, please use the back of this sheet.
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APPENDIX VII: ACADEMIC INTEGRITY
PROCESS FOR DEALING WITH INAPPROPRIATE ACADEMIC BEHAVIOUR
1.
Get information and advice: As an instructor, if you suspect Inappropriate Academic Behaviour has occurred,
contact the Associate Chair or Program Coordinator for advice on the process. Also review descriptions of
Inappropriate Academic Behaviour in 30.3.2 and the Discipline Process 30.5 in Code of Student Behaviour.
2.
Contact the student: If you suspect Inappropriate Academic Behaviour, you are required to contact the student to
arrange for a meeting. If more than one student is involved, contact and meet with them individually. Students must
be informed of the purpose of the meeting ahead of time. (For example, “I have some concerns that you didn’t cite all
of your sources in your paper.”)
3.
Provide dates/times when you are available. Although not required, you are strongly encouraged to have someone else
attend (e.g., Associate Chair, Program Coordinator, Course Coordinator or a faculty member). Encourage the student
to contact Student Ombudservice (www.uofaweb.ualberta.ca/OmbudService/) for advice. Students may also bring an
advisor to the meeting—preferably someone from Ombudservice.
4.
Meet with the student: At the meeting it is generally helpful to have someone else chair the meeting. The chair can
help structure the meeting by first allowing the instructor to provide more information regarding the concern and the
evidence they have. Next, the student should be given an opportunity to respond to the concern. Ensure that the
student understands the process that will occur after the meeting.
5.
Write a report: If you believe there was a code violation you are required to report the incident to the Associate Dean
in Undergraduate Student Service. In your report include the following:
a. Academic Discipline Report Form (which includes information about the student, course, nature of suspected
offense, record of meeting, contact information, etc.).
b. A letter providing information on the circumstances of the case, the evidence available, and student responses
during the meeting.
c. Attach a photocopy of the assignment/exam, assignment sheet, course outline, or any other relevant information.
6.
Provide copies to students: Instructors are encouraged to provide the student with a copy of the Academic Discipline
Report Form and letter written to the Associate Dean.
7.
The Associate Dean will contact the instructor and student to investigate the allegations further. If a sanction will be
imposed, the instructor’s recommendation will be considered. The Associate Dean can impose minor sanctions (e.g.,
reprimand, zero on assignment/exam, grade reduction or an F in course). If the Associate Dean recommends major
sanctions (e.g., notation on transcript, conduct probation, suspension or expulsion), the matter is turned over to a
Discipline Officer in the Office of Student Judicial Affairs.
8.
If a major sanction is recommended, a Discipline Officer will conduct an investigation if necessary.
9.
The student may appeal the charges or severity of sanction imposed by the Associate Dean or the Discipline Officer to
the University Appeal Board. If an appeal is made, the instructor may be called as a witness.
Note: If a case is still unresolved at the end of a term, report the student’s grade as IN (incomplete).
Code of Student Behaviour:
http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBehaviour.
aspx
Academic Integrity Handbook for Instructors and Teaching Assistants:
http://www.uofaweb.ualberta.ca/TIE//pdfs/2009_10%20Academic%20Integrity%20Handbook%20for%20Instructors
%20and%20TAs.pdf
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DEPARTMENT OF ELEMENTARY EDUCATION
INAPPROPRIATE ACADEMIC BEHAVIOUR REPORTING FORM
ID
Student Name
Student
Phone
Student Email
Assignment Type
(check one)
 Essay
Department:
 Assignment
Course Number:
Relative weight of
assignment:
 Online Project
Course Name:
 Presentation
Section:
 Other (specify)
Term:
____ %
Nature of suspected
offence (check one)
 Plagiarism (including
unauthorized collaboration)
 Cheating
 Misuse of Confidential Materials
 Bribery
 Other (specify)
 Misrepresentation of Facts
 Participation in an Offence
Attach the following
documents:
 Description of the offence
 Summary of discussion with student
 Course Syllabus
 Assignment sheet or test materials
 Student’s assignment/test/project
 Any other supporting documents
Meeting date and
names of attendees
Instructor
Instructor
phone
Instructor email
Date
Signature:
Possible Sanctions for
Offences
Reprimand
Zero on assignment/exam
Grade reduction in course
F in course
Notation on transcript
Conduct Probation
Suspension
Expulsion
Adapted from Academic Behaviour Reporting Form:
http://www.uofaweb.ualberta.ca/TIE/pdfs/InappropriateAcademicBehaviourReportingForm.pdf
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APPENDIX VIII: CAMPUS SUPPORT FOR STUDENTS
NEED HELP?
