Chapter VII

A. The Teaching Assignment

University teaching and student learning encompass much more than the hours faculty members spend in the classroom. Teaching also involves keeping up with the field, planning lectures, creating instructional materials, constructing tests, grading papers, advising students, participating in tutorials and formal teaching committees, working with graduate students, supervising graduate teaching fellows, conducting office hours, and participating in professional development programs.

Duties of the instructional faculty begin in mid-September, with orientation and advising. Teaching and advising duties include the posting and keeping of scheduled office hours for conference and consultation.

The department head or dean is responsible for assuring that there are an appropriate number and variety of courses available for the students, both graduate and undergraduate, who are majoring in that academic area and for the students seeking to fulfill curriculum requirements or interested in elective credit in the program. Matching the talents and interests of faculty to the needs of students is an art, and one that often requires flexibility and patience.

Many departments assign to the newer members of the faculty an assortment of courses at the lower- and upper-division undergraduate levels that gives the faculty member the opportunity to work in both large and smaller classroom settings and to gain experience dealing with increasing levels of specificity and specialization.

A faculty member is expected to make suggestions about his or her own teaching assignment, and to participate in departmental curriculum planning that affects this assignment in the future. The curriculum is designed to permit the inclusion of experimental courses or occasional courses on special topics, and all faculty are expected to utilize this flexibility from time to time to enrich the academic offerings of the department and the university.

B. Course Syllabus and Administration

At the first meeting of every class, faculty members are expected to announce to their students the formal procedures to be followed in the conduct of the particular course, making clear the relative weight of examinations, term papers, class participation, and so forth. This information should also be made available to students in written form by a course syllabus or a written list of assignments. This is particularly important if any examinations are scheduled or any required assignments due during the last week of classes, a period known as "dead week." If dead week assignments are to constitute more than 20 percent of the grade, they must be announced at the beginning of the course or they may not be scheduled.

In the case of a course being taught for the first time, or one which is under revision, faculty members are urged to inform the class of as much as is known at the beginning of the course and to supplement that information whenever possible, either by announcements or by written handouts.

Faculty should specify on the syllabus the basis for student evaluation and grading system to be used. The evaluation method should link to stated course learning objectives.

It is a good idea to include a strong statement on the syllabus regarding academic honesty as it relates to the particular class. Clarify that all acts of alleged academic dishonesty will be reported to the university’s student conduct officials.

It is important to describe the instructional media and computer technology with which students will need to work within the class, and to suggest that any student in the class who might have a disability limiting access to such media discuss with you or the counselor for students with disabilities how accommodations can be arranged.

Your syllabus should also include a general statement encouraging students who may need accommodation for a disability to meet with you. Here is suggested language: If you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with me soon. Please request that the counselor for students with disabilities send a letter verifying your disability.

There are instances where faculty may request that students purchase class materials that represent intellectual property for sale at a profit to the faculty. If the purchase of these materials results in a financial advantage to the faculty member, it is important that faculty be aware of the potential conflict of interest. Faculty members need to identify clearly how the materials relate to the course objectives, how they compare to other available resources, and what the basis for screening and selection of these materials has been.

Submitting grades on time is a fundamental responsibility of the faculty. Make sure you schedule your time so that all course materials can be properly evaluated or graded, even if some emergency comes up. Failing to do so can cause major dislocations for students and give them righteous cause to be angry.

Faculty members’ grade books must be retained for one year after the academic year recorded. The department head can provide information about recommended filing systems.

C. Course-Numbering System

The course numbering system at the university is not complicated. Except at the 500- and 600-levels, courses at the University of Oregon are numbered in accordance with the course-numbering plan of the schools in the Oregon University System.

Courses numbered from 001 to 099 are remedial, terminal, semiprofessional, or non-credit courses that do not apply toward degree requirements.

Courses numbered from 100 through 299 are lower-division courses intended primarily for freshmen and sophomore students.

Courses numbered from 300 through 499 are upper-division courses designed primarily for junior and senior level students.

Course numbers 199, 399 and 410 are reserved to designate experimental or term-subject courses. These course numbers in which the subject matter changes from term to term.

Courses numbered 500 through 599 are graduate-level courses that may include undergraduate students. Course numbers 507, 508 and 510 are reserved for experimental or term subject courses and seminars.

