For more information see: http://www.uwgb.edu/disability-services/resources/faculty/
(1) Academic misconduct is an act in which a student:
(a) Seeks to claim credit for the work or efforts of another without authorization or citation;
(b) Uses unauthorized materials or fabricated data in any academic exercise;
(c) Forges or falsifies academic documents or records;
(d) Intentionally impedes or damages the academic work of others;
(e) Engages in conduct aimed at making false representation of a student’s academic performance; or
(f) Assists other students in any of these acts.
(2) Examples of academic misconduct include, but are not limited to: cheating on an examination; collaborating with others in work to be presented, contrary to the stated rules of the course; submitting a paper or assignment as one’s own work when a part or all of the paper or assignment is the work of another; submitting a paper or assignment that contains ideas or research of others without appropriately identifying the sources of those ideas; stealing examinations or course materials; submitting, if contrary to the rules of a course, work previously presented in another course; tampering with the laboratory experiment or computer program of another student; knowingly and intentionally assisting another student in any of the above, including assistance in an arrangement whereby any work, classroom performance, examination or other activity is submitted or performed by a person other than the student under whose name the work is submitted or performed.
History: Cr. Register, February, 1989, No. 398, eff. 3-1-89.
(1) The following are the disciplinary sanctions that may be imposed for academic misconduct in accordance with the procedures of s. UWS 14.05, 14.06 or 14.07:
(a) An oral reprimand;
(b) A written reprimand presented only to the student;
(c) An assignment to repeat the work, to be graded on its merits;
(d) A lower or failing grade on the particular assignment or test;
(e) A lower grade in the course;
(f) A failing grade in the course;
(g) Removal of the student from the course in progress;
(h) A written reprimand to be included in the student’s disciplinary file;
(i) Disciplinary probation; or
(j) Suspension or expulsion from the university.
History: Cr. Register, February, 1989, No. 398, eff. 3-1-89.
Other Statements to Consider
Thanks to Jessica Van Slooten
This semester is going to be different than a “normal” college semester because we’re still in the middle of a global pandemic. I want to acknowledge that none of us know how this might impact our lives in the coming months, so being flexible and communicating often is important. Taking care of your overall well-being is necessary, and something that I must do, too. Please know that I recognize that the pandemic impacts us all—you, your families, me, my family—in a wide range of ways, from caregiving responsibilities, job changes, mental and physical health challenges, etc. I can help connect you to campus resources that might help you manage the challenges you’re facing; you can also look at the UWGB Coronavirus Information website. My goal is to help you be successful in the class no matter what challenges you’re facing—we can work together to develop a plan that works for you if your situation changes. And, the plan for the class may need to change as our collective situations change. I am committed to providing you with a meaningful educational experience that is flexible and geared toward your success. Reach out to me via email, student drop-in hours, or share your concerns on our unit-end surveys and we’ll move forward together.
Thanks to Liz Wheat
As we have experienced over the last few months, pandemic life presents a host of challenges to our lives—both professionally and personally. Research has shown that levels of stress, feelings of loneliness, and depression have increased since this pandemic started. Every one of us has had to make changes and adapt as we can to the ever-changing circumstances. It can be hard to perform our best under these unprecedented stress levels. This is not an excuse to not work hard and I still expect everyone’s best effort, but we should also be mindful about how we work together, support each other, and take care of ourselves. I am asking all of us, including me, to be compassionate and extend grace and understanding to one another, and to ourselves, this semester. It is likely we will all make mistakes or have miscommunications and we need to do our best to remember we are all human—no one is perfect.
For our class, I will do my best to present quality content, respond to emails and questions in a timely fashion, grade work as fairly and quickly as possible, and to support you however I can throughout the semester. The syllabus does include deadlines and there are time-sensitive aspects of the course such as the mock trials, but the key is communicating with me about any challenges or obstacles you encounter. We will come up with a plan to help you succeed and complete the work. We have an excellent range of campus resources that can help as well and I have shared those in Canvas. Overall, it is important to remember that everyone is doing their best right now. Please be respectful in your communications with me and with one another. We all need to work to be as kind, patient, and supportive as possible, realizing that everyone is experiencing different kinds of stressors and life challenges. Together, we can make this an excellent semester!
