1. education
2. school

POLICY MANUAL
2014-2015
CONTENTS
I
Introduction
1
II
Mission
A Overview
B Mission Statement
C School of Business Learning Goals
1
III
Core Values and Beliefs
A Overview
B Teaching
C Research and Professional Development
D Service
3
IV
Organizational Structure
A Academic Departments
B Research Centers and Centers of Excellence
C Administrative Structure Chart
D Faculty Meetings
E School Committees
5
V
Academic Offerings
10
VI
Faculty
A Introduction
B Participating and Supporting Faculty
C Recruiting and Selection of New Faculty
D Orientation and Mentoring of New Faculty
E SB Faculty Awards for Distinction
F Faculty Responsibility to Students
G Faculty Involvement in Academic and Professional Organizations
H Faculty Computer Policy
I School of Business Policy on Faculty Outside Activities
11
VII
Evaluation of Faculty
A Annual Faculty Development Plan and Evaluation
B Annual Faculty Performance Review
17
VIII
Tenure and Promotion Guidelines
A Introduction
B Guidelines for external review of scholarship
C Guidelines for peer reviews of classroom performance
D Guidelines for the survey of recent graduates
20
Appendix A. SB Administrative Structure
Appendix B. Scholarly Academics, Practice Academics, Scholarly
Practitioners, and Instructional Practitioners Statuses
Appendix C. Syllabus Check List
I
INTRODUCTION
The policies, regulations and procedures of the School of Business (SB) are subsidiary to
those of the College of Charleston. Knowledge of the policies, regulations and procedures of
the College of Charleston is vital to the professional conduct of all faculty members. The
complete and entire policies are found in the College of Charleston’s Faculty/Administration
Manual (FAM), available on the College of Charleston website. Faculty members are
encouraged to refer to the FAM for complete information.
The purpose of the School’s Policy Manual (PM) is to highlight certain policies, regulations
and procedures that are of particular importance to the faculty of the School of Business and to
describe certain practices that are unique to the School. In the event of any conflict, the
College of Charleston Faculty Administration Manual supersedes.
II
MISSION
A Overview
The School of Business at the College of Charleston is an integral part of the greater
Charleston community. We seek to build and maintain strong links to the Charleston and South
Carolina business communities, to non-profit organizations, and to local governments through
outreach activities and service. As educators in a public institution, part of our purpose is to
serve as a resource for information and expertise to the community and to our respective
professional organizations. In so doing, both students and faculty benefit from close contacts
and interactions with the business community, public entities, non-profit organizations, and
colleagues throughout the world. Through our service, we are able to fulfill our
responsibilities as faculty, staff, and residents.
The SB supports a diverse faculty, and encourages continuous improvement in teaching
excellence, intellectual contributions, and service to advance the School and the College. The
School supports and encourages the development of the faculty in their instruction, research,
and service. The School of Business includes as part of its purpose the financial and
programmatic support of the faculty in achieving excellence in teaching, in various research
activities, in professional development, and in service activities. We expect, encourage, and
support faculty excellence in these areas.
We further seek to create and maintain an environment that fosters cooperation,
collaboration, and a sense of common purpose among faculty members, so that the faculty can
perform as a cohesive, collective body, as well as individuals pursuing their own goals and
those of the SB.
We further seek to create a stimulating and positive work environment that promotes
professional growth for a diverse staff. The School will encourage the involvement of staff in
the development and improvement of the SB’s programs and will support and encourage staff
in their professional development.
By achieving the aforementioned goals, the School of Business at the College of Charleston
aspires to be recognized by students, parents, prospective employers, and the general public as
an institution providing excellent undergraduate and graduate business programs.
2
B Mission Statement
The School of Business serves our state, region, and the global business world by educating
socially responsible graduates through practical undergraduate, graduate and
professional programs and by advancing the development of our community of scholars in
their intellectual pursuits.
We fulfill this Mission by:
● Engaging diverse students in personalized educational experiences that
encourage a global mindset, inspire creativity and innovation, and develop leadership
skills in preparation for business challenges and opportunities.
●
Building a globally oriented faculty who’s teaching, research, and service influence students,
the business community, and other constituents.
Ratified 04/23/13
C School of Business Learning Goals (revised 9/28/11, ratified 10/11/11)
III
1
Communication skills—Students will demonstrate the ability, via both written and
spoken word, to effectively present, critique, and defend ideas in a cogent,
persuasive manner.
