Excerpted from Administrative Policy: Syllabus Requirements (Twin Cities, Crookston, Morris, Rochester); edited for application to CIS.

CIS instructors must include the following relevant U of M policy statements—which include adaptations for CIS—in their syllabus. CIS provides an updated set of required policies prior to each term. Instructors are encouraged to discuss elements of the policies particularly applicable to their course.

Required Policy Statements--check for updates each term:  U of M Required Policies for Syllabuses 

Related Policies:

• Appendix: Recommended Policy Statements for Syllabi

Students need a consistent level of basic information about the content and expectations for each course in which they are enrolled. This policy outlines the minimum components of a syllabus and notes recommended policy statements for inclusion, to ensure that instructors communicate course requirements to students in writing and in a timely manner. This policy implements criteria and requirements for accreditation established by the Higher Learning Commission. 

Instructors are required to develop a course syllabus for each offering of a course and communicate the syllabus to students. For the purposes of this policy, a syllabus is a written or electronic document that contains information students need to know in order successfully to complete the work of the course.

Each syllabus includes two types of information. First is information specific to the course such as its title, goals, readings, assignments and instructor. Second is information informing students of University policies that may have an impact on their participation in the course. This information includes, for example, the University grading system, a disabilities statement, and how to resolve problems between students and instructor. 

The University and CIS take the privacy of student records very seriously. Release of student information to third parties is regulated by Regents policy, federal law, and state law, and particularly by the Family Educational Rights and Privacy Act (FERPA). 

Students and instructors are able to suppress their public directory information (that is, data publicly available: name; dates of enrollment and registration status; major, advisor, college, and class level; academic awards and degrees received) and limited directory information (information is made available to student groups, staff, and faculty at the University of Minnesota by request: mailing address, email address, and telephone number). 

Private student information (including social security number, birthdate, grades, student ID number, and GPA) may not be accessed by a third party—other than University officials who need the information to serve the student—without the student’s permission. 

How to Suppress Your Information (Students and Instructors)

Go to MyU, select “My Info” at the left. Here you can choose which piece(s) of information you want suppressed and click a button to enact the suppression of your data. (Note that One Stop can better assist students who suppress only their contact information than those who also suppress their enrollment data.) A step-by-step guide to Set Directory Suppression is available on One Stop. 

Related Links:

• Student records privacy and access (OneStop)

Excerpted from Board of Regents Policy: Student Education Records.

This policy governs information maintained by the University of Minnesota (University) in the performance of its functions as an educational institution regarding enrolled or prospective students. 

Guiding Principle

The University shall maintain the privacy of student education records. Student education records shall be disclosed only to the student, to persons within the University with a legitimate educational interest, to persons authorized by the student to receive the student's education records, and to persons authorized to receive education records without the student's consent. 

Definitions

• • 1. Directory information. Directory information shall mean the student's name, address, electronic (email) address, telephone number, dates of enrollment, enrollment status (full-time, part-time, not enrolled, withdrew, and date withdrawn), major, adviser, college, class, academic awards and honors received, and, upon graduation, the degree awarded. 

    2. Legitimate educational interest. Legitimate educational interest shall mean an interest in reviewing student education records for the purpose of performing an appropriate University research, educational, or administrative function. 

    3. Student education records. Student education records shall mean any record maintained by the University that contains personally identifiable information about a student, regardless of its format or method of storage. Student education records shall not include law enforcement records maintained separately from education records, University employment records, and medical or psychological counseling records, all of which are protected according to provisions of state and federal law and University policy. 

    4. School official. School official shall mean a person employed by the University in an administrative, supervisory, academic, research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the University has contracted to perform an institutional service or function in accordance with law; a person serving on the Board of Regents; or a student serving on a University committee or otherwise assisting another school official in performing institutional tasks. 

Access to Student Records

• • 1. Access to Directory Information. Directory information shall be publicly available and may be disclosed to any person without the student's consent unless the student has suppressed or prohibited disclosure of the information. Students shall be given the opportunity to suppress their directory information during the term of their enrollment. 

    2. Access to Private Student Education Records. Student education records other than publicly available directory information are private and shall not be disclosed except as appropriate and to the extent permissible under federal and state laws as follows: 

       1. • to the student; 

          • to school officials with a legitimate educational interest in the information; 

          • to persons specifically authorized by the student in writing to receive the information; 

          • to other educational institutions in which the student seeks to enroll or is already enrolled so long as the disclosure is for purposes related to the student's enrollment or transfer; 

          • to other organizations conducting educational research studies, provided the studies are conducted in a manner that does not permit identification of students and the information will be destroyed when no longer needed for the specific purpose; 

          • to persons in compliance with a court order or lawfully issued subpoena, provided that a reasonable attempt is made to notify the student where required prior to release; 

          • to appropriate members of the court system when legal actions against the University is initiated by the student and the disclosure is part of the University's defense; 

          • to appropriate persons in connection with an emergency if knowledge of the information is necessary to protect the health or safety of the student or other individuals; 

          • to accrediting organizations and state or federal education authorities using information for auditing, evaluating, or enforcing legal requirements of educational programs, provided the data is protected to prohibit the identification of students and all personally identifiable information is destroyed when no longer needed; 

          • to appropriate persons or agencies in connection with a student's application for or receipt of financial aid to determine eligibility, amount, or conditions of financial aid and to enforce the terms and conditions of the aid; 

          • to parents of a dependent student as defined under the Internal Revenue Code; 

          • the final results of a disciplinary proceeding, regardless of outcome, to the victim of an alleged perpetrator of a crime of violence or a nonforcible sex offense; 

          • findings from a disciplinary proceeding that a student has violated an institutional rule or policy in connection with a crime of violence or nonforcible sex offense; and 

          • disclosures concerning sex offenders and other persons required to register as offenders under federal law.

Administrative Procedures

The University shall maintain administrative procedures that fulfill its legal obligations regarding student education records, including, but not limited to, notice of rights to students, access to education records, recordkeeping requirements, the right to request amendment of education records, and hearing rights.  