For more information see: https://www.uwgb.edu/dean-of-students/assistance-advocacy/bereavement-policy.asp
Many instructors choose to share an inclusivity policy to promote an inclusive classroom environment.
The UWGB Land Acknowledgement
In a continuing effort to create a more inclusive community, UW-Green Bay has adopted a formal land acknowledgment to honor our native peoples. The land acknowledgement was developed by our First Nations faculty in preparation for our inaugural Freshman Convocation. Faculty are encouraged to incorporate the land acknowledgment as part of their syllabi should they so choose.
Similar to the inclusivity policy, many instructors include language about the sort of environment that enables learning and respectful debate. Some write this in advance of the course, while others include the students in its construction.
Classroom Environment: The classroom should be an arena for voicing opinions and arguments in the spirit of debate, but should also display civility and tolerance. Students will bring different experiences and beliefs to bear on the materials we read, and our discussions must allow for a range of viewpoints to be expressed. One of the central tenets of feminism is that the “the personal is political.” In other words, knowledge and social change cannot be divorced from lived experience. The ideas and issues that we discuss will often have direct bearing on students’ past experiences or personal philosophies, and it is reasonable to occasionally share these connections. At the same time, such comments should remain connected to the course readings, and allow for the participation of everyone in the class.
Class environment: In order to provide a stimulating and effective learning environment, everyone is expected to follow shared codes of conduct. As noted above, we will construct our own policies on the first few days of class. In order to foster fruitful discussions we should all strive to create an environment of mutual respect—for it to be mutual, we all have to have a stake.
All interactions in class should be civil, respectful, and supportive of an inclusive learning environment for all students. If you have any concerns about classroom participation or classroom dynamics, I encourage you to speak with me, with Dr. X, the X Department chair, or your advisor. You may also share your concerns with the University at http://www.uwgb.edu/phoenix-cares/.
Civility and Online Etiquette: Civility and decorum are expected at all times. You are welcome to your own opinion and encouraged to express it, but you must do so in a mature and sincere manner. You must also make sure your opinions are informed and well-supported – this is not your personal soapbox. You may find it helpful to review the UWGB guidelines for online etiquette, located at http://online.uwc.edu/technology/etiquette.
Policy on Children in Virtual Sessions
This may be particularly important to those updating their syllabus for Fall 2020.
Caregivers deserve access to education. At all times, I strive to be inclusive to parents and other caregivers, and now, in our virtual learning space, with many children learning from home or schools facing sudden closures, we can expect children to be present in class from time to time. I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in caregiving status.
- Children may be visible onscreen during class sessions, either in a lap or playing in the background. This includes breastfeeding or chestfeeding [NOTE: this is a term many transmen and non-binary birth parents use] babies. Alternatively, you may turn your camera off if more privacy is required.
- Caregivers who anticipate having a child(ren) with them during class sessions are encouraged to wear a headset to help minimize background noise. You may mute your microphone and communicate through the “chat” feature at any point necessary.
- Stepping away momentarily for childcare reasons is completely understandable and expected. Simply mute and/or turn off your camera as necessary, and rejoin us when you are able.
- While I maintain the same high expectations for all student in my classes regardless of parenting status, I am happy to problem solve with you in a way that makes you feel supported as you strive for school-caregiving balance.
(Based on the policies by Dr. Melissa Cheyney and Dr. Elizabeth Horn care of the UW System caregiving task force)
Preferred Name and Pronouns
Many instructors choose to list their preferred name and pronouns to promote an inclusive classroom environment.
Names and Pronouns: During the first week of class, I will ask you to write your preferred first name on the class sign-in roster. I will also invite you to make a nametag to use in class that includes your preferred gender pronouns. I see sharing gender pronouns as a gesture of respect and a reminder that we should not make assumptions about gender based upon physical appearance, names, etc. If you misgender someone (i.e., call someone who identifies as a woman “he,” or vice versa), the best practice is to apologize (concisely) and move on, without making a big scene.