2
Quantitative fluency—Students will demonstrate competency in logical reasoning
and data analysis skills.
3
Global and civic responsibility—Students will be able to identify and define social,
ethical, environmental and economic challenges at local, national and international
levels. Students will also be able to integrate knowledge and skills in addressing
these issues.
4
Intellectual innovation and creativity—Students will be able to demonstrate their
resourcefulness and originality in addressing extemporaneous problems.
5
Synthesis—Students will demonstrate the ability to integrate knowledge from
multiple disciplines incorporating learning from both classroom and non-classroom
settings in the completion of complex and comprehensive tasks.
CORE VALUES AND BELIEFS
A Overview
The College of Charleston, founded in 1770 and chartered in 1785, is the oldest institution
of higher education south of Virginia and the thirteenth oldest in the United States. The
College became part of the State of South Carolina higher education system in 1970. The
3
College and School of Business retain their traditions in the liberal arts and sciences, while
responding to the needs of their evolving student population with cutting-edge academic
programming and state-of-the-art facilities.
We believe that the experience that students have at the College of Charleston should instill
the value of education and encourage life-long learning. Not only are we preparing students
for productive and satisfying careers, we are preparing them for the future.
We value and respect a diverse student body and faculty. We believe that we can learn
from our differences. We strive to treat students, faculty, and staff with dignity, respect, and
fairness and recognize the contributions of each individual. At all times in our teaching,
research, professional development, and service we aim to act in accordance with the highest
standards of professional ethics and integrity.
B Teaching
Teaching is the primary responsibility of faculty at the College of Charleston. We believe
that teaching involves communicating knowledge to students and fostering in students the
intellectual curiosity necessary to continue the quest for knowledge. We believe that effective
learning must include the active involvement and commitment of students. Effective teaching
is exhibited by classroom performance, academic advising, the critical evaluation of students,
and the preparation of students for further course work at both the undergraduate and graduate
levels. As teachers we are committed to providing educational experiences of the highest
quality. Teaching is the primary way in which we achieve our mission of assisting individuals
in acquiring the knowledge and skills necessary to be productive participants and responsible
citizens in the global economy.
C Research and Professional Development
Research and professional development are essential to the professor’s ability to carry out
the School’s educational mission. Research and professional development involve the various
activities which increase the faculty member’s knowledge and which exemplify scholarly
expertise. The professional educator undertakes research for scholarly production, to maintain
currency, and to improve pedagogical techniques. The faculty member sustains professional
contact with colleagues and engages in continuing professional activities to augment existing
skills and to develop new skills. In keeping with the SB’s predominant emphasis on
undergraduate programs and in keeping with the College’s insistence that teaching is the
primary role of faculty, our emphasis is on intellectual contributions in applied scholarship and
instructional development, as well as on continuing faculty intellectual development. As
teacher-scholars, we are committed to conducting relevant, timely, and useful research
activities, to disseminating the results of those activities, and to integrating those results into
the educational experience we impart to our students.
4
D Service
We believe that service to the School, the College, the community, as well as academic and
professional organizations, is an essential responsibility of the faculty. As part of a public
institution, we acknowledge our responsibility to offer expertise to the community and to
provide opportunities for education through our outreach efforts.
IV
ORGANIZATIONAL STRUCTURE
A Academic Departments
The School of Business, led by the Dean, is comprised of six academic departments:
Accounting and Legal Studies
Economics
Finance
Hospitality and Tourism Management
Management and Marketing
Supply Chain & Information Systems
B Research Centers and Centers of Excellence
The School of Business houses a variety of research organizations and centers of
excellence:
Center for Entrepreneurship
The Center for Entrepreneurship provides support for the development of entrepreneurial
thinking by students across all curriculums at the College of Charleston. We work
collaboratively with members of our entrepreneurial ecosystem and act as a community
catalyst for startups by supporting events and information spillovers including the Tommy
Baker Entrepreneurship Hour, Entrepreneur Unplugged speaker series, pitch contests,
accelerators, startup weekends, and social business venture contests.