Courses numbered from 600 through 699 are reserved for graduate students and available to undergraduate students only with permission from the Graduate School. For classes that are offered at both the undergraduate and graduate levels, students taking the graduate level are expected to complete additional course requirements in order to receive graduate credit.

Courses numbered from 700 to 799, except in the School of Music, are courses of a highly professional technical nature that count toward professional degrees and not toward advanced academic degrees such as the M.A., M.S., and Ph.D. Both 600 and 700 numbers in the School of Music indicate graduate courses only.

D. Classroom Assignments

The scheduling of classroom space is the responsibility of the university registrar. Faculty members are expected to make clear to the department head or dean what special facilities are necessary in the classroom for the best quality of instruction. How many students should be accommodated? Is it desirable that the seating be movable? How much blackboard space should there be? Should the room be specially equipped for showing films, slides or for using other special instructional technology? If it is a large class, will a microphone be necessary?

These and other specifications, along with specific suggestions of appropriate classrooms are submitted to the registrar by the dean or department head. The registrar's staff makes every effort to allocate and assign classroom space that meets the requested specifications of the instructor. However, this is not always possible, especially during the prime daytime hours when the most classes are taught. The more important physical facilities are to instructional delivery, the more flexible a faculty member should be about the time of day the course may be offered.

The university provides a web page with detailed information about particular classrooms:

<http://libweb.uoregon.edu/med_svc/ classrooms/rooms.html>.

Before the beginning of the term, it is a good idea to check the rooms to which your courses are assigned, in case there has been an error or some piece of equipment is not present. The earlier the registrar knows about it, the more likely it is that a remedy can be found.

If a scheduled room is not going to be needed for some reason, the faculty member should make sure through the department head that the registrar is notified so that the space can be reassigned.

It is normal for mid-term and final examinations to be conducted in the regularly assigned classroom. If for some reason the regular classroom is not adequate, notify the registrar promptly to reserve the kind of space needed for the exam.

Regular class hours begin at 8:00 a.m. on Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday, and continue through evening hours. Class meeting times are scheduled in twenty-four hour notations, e.g., 13:00 equals 1:00 p.m. Rooms are to be used as listed in the Schedule of Classes and enrollments held to the capacity of the rooms assigned.

E. The Etiquette of Classroom Use

Classrooms are not usually locked during regular class days, except when the room contains special equipment and is not in constant use. Normally the faculty member will find the room open, but if that is not the case, then special arrangements with campus security or the department can be made to provide a key or to schedule special opening.

If the room is rearranged during a class, the instructor should see that the equipment/furniture are replaced in a way conducive for most teaching situations.

It is the instructor's responsibility to begin the class on time. Students are expected to wait for the instructor for at least ten minutes after the course is supposed to begin, in the event something prevents the instructor's timely appearance. Chronic lateness is dereliction of duty. The university expects the faculty to be prompt.

It is the instructor's responsibility to end the class on time. Students often need to rush to their next class, and the instructor of the next class may need time to prepare the room for the next hour's use. Students often like to come to the instructor after class to ask questions, rather than asking them in the course of the lecture or discussion. When this appears to impose on access to the room by the faculty member to follow, suggest that the students move out of the classroom and continue the discussion elsewhere.

If your class is the last of the day in a particular classroom, it is your responsibility to turn out the lights and close the door.

F. Meeting Classes

Meeting assigned classes is the first responsibility of a faculty member. A faculty member who is prevented by accident or illness from meeting a scheduled class must inform the head of the department or dean as soon as possible, so that a replacement may be arranged. It is a good idea to keep your department head's home telephone number in your wallet with instructions that he or she be notified if you are involved in an accident.

If planned professional travel during the term will prevent a faculty member from meeting a class, a replacement instructor should be found and the class held as scheduled.

Classes should be met at the scheduled hour by the regularly assigned instructor or an authorized replacement. A class may not decide to change the meeting time by majority vote. If a change of location is contemplated for a particular class session, faculty members are expected be aware of the accessibility and appropriateness of the alternative locale. Students with disabilities must be accommodated, and students should not be asked to make difficult decisions about whether to attend class sessions in non-instructional locations. Faculty members should be wary of scheduling classes in their homes, or in restaurants or taverns. It is, however, perfectly appropriate to schedule a class in a location in which the class will be making observations connected to the course subject matter. And on sunny days, it may be an attractive option to take the class out on the lawn, if the group is small and the amenities of a classroom are not important to that day's discussions.