24 Hour Assistance
Emergency Response
Campus Security Services
492-5555
492-5050
Distress Line/Suicide Line
Edmonton Sexual Assault
Centre
(Crisis Line)
AADAC Recovery Line
Police/Fire/Ambulance
482-4357
423-4121
423-4121
427-4291
911
Health and Personal Help
University Health Centre
U of A Sexual Assault Centre
Student Counseling Services
Student Distress Centre
Birth Control Centre
Planned Parenthood
STD Centre (Capital Health)
492-2612
492-9771
492-5205
492-4357
413-5735
423-3737
413-5156
Discrimination and
Harassment
Office of Human Rights
Academic Help
Student Success Centre
Student OmbudService
492-7325
Information
Information Services
(Info Booths/Housing/ Exams
/Tutor)
Dean of Students
Office of the Registrar
492-4212
492-4145
492-3113
Financial Help
Student Financial Aid and
Information Centre (SFAIC)
Access Fund
Students’ Union Advocacy group
Student Awards Office
492-3483
492-3483
492-4236
492-3221
Walk Home Service
Safewalk
492-5563
Specialized Services
Campus Food Bank
Career and Placement Services
(CaPs)
Chaplains’ Association
International Centre
Native Student Services
Specialized Support and
Disability Services
Student Legal Services
492-8677
492-4291
492-0339
492-2692
492-5677
492-3381
*492-7269
492-2226
**492-2682
492-4689
*TTY **voice and TTY
Need Help cards are a joint production of the University of
Alberta and the Students’ Union. (09/00)
Resource: Helping Students: A Guide to Resources
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APPENDIX IX:
TALKING TO AN UPSET STUDENT
There are many reasons why students could come into the office upset. They may be feeling
angry, overwhelmed, confused, sick, or stressed. Please keep in mind that they may also be
dealing with problems or issues that are unrelated to their visit to you.
The basic process for dealing with students who are upset is the same:
 Acknowledge the student’s FEELINGS. This lets them know that you care how they are
feeling and that this needs to be discussed before you can get to the specifics of the problem.
 Use your listening skills to allow the client to explain, in their own words, what has got them
upset. This will allow the client to release pent-up anxieties and help them to “calm down.”
 Ignore rudeness and avoid the temptation to blame others, justify, defend, or lecture.
 Understand what the upsetting experience has meant to your student. Understanding does not
mean the acceptance of fault or point of view.
 Move the student to a private area to discuss matters.
Now you can begin to work on the problem that has brought your student to your office.
Remember to:



Express willingness to help the student solve the problem.
Clarify what has been communicated.
Summarize what action has been proposed to make sure that there is a mutual understanding.
Most importantly, recognize that your student is upset and has a valid reason for being upset. Let
your student know that you acknowledge both:
e.g. “You sound really upset about all of this.”
e.g. “You’ve been through an experience that would make anyone upset.”
Tips on angry students:
Angry students may be the toughest to deal with. A normal first reaction to anyone who is angry
is to become defensive or to become angry yourself. In a professor-student relationship it is
especially important to make an effort to not respond in these ways. You should:
 Acknowledge your student’s anger.
 Let them know it is OK to feel angry.
 If your student has raised his/her voice, try SLIGHTLY raising your voice and then slowly
bring your voice back down to normal. Many times your student will follow with his/her tone
of voice.