Global Business Resource Center
A key goal of the Global Business Resource Center (GBRC) is the development of
international business capacity. In addition to supporting undergraduate programs in
International Business and Global Commerce, the GBRC continues to build upon longstanding
relationships with the SC International Trade Coalition, Charleston Women in International
Trade, the SC State Ports Authority and other international trade organizations to expand
international trade education opportunities for mid-career professionals. The GBRC offers one
of nations few accredited Certified Global Business Professional (CGBP)™ training programs
and is an Export-Import Bank City-State partner. The office also conducts foreign market
research and develops import/exporting plans for local and regional businesses.
5
Global Logistics and Transportation
The Global Logistics and Transportation Program offers both an academic curriculum to
undergraduates and a professional development course to individuals working in the field.
The undergraduate component is a minor made up of six-courses (18 semester hours) that
students begin in the fall of their Junior year. The highlight of the minor is a nine-day
Rotterdam Travel Study conducted as a component of the Global Logistics Systems
Management course during Spring Break in the Senior year. Students also participate in a
mandatory shadowing experience where they experience first-hand the day-to-day challenges
of working in transportation and logistics. Finally, the BMW Logistics Program offers
students the opportunity to earn the cost of their travel study by completing a suite of
professional-development and career enhancement activities over the course of their Junior and
Senior years.
Honors Program in Business
The Honors Program coordinates, facilitates, and supports the academic progress of all
students in the Honors College who have a major in the School of Business. The program is
designed to benefit students, faculty, and programs in the School by providing opportunities to
engage in intellectual interaction through rigorous and innovative pedagogy and research. The
program helps attract and retain high-caliber students by enhancing the educational experiences
of these students through specially designed honors sections of required courses, personalized
academic advising, and a network of student and faculty mentors.
Initiative for Public Choice and Market Process
The Initiative for Public Choice & Market Process exists to examine and stimulate discussion
of the following topics: the role of government institutions in a capitalistic society, the
relationship between government and the individual, the relationship between political and
economic freedom, and the moral structure of a free market economy. The Initiative supports
faculty research fellowships, a student-mentoring program, organizes guest speakers, and
promotes other activities related to its mission.
Office of Economic Analysis
The Office of Economic Analysis provides objective economic analysis and interpretation of
economic data and trends. Working with the Charleston Metro Chamber of Commerce,
forecasts for the region are provided. The Office of Economic Analysis also works with the
School’s industry/sector focused research programs to improve understanding of our region’s
economy.
Office of Tourism Analysis
The Office of Tourism Analysis operates as a unit of the College of Charleston's Department of
Hospitality and Tourism Management and is counseled and advised by industry and
6
community leaders charged with proposing the office's research priorities. The Office
collaborates with tourism industry leaders to implement a series of competitiveness research
and monitoring programs and disseminate such information to decision-makers and
stakeholders in the Lowcountry's hospitality and tourism industry.
The Carter Real Estate Center
The Carter Real Estate Center (CREC) brings together students, faculty, and industry leaders
including alumni to develop further understanding of real estate knowledge, skills, and trends
in the local industry and in targeted regions around the world. The Center works closely with
the commercial real estate industry to provide out-of-classroom learning opportunities for real
estate students. These opportunities include internships, an industry speaker series, local and
out-of-state property tours, and support for student participation in commercial real estate
professional organizations. In 2013, the Angel Oak Scholarship fund was started with a gift
from the Carter family. The initial investment of $250,000 will provide 40 scholarships to
students that are interested in pursuing the minor in real estate. These scholarships are
available to sophomores, juniors and seniors and are renewable until graduation. Charleston's
real estate market is steadily on the rise, so the timing is perfect to explore a minor or
concentration in real estate. From manufacturing and warehouse expansion, corporate real
estate and Class A office, retail renovation and development and condominium construction,
the real estate industry has so much to offer.
The School of Business Investment Program
Founded as a result of generous philanthropy in 2012, the mission of The School of Business
Investment Program is to provide career-oriented application of theoretical knowledge learned
in the classroom through analytical asset valuation, portfolio management, and group
collaboration. The Program seeks to develop elite students with career-relevant skills who will
hold a competitive advantage in the job market. An Ancillary objectives of the Program are to
increase the visibility and reputation of the School of Business and build relationships between
the School and members of the local, regional, and national investment communities. Students
accepted in the Program gain valuable experience by managing two real-money investment
funds.
C Administrative Structure Chart
The Faculty Administration Manual section 2.C details the responsibilities of the Dean and
what he/she can delegate. The administrative structure of the School of Business is updated
regularly by the Dean’s Office (see appendix A).