The University of Oregon uses radio and television services to notify the university community about closure or work curtailment in the event of inclement weather. However, the university rarely closes when inclement weather disrupts work, transportation, and family life. Faculty are encouraged to meet their classes during inclement weather if they are able to access the campus, and to respond with flexibility to particular conditions of students who may be unable to meet classes due to weather-related disruptions in transportation and local school and child care center operations.

G. Examinations

To the extent possible, the schedule for examinations and the due dates for major course assignments should be set out in the course syllabus.

Final examinations must be given during the final examination period. Faculty legislation prohibits the early administration of final examinations. Because final examination week is considered to be a part of the regular term, to end the term prior to its scheduled date is to deprive students of faculty time to which they are entitled. Faculty legislation also controls the assignments that may be made during the last week of regular classes ("dead week"). This legislation states:

1) No examination worth more than 20 percent of the final grade, with the exception of make-up examinations, will be given.

2) No final examinations will be given under any guise.

3) No projects will be due unless they have been clearly specified on a syllabus distributed within the first two weeks of the term.

4) Take-home final examinations will be due no earlier than the day of the formally assigned final examination for the class.

H. Academic Advising

Faculty Responsibility for Advising Advising is integral to the teaching responsibility of faculty, and effective faculty advising is vital to a research university intent on delivering an effective liberal arts education. Responsibility for academic advising rests with the faculty as a natural extension of the teaching function. The work of advising is distributed widely over the teaching faculty. As the custodians of the academic curriculum, faculty members are best able to help students get the most out of the university experience.

Each first-term student is required by faculty legislation to see an adviser. Meeting regularly with an adviser from then on is highly recommended. Students who do not see advisers regularly often make mistakes in selecting courses and attempting to satisfy degree requirements. Faculty should be available for and encourage students to seek advising as they progress toward major program selection and the completion of degree requirements.

The primary responsibility of a faculty adviser is to assist students in making a wise selection of courses with careful attention to academic regulations and degree requirements. A secondary responsibility is to assist students with long-term goals, including career options and graduate school options. In order to do this, the faculty members must understand the curriculum as it applies to student majors in their programs and to related programs into and out of which students often transfer.

Advising and mentoring graduate students can occupy a significant amount of a faculty member’s time and energy, but offers enormous satisfaction as well. A statement of the respective roles of the faculty member and the graduate student is presented in a document entitled Guidelines for Good Practice in Graduate Education, copies of which are available through the Graduate School.

Each student who has chosen a major field is assigned to a faculty adviser by the student’s major department. While a student will usually remain with this adviser, a request for a change in advisers may be initiated by either the student or the faculty member when circumstances warrant such a change.

The Office of Academic Advising and Student Services Students who have not yet chosen a major field are classified as "undeclared" and are assigned faculty advisers from schools and colleges and from the academic advising and student services staff. These advisers specialize in helping students clarify their academic goals, complete university requirements for baccalaureate degrees, and select a major.

The Office of Academic Advising and Student Services serves as a coordinating center for the advising program, a source of information on academic requirements and regulations, and a resource area for information on majors, pre-health sciences, fifth-year education programs, pre-law, and graduate education. Members of the faculty may direct inquiries on these matters to that office at any time.

Services for Student Athletes The Office of Academic Advising and Student Services also provides academic advising, counseling, and tutoring for varsity student athletes. Academic progress of student athletes is monitored closely by the office during the students’ academic careers, and student athletes can receive assistance with balancing academic responsibilities and athletic activities, planning academic programs, and scheduling and registering for classes.

Office of International Education and Exchange Over 1,400 international students from more than 90 nations are enrolled at the University of Oregon. The Office of International Education and Exchange assists students from other countries attending the University of Oregon, as well as immigrant students, visiting scholars and faculty members from other countries. The office also coordinates the university’s study-abroad programs.

Faculty members need to be especially helpful with international students’ academic problems caused by lack of adequate knowledge of English, by insufficient background preparation, or by incomplete cultural adjustment. The Office of International Education and Exchange should be consulted so that a plan of assistance can be developed.