Names, Pronouns, and Gender: If you have changed your name (officially or unofficially) from what appears in SIS, go by a nickname, or wish to specify a set of preferred or most appropriate pronouns, please feel free to ask me in person or by email. Everyone in this class has the right to be addressed and understood by their right name and their gender identity, and no one has the right to challenge anyone else’s self-identification. Everyone deserves trust and respect.
Class Attendance Policy
UWGB instructors adopt a wide variety of classroom attendance policies.
Your participation is welcomed and encouraged as this is a gathering place where we can improve our listening and speaking on a range of social problems and issues. Participation will be evaluated in terms of evidence:
- of your preparedness for class (timeliness of assignments, demonstrating you have read the materials, etc.)
- that you are present in class in both body and mind (alert, paying attention, listening respectfully, etc.)
- of your active participation (asking questions, offering your perspective, providing constructive feedback to your colleagues, etc.)
- of your leadership and participation in small group discussions in class.
Instructors may wish to consult the Interfaith Calendar to see if important course dates conflict with religious observances.
Many instructors share their teaching philosophy explicitly with students.
My general philosophy is I want to encourage you to think critically and observe the holistic connections between ideas. I am less interested in your recitation of terms and concepts and more in your understanding of how what we discuss in class ties together. I encourage you to challenge and debate what you learn in class, and never be afraid to ask questions.
You can count on me to do these things:
- Give your exam review one class prior to the exam.
- I do not have any trick questions on the exam, what we talk about is what you will see.
- We may go off topic as we explore different questions and ideas that you are interested in instead of what is exactly on the syllabus.
- I will be as forgiving as I can with attendance, late assignments, and accommodating to you, but I will hold to the rules of the syllabus to ensure understanding and transparency.
- I will be a resource for you to grow from and a soft landing pad should you make a mistake.
- We will use collaborative-based learning as much as possible in this class to help you to be engaged in your learning.
Digital Devices in the Classroom
Many instructors include policies about the use of electronic or digital devices within the classroom. There is a wide variety as to how instructors tackle this issue.
Electronic Devices in the Classroom: There is now overwhelming evidence, based on systematic research, that “multi-tasking” with digital devices interferes badly with learning. Even having a smart phone on the table or desk takes a toll on concentration. Please silence and stow (out of sight) all mobile phones during class. No texting or messaging in class. If you are experiencing a personal emergency that requires you to take calls or receive text messages, consider taking advantage of the three emergency absences that I allow. Otherwise, please let me know about your situation and try to minimize disruptions. You may use a laptop computer, e-reader, or tablet in class for referring to assigned course materials, for in-class assignments, and for taking notes (although, based upon research into note-taking, I do not recommend that you try to type notes in class). Please avoid the temptation to check email, browse the web, etc., during class. If you have trouble staying focused on class, I recommend that you turn off wifi access unless you need it for a specific assignment or discussion.
Personal electronics – You may use your laptop or mobile devices to read the e-book version of the text or complete in-class assignments and exercises. However, using them for any activities that are not class-related activities is against course policy. Please also turn your cell phone to silent or turn it off altogether.
Late work/deadline policy
Most instructors include transparent language describing late work and/or policies about deadlines on their syllabus.
LATE ASSIGNMENTS: Late assignments will be accepted as circumstances in life do happen, but please be aware that scores will drop by 10% for each class session late.
Deadlines: Deadlines are important. They help us plan. They motivate us. They keep us on the same page so that we can work together. Submitting your work on time is an important part of completing assignments for college classes, not to mention other aspects of your life. I understand, however, that you may experience an emergency or other circumstance that could prevent you from submitting your work on time. If this happens, please communicate with me as soon as reasonably possible to negotiate an extension. (The only way to get an extension is to ask for it.) Then, when you have completed the assignment, please let me know via email. Keep in mind that if you submit late work, you may miss out on an opportunity to collaborate with or receive feedback from your peers, and your feedback from me may be delayed or reduced, depending on the situation.