D Faculty Meetings
The College of Charleston faculty meets twice each year, once at the beginning of the Fall
semester and once at the end of the Spring semester, usually at 5:00 p.m. on a Monday. The
School of Business faculty meets approximately once each month, usually at 3:00 p.m. on a
7
Tuesday or Thursday. The Faculty Senate meets the first Tuesday of each month at 5:00
p.m. Each department elects a Senator to represent the department. The term of office is
two years. Departmental meetings are planned and held at the discretion of the
department chair.
E School Committees
The School has nine standing Faculty committees listed below. Further, each
department has a Library Liaison who is responsible for selecting books and journals for
the library. Each committee is comprised of representatives from each department.
Faculty may be asked to serve on more than one committee or a faculty member may
have no committee assignments at a given time. Department chairs typically do not serve
on the nine standing committees of the faculty.
Members usually serve a three-year term, with some members rotating off each year.
Faculty members are asked in the spring to submit their committee preferences to the
chairs. Committee members are chosen by the Dean and the department chairs, with
preferences honored as much as possible. The chair of each committee is appointed by
the Dean for terms of one to three years, depending on time served on the committee.
The chair of the committee will convene the new committee in late spring.
The committees and their duties are:
1
Assurance of Learning Committee
- develops, coordinates, and evaluates assessment program for the School
- measures student, alumni, and employer satisfaction with the program(s)
- measures level of student satisfaction
2
Committee on Program Excellence
- reviews AACSB standards and develops recommendations reflecting
standards in support of mission and strategic plan
- works to remediate concerns and implement recommendations of
AACSB Continuous Improvement Review team
3
Curriculum Committee
- ensures currency and appropriateness of Undergraduate Program curriculum
- monitors course descriptions, syllabi, and coverage
- considers new course and program proposals
- monitors degree requirements
- monitors coordination of interdisciplinary course content
- monitors coordination of multi-section courses
4
Faculty Development Committee
- monitors policies for faculty development activities
- monitors policies for and degree of involvement in academic and
professional organizations
- monitors policies for and degree of faculty intellectual contributions
- acts as an advocate for faculty resources that improve faculty development and
teaching
- works with the College grants office to help identify and publicize grant opportunities
5
International Business Committee
-Review International Business curriculum
-Make International Business curriculum recommendations
6
Master in Science in Accountancy (MACC) Committee
- monitors content of MACC Program curriculum
- monitors MACC graduate course descriptions and syllabi
- considers new MACC graduate course and program proposals
- monitors degree requirements for MACC graduate program
- monitors MACC admission standards
7
MBA Graduate Committee
- monitors content of MBA Program curriculum
- monitors MBA course descriptions and syllabi
- considers new MBA course and program proposals
- monitors MBA degree requirements
- monitors MBA admission standards
8
Scholarship Committee
- monitors student recruitment, selection, and retention practices and outcomes
- monitors policies and outcomes of academic advising and career planning
- evaluates applications for School student scholarships and internships
- develops appropriate student recognition mechanisms
9
Technology Committee
- assesses use of technology by SB faculty, staff and students to support teaching and
learning goals
- researches and recommends pedagogical technology needs for the School
- researches and recommends technology based training opportunities for faculty
(Note: the SB Instructional Technologist serves on this committee)
9
V
ACADEMIC OFFERINGS
Students may pursue undergraduate majors in Accounting, Business Administration,
Economics, Finance, Hospitality and Tourism Management, Marketing, and International
Business.
The major in Economics has been offered at the College since the 1929-30 academic year,
and the major in Business Administration has been offered since the 1969-70 academic year.
The Department of Business Administration was recognized as the School of Business in 1986
and was accredited by the AACSB in 1988. The Accounting major was first offered in 1992
and was first accredited by AACSB in 1994. The International Business major was approved in
1998 and the Hospitality and Tourism Management major was first offered in the fall of 2005.
Marketing and Finance were approved in 2012 and 2013 respectively with a start date of
offerings at the start of the fall 2013 semester.