American English Institute The American English Institute offers intensive English instruction to non-native speakers of English. The goal of the training is to facilitate entrance into the university or into another academic institution or program.

I. Accommodations for Students with Disabilities

The University of Oregon is committed to responding to the needs of students with disabilities as outlined in both the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Under these laws, and in pursuit of its goal of providing maximum educational opportunity to its students, the university provides a range of accommodations to qualified students. In order to do this, the faculty must be sensitive to the needs of students with disabilities. Some disabilities—such as blindness or paralysis—are obvious, but others are not visible. These include learning disabilities, psychological disabilities, and serious health problems, such as cancer or multiple sclerosis.

At the university, there are almost 500 students with documented disabilities who may call for accommodations. Students are responsible for identifying themselves as having a disability and for providing appropriate documentation to the counselor for students with disabilities, who has the responsibility for reviewing that documentation and determining appropriate accommodations. The counselor for students with disabilities is available as a resource for faculty members with questions about appropriate ways to accommodate students with disabilities. Typical accommodations include but are not limited to note taking, sign language interpreting, classroom relocation, extended testing time, adapted computer access, flexibility in attendance policies, audio recording, Braille, large print materials, and modifications such as substitution of some degree requirements and alternative testing procedures.

The university is facing growing responsibilities and challenges in providing accommodations in the area of adaptive technology. Currently on campus there are computer resources for Braille transcription, speech output, voice recognition, and image enlarging. An adaptive technology adviser in the office of the counselor for disabilities is available to help with technological accommodations and services.

For assistance in working appropriately with students, or for guidance on providing appropriate accommodations, contact the counselor for students with disabilities (346-3211). Remember that the normal setting of the class may work well for students with disabilities but changes for special assignments or events may not.

J. Registration and Course Changes

The university divides the academic year into three terms of approximately eleven weeks each (except for the School of Law, which uses a semester calendar). The summer session supplements the work of fall, winter, and spring terms; a catalog and announcements are issued for that session.

The university calendar, published in both the University of Oregon Undergraduate and Graduate Catalog and the Schedule of Classes, lists deadlines for each term for registering, adding or dropping classes, applying for graduation, etc. Students who fail to observe these deadlines may be refused the privileges involved. This means that academic advisers must be aware of these deadlines and make sure their advisees are prepared to meet them.

The university uses a touch-tone telephone registration system called "Duck Call" that permits students to select the classes in which they wish to enroll by telephone. The quarterly Schedule of Classes lists registration activity dates and procedures for accessing and using this automated registration system. Faculty members should be available during these registration periods to assist students in the registration and drop-add process so that students may complete their course schedules with minimal difficulty. Students may drop and add courses for any number of reasons, and an instructor may require that a student drop a course if the student does not have the prerequisites or lacks the instructor's permission to register if permission is required. Instructors have the option of imposing an "automatic drop" for any students who fail to attend the first two sessions of the class. Instructors who intend to exercise this policy must indicate that fact in the Schedule of Classes.

K. Grading

Final grades for fall and spring terms are due in the Registrar’s Office not later than noon on the Tuesday following final examination week; final grades for winter term are due no later than noon on the Monday following final examination week. Faculty members report grades on final grade rosters provided by the Registrar’s Office. It is important that grades be turned in as soon as possible and prior to the deadline to permit complete compilation, evaluation, and reporting of grades before the start of the next term. Faculty members must report late grades and any grade changes on an individual supplementary grade report form. The registrar will send a verification copy to the reporting department after grade changes have been recorded.

Many departments have policies governing grading, and new faculty members are expected to comply with these policies. It is a good idea for department heads to consult the registrar when the department is considering a change in grading policy or when problems with existing policy arise.

Students can access grade information as well as degree progress reports through Duck Web, an interactive application on the World Wide Web that allows students access to the UO’s Student Information System.

The Grading System The university has two grading systems. When regulations permit, a student may elect to be evaluated for an individual class either for a letter grade or pass/no pass (P/N). Letter-graded work is designated A, B, C, D, or F. Pass/no pass work is designated P or N. An asterisk after the P or N indicates that the course is offered P/N only.

A Excellent performance

B Good performance

C Satisfactory performance

D Inferior performance

F Unsatisfactory performance

(no credit awarded)

Instructors may affix plus and minus marks to the grades A, B, C, and D.