If you have questions regarding records and student privacy, contact CIS Program Director, Emily Hanson (hans0996@umn.edu) and/or University-wide programs are supported by Stacey Tidball (tidball@umn.edu; 612-626-0075).

Related Policies:

Managing Student Records (University policy)

Excerpted from Board of Regents Policy: Academic Freedom and Responsibility.

The Board of Regents (Board) of the University of Minnesota (University) reaffirms the principles of academic freedom and responsibility. These are rooted in the belief that the mind is ennobled by the pursuit of understanding and the search for truth, and the state well served when instruction is available to all at an institution dedicated to the advancement of learning. These principles are also refreshed by the recollection that there is commune vinculum omnibus artibus, a common bond through all the arts. 

Academic freedom is the freedom, without institutional discipline or restraint, to discuss all relevant matters in the classroom, to explore all avenues of scholarship, research, and creative expression, and to speak or write on matters of public concern as well as on matters related to professional duties and the functioning of the University. 

Academic responsibility implies the faithful performance of professional duties and obligations, the recognition of the demands of the scholarly enterprise, and the candor to make it clear that when one is speaking on matters of public interest, one is not speaking for the institution.

Excerpted from Board of Regents Policy: Academic Misconduct.

The University of Minnesota has a responsibility to foster a research environment that … discourages academic misconduct. 

• • 1. Definition. Academic misconduct, for the purpose of this policy, shall mean the fabrication or falsification of data, research procedures, or data analysis; destruction of data for fraudulent purposes; plagiarism; abuse of confidentiality; or other fraudulent actions in proposing, performing, reviewing, or reporting the results of research or other scholarly activity. It is particularly important to distinguish academic misconduct from honest error and the ambiguities of interpretation that are inherent in the scientific and scholarly process, but are normally corrected by further research. 

    2. Application. This policy and the administrative procedures implementing it shall apply to all research, scholarly, and artistic activities of all University employees and others who are involved in such activities under the aegis of the University. 

    3. Commitment. The University shall deal promptly with allegations or evidence of possible academic misconduct and shall carry out this responsibility fully to resolve questions regarding the integrity of the scholarly activity. 

As is the case with all University students, a CIS student may be placed on probation if either the term or the cumulative GPA is below 2.000. A student on probation will have a hold placed on their UM record and may need permission from CIS and/or the Students Scholastic Standing Committee (SSSC) of the College of Continuing and Professional Studies (CCAPS) to register for subsequent terms. 

A CIS student may be suspended if at the end of the probation term, both the term and the cumulative GPA are below 2.000. Students may appeal suspension decisions or petition for re-admission in writing to CCAPS Students Scholastic Standing Committee according to a defined collegiate petition process. 

Excerpted from Administrative Procedure: Conflict Resolution Process for Student Academic Complaints: Twin Cities; edited for application to CIS.

The goal of this procedure is to provide a simple and fair process that allows for both informal and formal resolution of conflicts. 

This procedure applies to student academic complaints, which are complaints brought by students regarding the University’s provision of education and academic services affecting their role as students. 

Student academic complaints: 

• • • Must be based on a claimed violation of a University rule, policy, or established practice 

    • If alleging discrimination in the University-student relationship, may be filed under this procedure or with the Office of Equal Opportunity and Affirmative Active, but not both 

This procedure does not limit the University’s right to change rules, policies or practices. 

This procedure does not apply to student complaints regarding: 

• • • University employment 

    • Disciplinary action under the Student Conduct Code

    • Grades 

    • Applicant complaints regarding University admission decisions 

Informal Resolution

The first step of any resolution should be at the lowest unit level, between the parties involved or the parties and an appropriate third party (e.g., other faculty, department chair, administrator). [In CIS, if complaint remains unresolved after working with the instructor, contact Jan M. Erickson. This conversation often serves to clarify the nature of the problem and determine which University policy applies to the situation.] 

Formal Resolution

If no informal resolution has been reached, colleges and administrative units will provide a review process appropriate to the issue raised by the student academic complaint. 

Excerpted from Board of Regents Policy: Equity, Diversity, Equal Opportunity, and Affirmative Action.

Guiding Principles 

The following principles shall guide the commitment of the University of Minnesota (University) to equity, diversity, equal opportunity, and affirmative action:

• • 1. Consistent with its academic mission and standards, the University is committed to achieving excellence through equity and diversity. 

    2. A diverse student body enhances the academic and social environment for all students and prepares students to thrive in an increasingly diverse workforce and society. 

    3. Equal educational access is critical to preparing students for the responsibilities of citizenship and civic leadership in a heterogeneous society. 

    4. As a community of faculty, staff, and students engaged in research, scholarship, artistic activity, teaching and learning, or the activities that support them, the University seeks to foster an environment that is diverse, humane, and hospitable. 

    5. In partnership with community groups, the University is committed to serving the state, the nation, and the world through its outreach and public service. 

Implementation

The University shall:

• • 1. provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression; 

    2. advocate and practice affirmative action consistent with law, including the use of recruiting and search processes to enhance participation of racial minorities, women, persons with disabilities, and protected veterans; 

    3. establish and nurture an environment for faculty, staff, students, and visitors that actively acknowledges and values equity and diversity and is free from racism, sexism, ageism, homophobia, and other forms of prejudice, intolerance, or harassment; 

    4. provide equal educational access to members of underrepresented groups and develop affirmative action admissions programs, where appropriate, to achieve the University's educational mission; and 

    5. promote and support equity and diversity through its academic programs, its employment policies and practices, its delivery of services, and purchase of goods, materials, and services for its programs and facilities from businesses of the diverse communities it serves. 

Monitoring 

The president or delegate shall set performance goals consistent with this policy and law; remedy any discriminatory practice that deviates from this policy; and assess and reward the performance of individuals and units using the University's critical measures for the equity and diversity performance goals as part of the University's planning and budget process. 

Excerpted from Board of Regents Policy: Expected Student Academic Work per Credit: Twin Cities, Crookston, Morris, Rochester.