If the student is not calming down, or you can feel yourself getting frustrated or upset, it may be
best to invite the student to come back at another time. You may also refer your client to the
Student Counseling Service (Professional counselors*) or Student Distress Centre (Peer
counselors*). Sometimes it can help to talk to someone who is not directly involved in the
problem. As staff, please feel free to also use the Student Counseling Service or Student Distress
Centre to discuss any student interaction you find upsetting. Both services are (typically) free
and confidential. If possible, contact an appropriate service with the student in your office and
get the name of a contact person with whom the student may connect. If appropriate, offer to
walk the student to the service. Other quick references are available on the Need Help Cards
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provided by many of the Services including the Dean of Students office. (*Refer to their entries
for a complete description of their services.)
Suicide
Professors play a major part in students’ lives. It is not uncommon for a student to view his or
her professor a mentor or someone who can offer help. Students who are feeling overwhelmed
may approach you for help. You may even be presented with a student who is suicidal.
Common Clues to Suicide
Verbal
Direct statements:
Indirect statements:



“I wish I were dead.”
“I don’t wish to live anymore.”
“All of my problems will end soon.”
“Everyone will be better off without me.”
“No one can help me now.”
“I just can’t take it anymore.”
Talking or joking about suicide; describing methods or plans for committing suicide
Expressions of helplessness and hopelessness
Saying goodbye
Behavioral
 depression, sadness
 drop in grades by good students or sudden interest in grades by poor students
 impatience and irritability
 inability to concentrate (becoming bored and listless)
 a previous attempt of losses to suicide
 fascination with death
 giving away possessions, putting affairs in order
 isolation and withdrawal from family and friends
 lack of interest in hobbies, jobs, school, or physical appearance
Situational
 losses
 pressures
 low self-esteem
 lack of help or communication
 trouble with the law
 drug and alcohol abuse
What can I do if I think a student may be suicidal?
 First and foremost: TALK to the student. If you need help, please contact Student
Counseling Services at 492-5205 or the Student Distress Centre at 492-4357. They can
discuss the following points in more detail.
 Ask the student in a straightforward manner if they are suicidal. (e.g. “I’m worried about
you. Are you thinking about suicide?”) Asking this question will not plant the idea in a
student’s head. In fact, if a student has considered suicide, it can be a relief to talk about it
with someone who is not afraid to discuss the issue.
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
Ask if the student has a plan on how to carry this out. Find out if they have planned a time to
do it. This allows you to assess the risk of the situation.

Ask the student to contract with you. This means asking the student to promise to contact
you, a friend or family member, or even the Distress Line before they act on their suicidal
feelings. The best way is to pick one that both you and the student are comfortable with and
ask them to promise to contact that person.
Discuss what resources are available to the student to help deal with their suicidal feelings.
These include things the student is able to do for him or herself (such as hobbies or writing
things in a journal) as well as people the student can go to for help (such as friends, family,
clergy, or yourself!)
If you believe that a student is in immediate danger of hurting themselves or someone else,
contact an emergency number such as 911.


Resources
Edmonton Distress Line
Student Counseling Centre
Student Distress Centre
Walk in Counseling
482-HELP (4357)
492- 5205
492-HELP (4357)
482-0198
24 hours
8:30 – 4:30 Mon –Fri
9 – 9 Mon – Fri
(No appointment) Call for hours
Source: Helping Students: A Guide to Resources
***************************************************************************
Amendments to the Code of Student Behaviour occur throughout the year. For the most
recent version of the Code, visit the University Governance website at:
http://www.uofaweb.ualberta.ca/governance/StudentAppealsRegulations.cfm
Notice to Instructors Regarding Plagiarism, Cheating, Misrepresentation of Facts and
Participation in an Offence:
http://www.uofaweb.ualberta.ca/gfcpolicymanual/content.cfm?ID_page=37633#38363
A fuller discussion of Academic Integrity for students and instructors is available at this link:
http://www.tie.ualberta.ca/
2013-2014
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