A student may choose to exercise the pass/no pass option in any class at the time of registration, as designated in the Schedule of Classes. When assigning the pass/no pass option, an undergraduate student may receive a "P" (pass) for satisfactory work at the C- level or above or an "N" (no pass) for less-than-satisfactory work at the D+ level or below. Graduate students must achieve a B- or better to earn a "pass."

It is up to the major department to decide whether or the extent to which credit earned with a mark of P is acceptable toward the satisfaction of major requirements.

In addition, the system affords the following special marks:

I Incomplete

W Withdrawn

X No grade or incorrect grading option reported by instructor

Y No basis for grade

AUD Audit

Grade Point Average The grade point average (GPA) is computed only for work done at the University of Oregon. Four points are assigned for each credit of A, three points for each credit of B, two points for each credit of C, one point for each credit of D, and zero points for each credit of F.

The plus sign increases the points assigned the letter grade by 0.30 per credit, and the minus sign decreases the points assigned the letter grade by 0.30 per credit. Marks of AUD, I, W, X, Y, and the grades of P and N are disregarded in the computation of the grade point average. The grade point average is calculated by dividing total points by total credits of A, B, C, D, and F.

L. Student Evaluations of Faculty

Certain aspects of teaching, such as the ability to create a positive learning environment, are appropriately and necessarily assessed through student evaluations. Evaluations provided by students can be effectively used by all faculty to gain insight into their teaching and to identify ways to improve their classroom performance.

The regular evaluation of a faculty member’s teaching performance by students is required by the state board’s rules and university legislation. The regulations require that evaluative data provided by students include 1) results from quantitative questionnaires and 2) signed, written student evaluations.

Quantitative questionnaires are used to evaluate all courses taught by tenured or tenure-track faculty with enrollments greater than ten students. Departments are responsible for constructing and administering their own student evaluation forms; with the university comparing the course and the instructor to other courses taught at the same size and level. Data from these two questions are made centrally available to students. In spring 1998 the Undergraduate Council and University Senate voted to expand the number of common evaluation questions for all courses with ten or more enrolled. Eventually, student course evaluation summaries will be available through Duck Web.

Written comments are solicited from students in all courses, regardless of enrollment size. The forms used for these comments must clearly state that the faculty member responsible for the course will have access to the written comments, but only after the grades for the course have been submitted.

When student evaluations are solicited, students are clearly informed that results of their evaluation play an important role in faculty development, in future promotion and tenure decisions, and in post-tenure reviews.

The results of the quantitative evaluation, the original signed written evaluations, and all unsigned evaluations are returned to the faculty member. The department archives the statistical results and copies of signed written evaluations for use in future faculty evaluations. One copy of the statistical results of each course evaluated is placed in the permanent personnel file of the person being evaluated. All materials related to the evaluation of teaching are included as supplementary materials in the promotion and tenure file, and are carefully reviewed at the department, school, and college levels.

M. Teaching Effectiveness Program

High-quality teaching at the undergraduate and graduate levels is a fundamental mission of the University of Oregon. Faculty members are encouraged to take advantage of a variety of programs and resources available to improve teaching generally, to develop skills in instructional media, to develop more meaningful class assignments, to learn strategies for supporting diversity in the classroom, and to deal more effectively with large or small classes, with laboratories and any number of other instructional delivery systems. At the University of Oregon there is a strong feeling that good teachers can always get better, and so it is normal for many faculty members to be regular clients of the Teaching Effectiveness Program.

The program has several components, beginning with the kind of pedagogical mentoring common in most departments, through which experienced faculty members help the younger student members of the department to develop their teaching skills. Many of the university's schools and colleges have identified "master teachers" who can observe teaching and give suggestions and support in working toward improvement.

The Office of Academic Learning Services provides a number of teaching effectiveness and improvement services. Throughout the year its Teaching Effectiveness Program (TEP) sponsors seminars addressing aspects of university teaching, such as lecturing, grading, testing, conducting office hours, and managing classroom interactions. The Teaching Effectiveness Program also offers services to faculty members who would like to assess or improve their teaching. For example, faculty members seeking student feedback while there is still time in the term to make adjustments may develop their own confidential Midterm Analysis of Teaching, and those wishing to view themselves teaching may arrange to be videotaped. To find out more about teaching support services, contact the TEP at Academic Learning Services. The library is an additional source of teaching technologies and information, and the Faculty Instructional Technology Center (FITT) maintains an online publication of ideas and information about instructional strategies, materials, and activities related to effective university teaching.