Workload expectations in this policy are an estimate of the amount of work needed for an average student to earn an average grade. Course grades are based on the quality of the work submitted, not on hours of effort. Workload expectations per credit do not vary with the method of delivery of the course or the length of the academic term. 

• • 1. STUDENT WORKLOAD EXPECTATIONS PER UNDERGRADUATE CREDIT. For fall or spring semester, one credit represents, for the average University undergraduate student, three hours of academic work per week (including lectures, laboratories, recitations, discussion groups, field work, study, and so on), averaged over the semester, in order to complete the work of the course to achieve an average grade. One credit equals 42 to 45 hours of work over the course of the semester (1 credit x 3 hours of work per week x 14 or 15 weeks in a semester equals 42 to 45 hours of academic work). Thus, enrollment for 15 credits in a semester represents approximately 45 hours of work per week, on average, over the course of the semester. 

    2. EXCEPTIONS TO UNDERGRADUATE WORKLOAD STANDARD. Professional norms and the nature of the academic work may necessitate spending more than three hours of work per week on average. For example, clinical experiences, some laboratory work, and some studio activities may require more than an average three hours per week. Demands on the student in excess of the average of three hours per credit per week are permissible with college approval and with appropriate notification to the student of the amount of work expected for the course or educational experience (e.g., in class schedules, bulletins, or syllabi). 

FAQ: Do the student workload expectations per undergraduate credit apply to courses that are scheduled in academic terms other than the standard semester?

Yes. The expectation of academic work per credit established for semesters applies to all academic terms. Courses scheduled during special terms have the same expectations for student workload per credit as for courses held during the typical semester. For example, a one-credit course represents approximately 42 to 45 hours of academic work, regardless of the length of the academic term. 

Excerpted from Administrative Policy: Makeup Work for Legitimate Absences: Twin Cities, Crookston, Morris, Rochester; edited for application to CIS.

University policy recognizes that there are a variety of legitimate circumstances under which students will miss coursework, and that accommodations for makeup work will be made. This policy applies to all course requirements, including any final examination. Students are responsible for planning their schedules to avoid excessive conflict with course requirements. 

Notification, Verification of Absences, and Make-Up Work

• 1. Instructors may not penalize students for absence during the academic term due to unavoidable or legitimate circumstances: 

     1. • illness, physical or mental, of the student or the student’s dependent; 

        • medical conditions related to pregnancy; 

        • participation in intercollegiate athletic events; 

        • subpoenas; 

        • jury duty; 

        • military service; 

        • bereavement, including travel related to bereavement; 

        • religious observances; 

        • participation in formal University system governance, including the University Senate, Student Senate, and Board of Regents meetings, by students selected as representatives to those bodies;

        • taking college entrance exams (PSAT, ACT, SAT) for Post-Secondary Enrollment Option (PSEO) students that are provided at their high school; and 

        • activities sponsored by the University if identified by the senior academic officer for the campus or the officer’s designee as the basis for excused absences. 

  2. Voting in a regional, state, or national election is not an unavoidable or legitimate absence. 

  3. Instructors are expected to accommodate students who wish to participate in party caucuses. 

  4. For circumstances not listed in (1), the instructor has primary responsibility to decide on a case-by-case basis if an absence is due to unavoidable or legitimate circumstances and grant a request for makeup work in such circumstances. 

  5. Students must notify their instructors of circumstances identified in (1) or other circumstances leading to a request for makeup work as soon as possible and provide information to explain the absence. Some situations will be sufficiently urgent that arrangements for makeup work cannot be made prior to the date of an absence. In such cases, arrangements should be made as soon as possible following the student’s return. 

  6. The instructor has the right to request, and the student must provide if requested, verification for absences, with the exception of a single episode medical absence that does not require medical services. 

  7. The instructor has the right to request verification for a single episode medical absence if (i) the student has had more than one single episode medical absence in the class, or (ii) the single episode medical absence involves missing laboratory sessions, exams or important graded in-class assignments. 

  8. The instructor may not penalize the student and must provide reasonable and timely accommodation or opportunity to make up missed work, including exams or other course requirements that have an impact on the course grade if the student: 

     1. • Was absent due to circumstances identified in (1); 

        • Has complied with the notification requirements; and 

        • Has provided verification if the instructor has requested further information. 

  9. Colleges and academic units may establish more specific criteria for notifying instructors and completing the associated make-up work, especially when the absence involves activities that may not be possible to make up.

  10. Instructors are not obligated to accommodate a student who has missed so much of the critical components of a course, even for legitimate reasons, that arrangements for makeup work would not be reasonable. 

Instructors should take all factors into consideration when determining whether to grant an excused absence and how to make arrangements for makeup work that has an impact on the course grade. If a student has missed a component of the course that cannot be made up in exactly the same manner, the instructor may substitute another activity or assignment in order to assess the missed components. If no substitution can be devised, the missing component(s) cannot be factored into determining that student's final grade for the course. 

[CIS instructors must also be aware of and follow any U of M department or college policies regarding absences from class. Where college or department policies exist, CIS faculty coordinators will share these with instructors.]

Appeals

If a student believes the student has been wrongly denied the opportunity to make up work due to disagreement with the instructor about the legitimacy or unavoidability of an absence, [the CIS student should pursue his or her complaint by contacting both Jan M. Erickson and the faculty coordinator.]

Excerpted from Board of Regents Policy: Sexual Harassment, Sexual Assault, Stalking and Relationship Violence.

Related Policies:

• • Administrative Policy: Sexual Harassment, Sexual Assault, Stalking and Relationship Violence

This policy governs the University of Minnesota’s (University) commitment to preventing and addressing sexual harassment, sexual assault, stalking, relationship violence and related retaliation (“prohibited conduct”). 

Definitions

• • 1. Prohibited Conduct. Prohibited conduct shall mean sexual harassment, sexual assault, stalking, relationship violence and related retaliation. 