In addition to the traditional programs in Accounting, Business Administration, Economics,
Finance, International Business, Marketing and Supply Chain we offer programs designed to
respond to the needs of the local and regional economy. Our purpose is to offer educational and
professional programs at both the undergraduate and graduate levels which serve the need of
the regional economy. For example, the Port of Charleston is among the most important on the
Eastern U. S. coast and is a major component of the Charleston economy; the Global Logistics
and Transportation program serves, as well as benefits from the SC State Ports Authority,
especially the port located in Charleston. Charleston is a tourist destination, and the tourism
industry is a major part of the area’s economy; our programs in Hospitality and Tourism
Management work closely with professionals in this industry. Through our economic
partnership initiatives, we have also expanded our offerings in Entrepreneurship, Real Estate
and Small Business Management.
The graduate program is of increasing importance to the School. The School offers a Master
of Accountancy and a Master of Business Administration.
All undergraduate students at the College are required to complete the general education
requirements, including courses in English grammar and composition, History, Natural
Sciences, Mathematics, Languages, Humanities, and Social Sciences. Students must also
complete a freshmen experience in their first year at the College. The strong liberal arts
requirement, including the requirement of twelve hours of foreign language, gives our students
an advantage in becoming productive participants in the global economy.
Upon admission to the School, students take specific core courses and select their desired
major within the SB. In addition to the seven majors offered, students majoring in Business
Administration may pursue concentrations in Entrepreneurship; Finance; Global Logistics;
Hospitality and Tourism Management, Leadership, Change and Social Responsibility;
Marketing; and Real Estate.
The MBA program requires candidates to be graduates of accredited universities or colleges
with competitive grade point averages at 3.0 minimum. Applicants must submit competitive
10
GMAT or GRE exam scores (GMAT above 520); these exams are waived for applicants
holding a graduate degree or applying for the dual MBA/JD program with Charleston Law
School. The admissions committee may consider candidates not meet the minimum grade
point average or GMAT/GRE score if other factors, such as demonstrated leadership ability,
are present. This usually involves an interview, although an interview is not required for
admission.
We would prefer that candidates have some meaningful work experience, but the program
accommodates students without any.
Two letters of recommendation are required, at least one from a former professor for recent
college graduates.
A personal goal statement/essay of 300 words, maximum, is also required.
International candidates are required to be proficient in English – TOEFL 83/550 or IELTS
6.5.
The Master of Accountancy program requires candidates to be graduates of accredited
universities or colleges with competitive grade point averages at 3.0 minimum. Applicants
must submit competitive GMAT scores (GMAT above 530).
VI
FACULTY
A Introduction
The faculty of the School of Business is composed of full-time roster faculty, full-time
instructors, part-time adjunct faculty, executives-in-residence and an entrepreneur-in residence.
The full-time roster faculty are active in research activities, professional development activities
and service activities. Many hold leadership positions in their respective academic associations
and in College of Charleston governance. Our full-time instructors teach at least four courses
per semester and participate in many of the ongoing activities of the SB, as well as many of our
part-time adjunct faculty. These faculty members bring their continuing professional
experience to our classrooms. Our Executives-in-Residence are often retired senior executives
or entrepreneurs who bring their expertise and support to the classroom and who provide
valuable access for students and faculty to prominent business leaders throughout the nation.
Our Distinguished Entrepreneur-in-Residence, for example, is a highly successful entrepreneur
who teaches our students and provides a valuable link to our entrepreneurial community.
B Participating and Supporting Faculty
Faculty serve in the School of Business in either participating or supporting roles. Per
AACSB guidelines (Eligibility Procedures and Accreditation Standards for Business
Accreditation , AACSB International – The Association to Advance Collegiate Schools of
Business, April 8, 2013) participating faculty members as defined below will deliver at
least 75 percent of the school’s teaching and at least 60 percent of the teaching in each
11
discipline, academic program, location and delivery mode.
A participating faculty member actively and deeply engages in the activities
of the school in matters beyond direct teaching responsibilities. Such matters
might include policy decisions, advising, research, and service commitments.
The faculty member may participate in the governance of the school and be
eligible to serve as a member on appropriate committees responsible for
academic policymaking and/or other decisions. The individual may participate
in a variety of non-class activities such as directing an extracurricular activity,
providing academic and career advising, and representing the school on
institutional committees. Normally, the school considers participating faculty
members to be long-term members of the faculty regardless of whether or not
their appointments are of a full-time or part-time nature, whether or not their
position with the school is considered the faculty member’s principal
employment, and whether or not the school has tenure policies. The individual
may be eligible for, and participate in, faculty development activities and take
non-teaching assignments, such as advising, as appropriate to the faculty role
the school has defined.