N. Peer Evaluation of Teaching and Learning

The university has initiated a policy of peer review and evaluation of teaching in order to provide comprehensive and convergent evidence of faculty’s teaching effectiveness. Each tenure-track faculty member must have at least one course evaluated by a faculty peer during each of the three years preceding the faculty member’s promotion and tenure review. Each tenured faculty member with the rank of associate professor must have at least one course evaluated by a faculty peer every other year until promotion to full professor.

Peer reviewers should approach teaching assessment with the same kind of open, reasoned discussion that reveals the quality of other scholarly endeavors. Faculty members are encouraged to seek peer reviews from individuals who both understand the subject matter and recognize the intellectual effort and pedagogical merit involved in various instructional activities. Faculty chosen to conduct peer evaluations are tenured and hold an academic rank higher than that of the faculty member being evaluated.

Courses to be evaluated are determined by the department head in consultation with the faculty member to be evaluated. Evaluations include, but are not limited to, teaching materials and at least one classroom visit. Classroom visitations or videotape reviews are encouraged as part of the peer review process.

A written report is prepared and signed by the evaluator and archived by the department for use in future faculty evaluations. This report addresses the intellectual content of the materials taught, the instructor’s grasp of the material and ability to present content, the instructor’s ability to engage and challenge students and to teach critical thinking and questioning skills, the instructor’s ability to provide intellectual inspiration and leadership, and the instructor’s use of innovative approaches to teaching. One copy of the peer evaluation and all reports of peer evaluations are included in the faculty member’s promotion and tenure file and reviewed at the department and school or college level.

O. Student Records

The Family Education Rights and Privacy Act of 1974 (also known as the Buckley Amendment) is administered at the University of Oregon under the Student Records Policy (OAR 571-20-005 et seq.). The following is a summary of that policy:

1) Students enrolled in the university have the right to inspect records maintained by the university that directly affect them. The university maintains only records relevant to the educational or related purposes of the university, and does not release those records to anyone other than the student, except to university personnel who have legitimate interests, at the direction of a court, or in emergency situations. Upon request, the university releases directory information about the student, but the student may ask that such information not be released. The student may request the correction of errors in university records, and is also entitled to a hearing, if necessary.

2) A faculty member (or the department head) should retain grade books and attendance records for at least one year after the class was taught. Examinations, reports, and other class papers may be retained by the faculty member only if the faculty member either communicates an intention to retain such papers at the time they are assigned or if the faculty member obtains the consent of the student to retain such papers. All other examinations, reports, and class papers must be returned to the student. It is the instructor’s responsibility to accomplish the return of graded papers or other assignments in a manner that protects the identity of the student.

3) The student records policy prohibits publicly disclosing grades linked to personal identifiers, such as names, or student numbers (social security numbers). The last four digits of a student number may be used, however the list should not be presented in alphabetical order.

Grades and transcripts may not be released to someone other than the student without the expressed written consent of the student.

4) The student is not permitted to review letters of recommendation received prior to January 1, 1975, but may review any letters received after that date unless the student has submitted a waiver of this right.

P. Religious Holidays

Any student who, because of religious beliefs, is unable to attend classes on a particular day, shall be excused from attendance requirements and from any examination or other assignment on that day. The student must make up the examination or other assignment missed because of absence. Faculty members are encouraged to arrange their courses to the extent possible in such a way that an individual who finds it necessary to be absent because of religious commitments will not be placed at a disadvantage. A faculty member whose own personal religious obligations conflict with a scheduled class assignment may reschedule the class at a time mutually convenient to the faculty member and members of the class.

Q. Standards of Student Conduct

The university faculty has authority under the law to establish standards of behavior for students at the university. The faculty's response is the student conduct code, which has been promulgated as the university's administrative rule OAR 571-21-005 et seq. The code prohibits most behavior that is illegal under local, state and federal law, behavior that disrupts the peace and reasonable conduct of university activities, and activity that creates a safety hazard. The code also prohibits academic dishonesty. (See the following section.) In general, the code does not control the off-campus behavior of students, even when the conduct affects the lives of other students or members of the faculty or staff. There are exceptions to this general rule, however.