    2. Sexual Harassment. Sexual harassment shall mean unwelcome conduct of a sexual nature under either of the following conditions: 

       1. • When it is stated or implied that an individual needs to submit to, or participate in, conduct of a sexual nature in order to maintain their employment or educational standing or advance in their employment or education (quid pro quo sexual harassment). 

          • When the conduct: (1) is severe, persistent or pervasive; and (2) unreasonably interferes with an individual's employment or educational performance or creates a work or educational environment that the individual finds, and a reasonable person would find, to be intimidating, hostile or offensive (hostile environment sexual harassment). 

    3. Sexual Assault. Sexual assault shall mean: (1) actual or attempted sexual contact without affirmative consent; or (2) a threat to engage in contact that would be, if the threat were carried out, sexual contact without affirmative consent. 

       1. • Sexual contact is intentional sexual touching with an object or body part. Depending on the context, it may include, but is not limited to: (1) intentionally touching the breasts, buttocks, groin or genitals of another individual; (2) intentionally touching another individual with any of these body parts; and (3) making an individual touch another individual or themselves with, or on, any of these body parts. Sexual contact can occur whether or not an individual’s body parts are covered by clothing. 

          • Affirmative consent is freely and affirmatively communicated words or actions given by an informed individual that a sober reasonable person under the circumstances would believe communicate a willingness to participate in the sexual contact. 

    4. Relationship Violence. Relationship violence shall mean actual, attempted or threatened violence by an individual who is, or has been, in a spousal, sexual, or romantic relationship with the individual receiving the actual, attempted or threatened violence. 

    5. Stalking. Stalking shall mean a course of conduct directed at a specific individual that is unwelcome and that would cause a reasonable person to: (1) feel fear for their safety or the safety of others; or (2) experience substantial emotional distress. A course of conduct is multiple acts including, but not limited to, acts in which an individual directly, indirectly, or through third parties, by any action, method, device, or means, follows, monitors, observes, surveils, threatens, or communicates to or about another individual, or interferes with another individual’s property. 

    6. Retaliation. Retaliation shall mean taking an adverse action against an individual because of the individual’s good faith participation in: 

       1. • reporting suspected or alleged prohibited conduct; 

          • expressing opposition to suspected or alleged prohibited conduct; 

          • participating in an investigation related to a prohibited conduct allegation; or 

          • accessing the Office for Conflict Resolution (OCR) to resolve a conflict related to prohibited conduct. 

          • To demonstrate that retaliation has occurred, an individual must show that a causal relationship exists between the individual’s actions in (a) through (d) above and the adverse action. 

    7. Member of the University Community. Member of the University community shall mean any: 

       1. • University student; 

          • University employee; or 

          • third party who is engaged in any University activity or program, or who is otherwise interacting with the University, including, but not limited to, volunteers, contractors, vendors, visitors and guests.

Guiding Principles

The following principles shall guide the University’s commitment to preventing and addressing prohibited conduct: 

• • 1. Consistent with its academic mission and standards, the University is committed to achieving excellence by working to create an educational, employment and residential living environment that is free from prohibited conduct. 

    2. The University is committed to preventing and addressing prohibited conduct through education and prompt, thorough and procedurally fair investigative procedures. 

    3. As a community of faculty, staff and students engaged in research, scholarship, artistic activity, teaching and learning, and activities that support them, the University seeks to foster an environment that is equitable, humane and responsible and where all are treated with dignity and respect. 

Implementation

The University shall: 

• • 1. prohibit members of the University community from engaging in, or assisting or abetting another’s engagement in, prohibited conduct; 

    2. require employees to take timely and appropriate action when they know or should know that prohibited conduct is occurring or has occurred; 

    3. adopt procedures on each campus for investigating and resolving complaints of prohibited conduct in coordination with either the director of the Office of Equal Opportunity and Affirmative Action or, with regard to stalking of a non-sexual nature, the director of the office for investigation of non-sexual Board of Regents Policy: Student Conduct Code complaints or the campus human resources department; 

    4. adopt procedures on each campus for providing training on prohibited conduct to all members of the University community; and 

    5. address violations of this policy through disciplinary or other responsive action up to and including termination of employment or academic dismissal. 

Monitoring

The president or delegate shall address complaints of prohibited conduct consistent with this policy and law and remedy any practice that deviates from this policy. 

Excerpted from Board of Regents Policy: Student Conduct Code.

Related Policies:

• Academic Misconduct

This policy applies to all students and student groups at the University of Minnesota (University), whether or not the University is in session. 

Guiding Principles

• • 1. The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. 

    2.  As stated in Board of Regents Policy: Equity, Diversity, Equal Opportunity, and Affirmative Action, the University shall establish and nurture an environment for faculty, staff, students, and visitors that actively acknowledges and values equity and diversity and is free from racism, sexism, ageism, homophobia, and other forms of prejudice, intolerance, or harassment.

    3.  The University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the health or safety of members of the University community.

    4. The University is dedicated to responsible stewardship of its resources and to protecting its property and resources from theft, damage, destruction, or misuse.

    5. The University supports and is guided by state and federal law while also setting its own standards of conduct for its academic community.

    6. The University is dedicated to the fair and equitable resolution of conflict at the lowest level possible.

    7. The University is committed to safeguarding the free expression rights of all University community members and will strive to engage in student development conversations when messages are contrary to the University values of equity, diversity, and inclusion. Students are entitled to the rights and responsibilities of other citizens with regard to freedom of speech, peaceable assembly, and the right to petition. Students are entitled to exercise their rights to inquire and dissent, speak freely, and peaceably assemble and protest to the extent permissible under both the First Amendment of the United States Constitution and the Student Conduct Code.

Definitions

• • 1. Academic Environment. Academic environment shall mean any setting where a student is engaged in work toward academic credit, satisfaction of program-based requirements, or related activities, including but not limited to classrooms, laboratories, online courses, learning support and testing platforms, learning abroad, and field work.

    2. Assists or Abets. A student or student group assists or abets prohibited conduct when the student or student group: (a) helps any other person engage in prohibited behaviors as defined by the Student Conduct Code; and (b) intends the prohibited behavior to occur or knows that their actions are significantly likely to help the other person to engage in the prohibited behavior.