A supporting faculty member does not, as a rule, participate in the intellectual
or operational life of the school beyond the direct performance of teaching
responsibilities. Usually, a supporting faculty member does not have
deliberative or involvement rights on faculty issues, membership on faculty
committees, or assigned responsibilities beyond direct teaching functions (e.g.,
classroom and office hours). Normally, a supporting faculty member’s
appointment is on an ad hoc basis—for one term or one academic year without
the expectation of continuation—and is exclusively for teaching responsibilities.
All roster faculty members are expected to satisfy the SB requirements for participation.
Visiting professors, instructors (not senior instructors), and adjunct professors teaching more
than six credit hours may or may not be included in department and school faculty meetings or
committee participation and do not have voting rights. To be included as “participating” these
individuals must be actively involved in assisting the department in the professional
development of students. Adjunct faculty teaching six or fewer credit hours will generally be
considered supporting but may be classified as participating by meeting the required criteria.
Executives-in-Residence and/or Entrepreneurs-in-Residence are classified as “supporting” with
exceptions as noted by their department chair.
In the School of Business the following activities are considered when determining whether a
faculty member is participating or supporting.
•
•
•
Assisting students as assigned by the School with academic advising
Regular attendance and participation at departmental meetings
Regular attendance and participation at SB faculty meetings
12
•
•
•
•
Serving on Department, School, or University committees
Participating in curriculum development
Mentoring and advising students beyond academic advising
Participating in assessment of courses and/or curricular learning goals/objectives
Faculty are strongly encouraged to participate in student engagement activities such as but not
limited to faculty advisor to student clubs/organizations, school sponsored events,
undergraduate research, internship advisor, bachelor’s essay committee, providing career
networking and guidance etc. Other activities can be accepted with the approval of the
department chair and the dean.
Faculty members are expected to provide documentation of their activities for qualification as
Participating Faculty as part of their annual Faculty Activity Report. The chair will certify each
faculty member as participating or supporting as part of the review (included as service
activities) and for accreditation documentation.
C Recruiting and Selection of New Faculty
The School of Business seeks to hire faculty members from a variety of doctoral-granting
institutions whose academic credentials are consistent with the instructional needs of the
School. The SB seeks to attract high-quality faculty members. Both academic training and
professional experience are important considerations when evaluating candidates, with degree
of relative emphasis dependent on the position to be filled. Thus, all candidates are hired based
on their expected contributions to meeting School needs. From time to time temporary
appointments will be made.
Faculty candidates are evaluated not only on the strength of their academic training and
professional experience, but also on whether their orientation is consistent with the Mission
and activities of the School. Candidates must have a strong interest in and potential for quality
teaching. They must be able to deal effectively with the types of students attending the College
of Charleston, and they must be interested in preparing students for competent and responsible
careers as practicing professionals. Further, candidates must have interest in and potential for
meeting the scholarship and service expectations of the SB. Candidates not demonstrating a
balance of interests and abilities across the areas of teaching, scholarship and service are not
acceptable. For example, some candidates with excellent credentials may be rejected because
they emphasized one area over the others to an extent that was inconsistent with the School’s
Mission and/or needs.
The School implements the College’s documented procedures in a fair manner and
consistent with the mission of the School and its degree programs.
1
Guidelines
A departmental committee consisting of at least two (2) members of the tenure track faculty
of the department and the department chair will convene to review the applications, curriculum
vitae, references and supporting material for each applicant. If there are less than two (2)
tenure track faculty members in the department (in addition to the chair), tenure track faculty
13
from other departments within the School will be added to achieve a committee of at least three
(3) members. The composition of the committee should be appropriate for the discipline being
filled, but it is not necessary to have a separate committee for multiple positions unless desired
by the department.
The committee will select a reasonable number of applicants who are qualified for the
position as semi-finalists (normally not more than 12). The committee circulates the
applications, curriculum vitae, references, and supporting materials for each semi-finalist to the
members of the academic department. The chair of the department then convenes a department
meeting at which time finalists among the candidates are selected to interview. The
department chair then forwards a cover letter, with the request to interview the candidates, the
candidates’ files and the appropriate completed forms to the Dean’s office; and upon approval,
the packet is routed to the Provost’s office.