The complete text of the code can be found in your department's copy of the administrative rules, and the list of specific offenses is printed in the quarterly Schedule of Classes.

In cases of student misbehavior, contact the director of Student Judicial Affairs in the Office of Student Life, 346-1141.

R. Academic Dishonesty

Members of the university community are expected to be honest and forthright in their academic endeavors. Like many other institutions of higher learning, the university is occasionally afflicted by students' efforts to gain unfair advantage over their colleagues by cheating. Faculty members can often reduce the temptation to cheat by taking action in the classroom and designing outside assignments to make cheating more difficult. Experienced faculty members can often provide suggestions to new faculty members to help them ensure no student takes unfair advantage in their courses.

It is the official policy of the University of Oregon that all acts of alleged academic dishonesty by students be reported to the director of Student Judicial Affairs in the Office of Student Life (346-1141). Disciplinary action may be initiated by the university and sanctions imposed against any student found guilty of dishonesty, including academic cheating, academic plagiarism (submission of the work of others for academic credit without indicating the source), or knowingly furnishing false information to faculty.

It is important that the faculty member not act as accuser, judge, and jury in situations where students deny charges of cheating. If a student denies cheating, give the student an opportunity to explain. If the explanation is not sufficient, notify your department head of the incident and contact the coordinator of student conduct. That officer will initiate proceedings to determine the student's guilt or innocence.

It is contrary to university policy for an instructor to assign a disciplinary grade such as an "F" or zero to an assignment, test, examination, or other course work as a sanction for suspected academic dishonesty under the university’s Student Conduct Code (OAR 571-21-068). Faculty members may not give failing grades to students for cheating unless the student admits to cheating or is officially found guilty of cheating through the student conduct process.

It is important to report all incidents of cheating to the director of Student Judicial Affairs. Students guilty of repeated cheating may be suspended or expelled only through the student conduct process.

S. Student Emergencies and Behaviors of Concern to Faculty

The university is home to a host of services and helping organizations designed to deal effectively with most of the problems students experience in their college days. Often students simply need to talk out problems; for this purpose they may approach a trusted member of the faculty. Dealing sensitively with the problems of students is a part of being a good teacher, and keeping a student's confidences is part of that sensitivity. However, some students face unusual pressures or have problems that go beyond the capabilities of a sensitive and caring teacher. Another attribute of a good teacher is knowing when professional help is a better idea.

The professional counselors in the Office of Academic Advising and Student Services should be called when the problems are beyond a faculty member's purview. If the problems are personal, the University Counseling Center is available to give professional help to students seeking personal direction.

The staffs in these offices are trained to deal with students' difficulties regardless of the cause. Faculty members are urged to contact these professionals in situations when a student’s problems or behaviors are potentially caused by drug or alcohol abuse.

The university experience can be very stressful for some students. Students from diverse backgrounds encountering difficulties in interacting with cultures different from their own can be referred to offices of student life, multicultural affairs, or international education and exchange for support resources. It has happened occasionally that a student begins to act in truly unusual ways. If something like this should happen, notify the Office of the Dean of Student Life immediately (346-3216) or get in touch with the Crisis Center of the Counseling Center at 346-4488. If there is a real threat to personal safety or university property, call the Office of Public Safety's emergency line at 346-6666.

T. Commencement

The university schedules two commencement exercises each year. The major ceremony for the year is scheduled in June at the conclusion of the spring term. The ceremony is normally held at Hayward Field, except when bad weather forces it indoors to McArthur Court. The university provides academic regalia to faculty members who assist at the ceremony as marshals or participate on the platform. It is traditional for faculty to attend in regalia when their graduate students participate. Faculty members are encouraged to participate as a courtesy to their undergraduate students as well. Individual departments and colleges schedule additional ceremonies in conjunction with the university’s commencement program as a way to recognize and bestow honors upon their graduating students.

The second commencement is held in August, following the eight-week summer session. This ceremony usually takes place in the UO Memorial Quadrangle north of the Knight Library. Commencement dates are printed in the academic calendar of the current University of Oregon Undergraduate and Graduate Catalog and in the quarterly Schedule of Classes.