    3. Campus. Campus shall mean all University premises, including all land, buildings, facilities, and other property owned, possessed, leased, used, or controlled by the University, and adjacent streets and sidewalks. 

    4. Learning Support and Testing Platforms. Learning support and testing platforms shall mean tools including online tools identified by the instructor for use in a course or learning activity.

    5. Plagiarism. Plagiarism shall mean representing the words, creative work, or ideas of another person as one’s own without providing proper documentation of source. Examples include, but are not limited to: 

       1. • copying information word for word from a source without using quotation marks and giving proper acknowledgement by way of footnote, endnote, or in-text citation; 

          • representing the words, ideas, or data of another person as one’s own without providing proper attribution to the author through quotation, reference, in-text citation, or footnote; 

          • producing, without proper attribution, any form of work originated by another person such as a musical phrase, a proof, a speech, an image, experimental data, laboratory report, graphic design, or computer code; 

          • paraphrasing, without sufficient acknowledgment, ideas taken from another person that the reader might reasonably mistake as the author’s; and 

          • borrowing various words, ideas, phrases, or data from original sources and blending them with one’s own without acknowledging the sources. 

Instructors are expected to provide clear standards regarding academic work expectations in the course syllabus. It is the responsibility of all students to understand the standards and methods of proper attribution and to clarify with each instructor the standards, expectations, and reference techniques appropriate to the subject area and class requirements, including group work and internet use. Students are encouraged to seek out information about these methods from instructors and other resources and to apply this information in all submissions of academic work (portions used with permission from New York Institute of Technology and University of Texas, San Antonio).

• • 6. Protected Characteristics. As defined by Board of Regents Policy: Equity, Diversity, Equal Opportunity, and Affirmative Action, protected characteristics shall mean race, color, creed, religion, national origin, gender, age, marital status, familial status, disability, public assistance status, membership or activity in a local commission created for the purpose of dealing with discrimination, veteran status, sexual orientation, gender identity, or gender expression.

    7. Student. Student shall mean any person taking courses at the University or enrolled in a University program; any person participating as a student in University activities prior to the start of classes; any student who is not enrolled or registered for a particular term but has a continuing relationship with the University; any student who withdraws, transfers, or graduates after an alleged violation of the Student Conduct Code; and any already graduated student when the conduct at issue implicates the student’s University degree. 

    8. Student Group. Student group shall mean any group of students that is or has been registered as a University student group under applicable University policies or procedures. 

    9. Unauthorized Collaboration. Unauthorized collaboration shall mean working with others, either in person or via electronic means, when the student is not given express permission by an instructor to do so.

    10. University-Sponsored Activities. University-sponsored activities shall mean any program or event sponsored by the University, including but not limited to those sponsored by student groups, or athletics. 

    11. Medical amnesty. Medical amnesty shall mean that a student is not subject to the Student Conduct Code disciplinary sanctions for underage possession and consumption of alcohol if the student contacts a 911 operator to report that the student or another student is in need of medical assistance for an immediate health or safety concern. To be eligible for medical amnesty, the student who initiates contact must be the first person to make such a report, must provide a name and contact information, must remain on the scene until assistance arrives, and must cooperate with the authorities at the scene. The student who receives medical assistance and up to two students acting in concert with the student initiating contact with a 911 operator shall also be immune from disciplinary sanctions. 

Disciplinary Offenses

Any student or student group found to have committed, attempted to commit, or assisted or abetted another person or group to commit the following misconduct is subject to appropriate disciplinary action under this policy: 

General Behavior Prohibitions:

1. Scholastic Dishonesty. Scholastic dishonesty means plagiarism; cheating on assignments or examinations, including the unauthorized use of online learning support and testing platforms; engaging in unauthorized collaboration on academic work, including the posting of student-generated coursework on online learning support and testing platforms not approved for the specific course in question; taking, acquiring, or using course materials without faculty permission, including the posting of faculty-provided course materials on online learning support and testing platforms; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, misrepresenting, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis.

2. Retaliation. Retaliation occurs when a student or student group takes adverse action against an individual for that individual’s good-faith participation in reporting or otherwise expressing opposition to, suspected or alleged prohibited behavior; or participating in any process designed to review or investigate suspected or alleged prohibited behavior or non-compliance with applicable policies, rules, and laws.

Prohibited Behaviors Implicating Health, Safety or Property:

1. Harm to Others. Harm to others means engaging in conduct that endangers or threatens to endanger the health, safety, or welfare of another person, including, but not limited to, threatening, harassing, intimidating, and stalking or assaulting behavior that does not fall within the scope of Board of Regents Policy: Sexual Harassment, Sexual Assault, Stalking and Relationship Violence and the related administrative policy.

2. Discriminatory Harassment. Discriminatory harassment means conduct that occurs under either of the following conditions:

   1. When it is stated or implied that a person needs to submit to, or participate in, unwelcome conduct based on a protected characteristic to maintain or advance in their employment, education, or participation in a University program or activity.

   2. When unwelcome conduct based on a protected characteristic is severe, persistent, or pervasive and (1) unreasonably interferes with an individual's employment, education, or participation in a University program or activity; (2) creates a work, employment, or other University environment that a reasonable person would find to be intimidating, hostile, or offensive; or (3) effectively denies an individual equal access to a University program or activity.

3. Bullying. Bullying means aggressive behavior directed at another person that causes stress or harm and that is repeated over time, including but not limited to assaulting, defaming, terrorizing, making obscene gestures, or invading privacy.

4. Sexual Harassment, Sexual Assault, Stalking, and Relationship Violence. These prohibited behaviors are defined in Board of Regents Policy: Sexual Harassment, Sexual Assault, Stalking and Relationship Violence and the related administrative policy.

Prohibited Behaviors Interfering with University and Community Operations:

1. Disruption of the Academic Environment. Disruption of the academic environment means engaging in behavior that substantially or repeatedly interrupts either the instructor’s ability to teach and/or a student’s ability to learn. 