Exams (Making Up): Because I understand that illnesses and unexpected emergencies do arise, I will allow you to make up one exam during the semester, under the condition that you exercise due diligence by contacting me with an email or phone message before the end of the class session when the exam takes place. At that time, you must let me know when you can take the exam within the next two business days. It is your responsibility to follow up immediately to schedule a make-up exam. (Note: make-up exams may differ from in-class exams.)
See also: http://www.uwgb.edu/veterans/absence/
Students that are activated for the military may request a complete withdrawal. Individual (not unit) orders are needed if you withdraw during a semester. These orders need to be given to the following offices: Registrar, Bursar, Financial Aid and Residence Life (if applicable).
- Tuition and Fees-Activated students should be given the opportunity to earn his/her grade or a full refund of tuition should be made.
- Room and Board-Activated students should be given a refund for the unused portions of room and board contracts.
- Financial Aid-For students receiving financial aid at the time of their withdrawal, please be aware that the financial aid office is required by federal regulation to calculate the amount of aid (if any) that must be returned. This applies to any student that withdraws and there is not an exception for military deployment. Depending on the amount of aid received and the date of withdrawal in that semester, you may have to repay a percentage of aid to the appropriate aid programs.
- Email Account-Please contact the Help Desk at firstname.lastname@example.org to extend the activation of your UWGB email account.
- Parking Decal Refund-If withdrawn within the first 4 weeks, you may be eligible for a parking refund. Take decal to the parking office to complete a form. Refunds will be mailed.
- Library Books-Return any library books, media services equipment, etc.
- Dining Points-Remaining balance of dining points and pass points are refundable less a $25 dollar administration fee. Online request submission: http://www.uwgb.edu/union/forms/
The federal government provides options for servicemen and women who are being deployed for active duty and who have student loans. As a deployed service member, you may be eligible to delay or temporarily suspend making loan payments to reduce the burden on you and your family. In general, service members will fall into one of three categories:
- Those currently enrolled in school, have taken out student loans, and are being called to active duty.
- Those within the grace period of their student loans, have yet to make a first payment, and are being called to active duty.
- Those currently making payments on student loans and are being called to active duty.
The key for you is to contact the lender or the agency that services your student loans to see if you are eligible for the delayed or suspended repayment benefit. For many students that servicer will be Great Lakes Higher Education Corporation (GLHEC). GLHEC has an on-line resource that any service member can refer to regarding options available to them. You can find that resource at www.mygreatlakes.org/deployment . Although the information is available to anyone at this site, you still must contact your lender or loan holder (if it is not GLHEC) so it can be finalized.
FERPA and/or HIPPA statement
The Family Education Right to Privacy Act (FERPA) is a federal law designed to protect the education records of students from kindergarten to graduate school. Read more here: https://www.uwgb.edu/ferpa/
The Health Insurance Portability and Accountability Act (HIPAA) is a federal law designed to protect medical records and the sharing of patient medical data. “Covered Entities” who must comply with these regulations are Health Plans, most Healthcare Providers, and Healthcare Clearinghouses. Read more here: https://www.hhs.gov/hipaa/for-individuals/guidance-materials-for-consumers/index.html
Student Resources to Consider
UW-Green Bay offers a wide variety of support services for our students. Such services provide students the opportunity to spend more of their mental and physical energy on intellectual and personal growth. You may wish to include each resource on your syllabus, or, you may prefer to refer them to websites such as Phoenix Cares, which provides information to many (but not all) of these services.
- Counseling and Health Center: http://www.uwgb.edu/counselinghealth/,SS1400, (920) 465-2380, Free 1:1 Counseling and Nursing visits. Provider visits at low or no cost.