2. Falsification. Falsification means willfully providing University offices or officials with false, misleading, or incomplete information; forging or altering without proper authorization official University records or documents or conspiring with or inducing others to forge or alter without proper authorization University records or documents; misusing, altering, forging, falsifying, or transferring to another person University-issued identification; or intentionally making a false report of a bomb, fire, natural disaster, or other emergency to a University official or an emergency service agency. 

3. Disruptive Behavior. Disruptive behavior means obstructing or disrupting teaching, research, administrative, or public service functions; participating in a campus demonstration that disrupts the normal operations of the University and infringes on the rights of other individuals; leading or inciting others to disrupt scheduled or normal activities of the University; engaging in intentional obstruction that interferes with freedom of movement, either pedestrian or vehicular, on campus; using sound amplification equipment on campus without authorization; making or causing noise, regardless of the means, that disturbs authorized University activities or functions; or breaching the peace.

[Other disciplinary offenses include illegal or unauthorized possession or use of weapons; illegal or unauthorized possession or use of drugs or alcohol; providing alcohol to minors; theft, property damage or vandalism; hazing; rioting; refusal to identify and comply; violation of University rules; violation of local, state, or federal laws or ordinances; unauthorized use of and/or access to University facilities or services; and persistent violations. Details in full Regents Policy.]

Outcomes

Students and student groups found responsible for prohibited behaviors under the Student Conduct Code are subject to appropriate outcomes.Factors to consider in determining appropriate outcomes include: the nature of the offense, the severity of the offense, the culpability of the student or student group, the impact on other students or members of the University community, and the opportunity for student development. Separation from the University through suspension or expulsion is a serious outcome that may be appropriate for: repeated violations of the Student Conduct Code, for serious scholastic dishonesty, and for misconduct that constitutes a threat to community safety or well-being (including, but not limited to harm to others and sexual harassment, sexual assault, stalking, or relationship violence), or significantly disrupts the rights of others or the operations of the University. 

In certain cases, students can agree to accept outcomes informally, as well as propose alternative resolution options outside of the conduct process. It may also be appropriate for restorative justice and/or alternative resolutions to be utilized. Restorative actions may include, but are not limited to, educational interventions/experiences, academic/co-curricular success plans, etc. In cases involving medical amnesty, a student requiring emergency evaluation or treatment at a medical facility may be required to complete an alcohol assessment or education program, which is not considered a student conduct response.

[The following sanctions, detailed in full Regents Policy, may be imposed: academic outcome, warning, probation, required compliance, confiscation, restitution, restriction of privileges, suspension, or expulsion.] 

Hearings

Hearing Process

Any student or student group charged with violation of the Student Conduct Code shall have the opportunity to receive a fair hearing. A finding of responsibility for violation of the Student Conduct Code must be based on a preponderance of the evidence. The president or delegate shall ensure that each campus has a hearing process that includes the following: 

• • 1. notification of the report and a request to meet; 

    2. an informal meeting to learn more about the steps of the disciplinary process and to share information related to the incident; 

    3. if the student or student group is found responsible, a proposal of an informal resolution that includes the findings and disciplinary sanctions being offered to resolve the incident; 

    4. if the informal resolution is not accepted, a request for a formal hearing in which a panel will determine responsibility and potential sanctions; and 

    5. if the formal resolution is not accepted, a request for an appeal.

In exceptional circumstances where the University determines that an informal resolution is not appropriate, a student’s responsibility will be decided through a formal hearing in which a panel will determine responsibility and possible sanctions. In regard to sexual misconduct cases, both the reporting party and the accused student have the opportunity to request a formal hearing and appeal as part of due process. 

Appeals Process

To safeguard the rights of students and student groups, the president or delegate shall ensure that each campus has a campus-wide appeals procedure to govern alleged violations of this policy. The appeals procedure shall provide both substantive and procedural fairness for the student or student group alleged to have violated the Student Conduct Code and shall provide for resolution of cases within a reasonable period of time. 

The appeals procedure must describe: 

• • 1. grounds for an appeal; 

    2. procedures for filing an appeal; and 

    3. the nature of an appellate review. 

Jurisdiction

The Student Conduct Code shall apply to student and student group conduct that occurs on campus or at University-sponsored activities. 

The Student Conduct Code shall apply to student and student group conduct that directly relates to the University’s education, services, programs, or rules, including but not limited to scholastic dishonesty, hazing, violation of University rules, and falsification, whether the conduct occurs on campus or off campus. 

At the discretion of the president or delegate, the Student Conduct Code also shall apply to off-campus student and student group conduct when the conduct, as alleged, adversely affects a substantial University interest and either: 

• • 1. constitutes a criminal offense as defined by local, state, or federal law or ordinance, regardless of the existence or outcome of any criminal proceeding; or 

    2. indicates that the student or student group may present a danger or threat to the health or safety of the student or others. 

Conduct of a student who is a member of a student group will not be considered to be conduct of the student group unless the facts and circumstances surrounding the conduct suggest that the student group sponsored, organized, or otherwise endorsed the conduct. 

Excerpted from Administrative Procedure: Student Conduct Code Procedure: Twin Cities; edited for application to CIS.

This procedure implements Board of Regents Policy: Student Conduct Code and explains the Twin Cities campus's process for actions initiated against students or student organizations by the Student Conduct Code. 

(Procedures governing resolution of student-initiated complaints against the University are provided pursuant to Board of Regents Policy: Conflict Resolution Process for Student Academic Complaints: Twin Cities.)

The purpose of the student disciplinary process is to provide a framework for resolving complaints about violations of the Student Conduct Code, so that: 

• • 1. Informal resolution is encouraged. The disciplinary process encourages informal resolution of complaints where appropriate. 

    2. Student development is emphasized. The disciplinary process emphasizes the educational purpose in student discipline, including helping students understand and accept responsibility for their own behavior. 

    3. Community interests are met. While the emphasis of the disciplinary process is on responsible student self-development, the nature of the offense may require, in fairness to the community, the imposition of disciplinary sanctions. 

    4. Students receive fair treatment. Most disciplinary matters are resolved informally, with the agreement of the student. When the people involved are unable to reach agreement, however, the Student Conduct Code requires that students have the opportunity to receive a fundamentally fair hearing and a campus-wide appeal. 

The University of Minnesota-Twin Cities has a campus-wide disciplinary process, managed the Office for Community Standards (OCS) and the Campus Committee on Student Behavior (CCSB) – that handles most complaints under the Student Conduct Code. 

Students are entitled to notice identifying the alleged violations and explaining the basis for the allegations. Complaints should be made as soon as possible after the event takes place. 

Informal Resolution

The offices and administrators that informally resolve complaints under the Student Conduct Code include the Office for Community Standards (OCS). [In CIS, informal resolution is achieved most often through a conversation between the instructor, the faculty coordinator, and Jan M. Erickson, associate director of CIS. Such conversation serves to clarify the nature of the problem and determine which University policy applies to the situation.] 

Formal Resolution

If a complaint under the Student Conduct Code is not resolved informally, the student is entitled to a hearing. The hearing procedure varies depending on the circumstances of the student and the nature of the complaint. 

Campus Committee on Student Behavior (CCSB)

The Campus Committee on Student Behavior (CCSB) is a campus-wide hearing body comprised of faculty, staff, and students that hears and decides complaints under the Student Conduct Code. See CCSB Hearing Procedures. The CCSB has authority to hear all types of complaints under the Student Conduct Code, including: 

• • • complaints under the Student Conduct Code of misconduct other than scholastic dishonesty, including sexual assault, sexual harassment, stalking, and relationship violence; 

    • complaints of scholastic dishonesty that cross college lines; 

    • "intracollege" complaints of scholastic dishonesty (i.e., complaints involving a student within the college, in a course offered by that college) that are referred to CCSB by a college, or that are accompanied by non-scholastic complaints under the Student Conduct Code; and 

    • any other complaints under the Student Conduct Code that are referred to CCSB by a professional or graduate program, college, or administrative unit. 

College Disciplinary Process for Scholastic Dishonesty

Each college has the authority to manage its own hearing process for formal resolution of intracollege complaints of scholastic dishonesty, which is a violation of Section VI(1) of the Student Conduct Code. A complaint of scholastic dishonesty is "intracollege" when it involves a student admitted by that college, in a course offered by that college. 

Sanctions, Suspension, & Appeals

[Discussion of possible sanctions, student suspension, and the appeal process are located in Administrative Procedure: Student Conduct Code Procedure: Twin Cities.]

Attendance

Students are expected to attend all meetings of their courses. They may not be penalized for absence from class, however, to participate in religious observances, for approved University activities, and for other reasons in accordance with the policy on Makeup Work for Legitimate Absences. Students should notify instructors as soon as possible about such absences.

Students are responsible for being on time and prepared for all class sessions.

Related Policies:

• Administrative Policy: Makeup Work for Legitimate Absences: Twin Cities, Crookston, Morris, Rochester

Maintaining Academic Integrity

Students are expected to maintain academic integrity, including doing their own assigned work for courses. If it is determined that a student has engaged in scholastic dishonesty, the instructor may impose an academic consequence (e.g., giving the student a grade of "F" … for the course), and the student may face additional sanctions from the University.

Related Policies:

• Board of Regents Policy: Student Conduct Code, Section VI, Subd 1, Scholastic Dishonesty

• Administrative Policy: Grading and Transcripts: Twin Cities, Crookston, Morris, Rochester

• Academic Misconduct

• Student Conduct Code

Respecting Intellectual Property

Students may not distribute instructor-provided notes or other course materials, except to other members of the same class or with the express (written) consent of the instructor. Instructors have the right to impose additional restrictions on course materials in accordance with copyright and intellectual property law and policy. Students may not engage in the widespread distribution or sale of transcript-like notes or notes that are close to verbatim records of a lecture or presentation. 

Responsibility for Class Work

Students are responsible for knowing all information contained in the syllabus. Students are responsible for meeting all course requirements, observing all deadlines, examination times, and other course procedures. 

Satisfactory Academic Progress (SAP)

Federal financial aid eligibility requires that aid recipients make Satisfactory Academic Progress (SAP). While such financial aid regulations do not apply while students are still in high school, be aware that when they become admitted college students, their credits earned through CIS will apply toward SAP calculations in terms of cumulative completed credits percentage, grade point average, and maximum attempted credits calculation. 

SAP is rarely an issue for CIS students who go on to college; it typically affects undergraduate students attempting a lot of courses without completing them, or taking many courses not required for graduation. 

Contact One Stop (onestop@umn.edu; 612-624-1111) with questions or concerns. 

Seeking Help and Accommodation

Students are responsible for seeking academic help in a timely fashion. Students who need special accommodations are responsible for working first with the relevant University offices and then with the instructor at the beginning of the course.

Related Policies:

• Students with Disabilities

Use of Personal Electronic Devices in the Classroom

Excerpted from Administrative Policy: Teaching and Learning: Student Responsibilities (Twin Cities, Crookston, Morris, Rochester)

Instructors determine if personal electronic devices (such as cell phones and laptops) are allowed in the classroom. Students may be directed to turn off personal electronic devices if the devices are not being used for class purposes. Students are not permitted to record any part of a class/lab/other session unless explicitly granted permission by the instructor. If the student does not comply, the student may be asked to leave the classroom. 

Disability Resource Center (DRC)

Make students aware they have options to receive support while they are taking a U of M course through CIS.  (Policy is on the syllabus.) Students with 504 plans or those with a disability interested in taking a U of M course through CIS must work with the U of M Disability Resource Center (DRC) to have collegiate accommodations determined as soon as possible.  Instructors may also contact the DRC for assistance. 

The DRC provides accommodations for students who experience disability-related academic barriers. The services are free and confidential. A reasonable accommodation must meet four criteria: 

• • It must not compromise essential requirements of a course, program, job, activity, or facility. 