- Division of Student Affairs & Campus Climate resources: http://www.uwgb.edu/student-affairs/
- Multi-Ethnic Student Affairs: http://www.uwgb.edu/mesa, Union 150, (920) 465-2720, email@example.com
- Career Services, SS 1600, (920) 465-2163, firstname.lastname@example.org Assistance with choosing majors/minors, exploring career options/fields, gaining experience/internships and preparing for success after graduation including seeking postgraduate employment & application to graduate & professional school.
- Office of Student Life, Union 150, (920) 465-2464, www.uwgb.edu/student-life/- Events, activities and student organizations.
- Pride Center, Union 153, (920)-465-2167, email@example.com and https://www.facebook.com/uwgbpridecenter/notifications/
- Veteran’s Services, SS 1100, (920) 465-2075, http://www.uwgb.edu/veterans/
- Phoenix Emergency Grant Program: Facing a financial emergency? Apply for a one-time grant of up to $1,000 to pay for unanticipated financial expenses. http://www.uwgb.edu/emergencygrant/
- Pride Center: Visit UU 150 for “a safe, supportive, and welcoming environment for LGBTQ people and their allies.” https://www.uwgb.edu/pride-center/
- The Learning Center (TLC): Free academic support, mentoring, and study groups. Visit the TLC on the Plaza Level of the Cofrin Library (CL 206). http://www.uwgb.edu/learning-center/
- Writing Center: Drop by CL 206 (or call 920-465-2958) to make an appointment to go over your papers, etc., with a writing tutor. Even highly skilled writers benefit from having another writer review their work. http://www.uwgb.edu/writing-center/. Online tutoring is available.
- Education Center for First Nations Studies: Visit with and learn from First Nations elders in an informal setting. Drop by Wood Hall 410 for more information.
Statements for Resource Centers
TLC (http://www.uwgb.edu/learning-center/about-us/) offers FREE academic support in a variety of undergraduate subjects each semester. Courses affiliated with mentoring vary each semester during the spring and fall semesters. One-on-one sessions, drop-in hours and study groups are held by academic mentors that are subject area experts who have successfully completed the course, usually with the same professor. They are able to answer questions, review course material, assist with preparing for exams, guide discussion and provide tips on study strategies in the content area.
Basic Resources: Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the Dean of Students for support. Furthermore, please notify me or your academic advisor if you are comfortable doing so. This will enable us to connect you with an array of resources available on campus. You can also find information about these resources on our Phoenix Cares website: http://www.uwgb.edu/phoenix-cares/
The Campus Cupboard is a student organization run by students, with the mission of providing an on-campus food pantry, clothing closet, and cleaning/personal hygiene products to ensure adequate basic needs are met of all students, faculty, and staff. The Campus Cupboard and Clothes Closet are located in the new ‘CK One’ space in Rose Hall 140 (in the corridor section between Wood and Rose Halls).
How to access the Cupboard
Students, staff, and faculty may use their university ID’s to access CK One, using a card swipe, between the hours of 7:00am and 9:00pm.
Contact advisor Stacie Christian by email firstname.lastname@example.org if you have questions or technical difficulties in entering the space.
We all have stresses and struggles in our lives. Conflict with friends or family, break ups, other kinds of loss, academic concerns, or issues with work/life balance. In addition to day-to- day life stresses people can have more long-term concerns (Depression, Anxiety, substance use concerns, eating concerns, etc…) The good news is your campus has free resources available to you to address these needs. When a concern arises or if you have any questions please seek out support from the UWGB Counseling and Health Center (920-465-2830). No concern is too big or too small.
In addition, if an urgent situation arises or if you or someone you care about is considering suicide or hurting others, don’t wait. Call the Counseling and Health Center (920-465-2380), Public Safety (920-465-2300), the local Crisis Center (920-436-8888), or 911 for immediate assistance. Don’t take a chance. Let a professional help. Act now.
UWGB Public Safety : https://www.uwgb.edu/publicsafety/
Counseling and Health : http://www.uwgb.edu/counseling-health/
Brown County Crisis Center : http://www.familyservicesnew.org/crisis-center/