  • It must not cause an undue administrative or financial hardship.

  • It must not compromise safety of the student or others. 

  • It must not fundamentally alter a course or program. 

A prospective student begins the process by contacting the DRC to schedule an initial appointment. Appointments may be conducted by phone.  At the appointment, an Access Consultant talks with the student about how their disability impacts their academic experience and reviews the student’s disability documentation.  If reasonable accommodations are appropriate, they will be outlined in a letter for the student to share with the instructor. 

Students may be eligible for the following: test accommodations, note taking assistance, sign language interpreting or captioning support, document conversion, access assistance, and consultation on use of computers and assistive technology. Additional accommodations and services may be determined per individual need. 

A grievance process is described on the DRC website should a student believe they are not being reasonably accommodated. 

Students, parents, instructors, and faculty may contact an Access Consultant at (612) 626-1333 (V/TTY) or drc@umn.edu for additional information. For additional assistance, consult the Disability Resource Center or contact Jan M. Erickson.

Guiding Principles

Excerpted from Board of Regents Policy: Disability Services.

The following principles shall guide the commitment of the University of Minnesota (University) to equitable access for students, faculty, staff, and guests with disabilities: 

• • 1. The University values the richness and diversity that people with disabilities bring to the University community. 

    2. The University believes access to educational, work, co-curricular, and other opportunities for people with disabilities enriches the academic and social environment for all members and guests of the University community. 

    3. The University seeks to foster an inclusive community of faculty, staff, and students engaged in research, scholarship, artistic activity, teaching and learning, or community engagement. 

    4. The University strives to: 

       1. • develop curricula and educational materials; 

          • design buildings and other physical spaces; and 

          • select products and services that can be used by students, faculty, staff, and guests with different backgrounds, learning styles, abilities, and disabilities consistent with the concepts of universal design. 

Implementation

The University shall: 

• • 1. provide equitable access to and opportunity in its programs, facilities, employment, and educational programs to people with documented disabilities; 

    2. provide reasonable accommodations to persons with documented disabilities in accordance with applicable state and federal law; and 

    3. promote and practice adopting accessible media, technology, instructional methods, building design for new and renovated facilities, and procurement practices that are inclusive to students, faculty, staff, and guests with disabilities. 

The following responses to scholastic dishonesty and student misconduct are taken from the website of the Office for Community Standards (OCS). The responses have been adapted for use in CIS.

Student Advocates for Meetings with OCS: A student may choose to bring a support person such as an advocate with them to a meeting with OCS. Students can obtain an advocate through Student Advocate Services. If a student plans to have an advocate attend the meeting with them, OCS should be notified beforehand.

Responding to Scholastic Dishonesty

Responding to Scholastic Dishonesty (OCS website)

1. 1. If you suspect scholastic dishonesty, record the incident immediately while it is fresh in your mind. Gather information and evidence. Keep relevant documents until the matter is resolved.

   2. [Contact Jan M. Erickson and your faculty coordinator. These conversations can often help clarify the nature of the problem and which University policy is applicable.] 

   3. Talk to the student about the matter. Ask questions. Listen. Share why you suspect scholastic dishonesty. Take notes. 

   4. [As governed by U of M policy, instructors have some discretion over the consequences of scholastic dishonesty. They may assign sanctions appropriate to the situation, e.g., an F on an assignment or an F for the course; this informally resolves the incident. Your syllabus may dictate what you do. Most issues are resolved informally between the CIS instructor and the student, but some may move on to a formal process.] 

   5. If you determine that scholastic dishonesty has occurred, inform the student [in writing] of their academic sanction and that you will be reporting the incident. 

   6. Fill out and submit the Scholastic Dishonesty Report Form. 

      1. 1. [You’ll need your U of M course and section numbers, syllabus, and a description of the incident and subsequent actions. 

         2. CIS instructors hold the position of Teaching Specialist. 

         3. The student’s college of enrollment is the College of Continuing and Professional Studies.

         4. Submit your report.

         5. Inform Jan M. Erickson and your faculty coordinator about the report.] 

Additional Information

• A reported student incident remains on record at the OCS. 

• A student who has engaged in scholastic dishonesty cannot withdraw to avoid failing the course.

Responding to Student Misconduct/Disruptive Conduct in the Classroom

Responding to Disruptive Conduct in the Classroom (OCS website)

Students have the right to a productive and stimulating learning environment. In turn, instructors have a responsibility to nurture and maintain such an environment. Student behavior that is an obstacle to teaching and learning should be addressed.

1. 1. 1. Check with your [faculty coordinator and CIS] to see if they have specific expectations for students enrolled in their programs or certain practices for responding to disruptions. 

      2. Meet with the student to discuss their behavior. Explain to them why you believe their behavior is disruptive. 

      3. Give the student an opportunity to discuss concerns that may be contributing to their behavior. 

      4. Clearly state that behavior that disrupts the class cannot continue. If in the meeting they appear unwilling to modify their behavior, let them know that Disruption of the Academic Environment is part of the Student Conduct Code and continued disruptions may be referred to OCS. 

Disciplinary Process & Potential Consequences and Outcomes

Investigation and decisions are made in consultation with the U of M OCS office, and any applicable U of M department or college procedures must be followed. 

The disciplinary process, which OCS follows to resolve reported violations of the Student Conduct Code, includes:

• • notifying the student of the report 

  • meeting with the student about the report 

  • opportunity for further review 

The University uses preponderance of the evidence as the standard of proof for alleged violations of the Student Conduct Code. This means that students will be held responsible for a violation of the Student Conduct Code if it is more likely than not that the violation has occurred.

Consequences and outcomes for violation of the Student Conduct Code are listed on the OCS website.

Students enrolled through CIS are guided by U of M attendance policies. When concerns arise, most issues are resolved through direct discussion with the instructor. To consult CIS regarding U of M policy implementation, report an incident or seek an appeal, students or instructors may contact Jan M. Erickson.

See Makeup Work for Legitimate Absences (CIS Policy) for complete information on student attendance and makeup work.