The department invites the approved finalists to campus. The interview visit shall include a
conference with the department chair, the presentation of a public lecture or faculty seminar, an
interview with the department members, an interview with the Dean, an interview with the
Associate Dean and when appropriate an interview with the Provost or his/her representative.
Upon the completion of candidate interviews, the department then convenes and decides on
its first choice among those interviewed.
The goal of the entire process is to ensure that candidates who are hired have the capacity
and willingness to contribute to the Missions of the College, the SB, and the program in which
he/she will work. The specific criteria prepared for evaluating candidates for each position
focus directly on the area in which the candidate will be teaching and researching and on the
Missions of the department and the School.
2
Nepotism Policy in Recruiting
See the Faculty Administration Manual, Section V.H. for information.
B Orientation and Mentoring of New Faculty
The orientation of new faculty members, including visiting faculty, as appropriate, includes
both formal and informal phases.
1
Prior to arrival on campus, all new faculty are provided basic information on benefits,
pay, and services available to the faculty. Further, interviews with appropriate support
staff in the College and community are scheduled upon request.
2
The Associate Provost, the Associate Dean for Undergraduate Programs, and personnel
from various College departments brief all new faculty members on available services
and benefits. This information is dispensed during New Faculty Orientation the week
prior to the start of the fall semester and includes providing the Faculty/Administration
Manual and other related documents to the faculty.
3
All new full-time faculty members are expected to participate in a year-long series of
new faculty orientation seminars. The seminars are designed to provide information
about College resources, review expectations of new faculty in the area of promotion
14
and tenure, provide for new faculty a forum for discussion of issues, and begin the
series of seminars on effective teaching/learning techniques. The series involve faculty,
administrators, and pertinent staff from the College. The seminars are supported by and
coordinated out of the Office of Academic Affairs.
4
The Associate Dean, the Dean’s Administrative staff and personnel from various SB
and CofC offices and programs brief new SB faculty about School procedures,
organizational structure, technology, and available opportunities for teaching and
professional development support within the School
5
A mentor assigned by the Department Chair spends a portion of his/her time during the
three-year probation period responding to questions and familiarizing the new faculty
regarding formal and informal policies. This activity usually includes: discussing and
setting first year goals as they relate to the Department, the School, and the College’s
goals; providing guidance as to the appropriate amount of teaching, research, and
service commitments; and providing new faculty an opportunity to know and
understand the culture, processes, and expectations of the SB and the College. The
Chair or the mentor assists the new faculty member with developing a Faculty
Development plan that includes a three to five-year teaching, research, and service plan.
Orientation is the first step in realistic faculty development.
E SB Faculty Awards for Distinction
The SB Awards for Distinction in the areas of Teaching, Research and Service/Advising are
awarded annually. Nominations may be made by the candidate, colleagues or, in the case of the
distinguished teaching award, by students. Nomination letters are submitted to the SB Faculty
Development Committee (FDC) and the recipients are selected by the committee. Specific
deadlines and requirements are distributed to SB faculty annually by the chair of the FDC.
F Faculty Responsibilities to Students
See Section VIII.A. of the Faculty/Administration Manual for faculty responsibilities related
to interaction with students.
Individual policies of each faculty member should be included in the Course Syllabus and
distributed to students during the first week of class each semester.
1
Assurance of Learning (AoL) is an ongoing process within the School of Business
(SB). Departmental course coordinators submit a report at the end of each semester
detailing course learning objective coverage, textbooks, etc. to provide data on AoL
goals and objectives within our programs and curriculum learning goals developed by
the department faculty.
An electronic copy of the syllabus must be provided to the department administrative
assistant to be maintained in a department file at beginning of each semester. Syllabi
must follow guidelines published by the Dean’s office (appendix C). The Dean’s office
15
does not determine course content but rather requires administrative information to be
listed for accreditation reporting purposes.
2
Mid-term Grades are important to the students and to their advisors and help identify at
risk students and confirm student attendance. Accurate mid-term grades are the best
indicator we have to identify at risk students and to try to direct them to the resources
and assistance they need to succeed. Student success directly affects student retention.
G Faculty Involvement in Academic and Professional Organizations
See section VI.A.2.b.5 of the Faculty/Administration Manual for the standards that specify
faculty involvement in Academic and Professional Organizations.
H Faculty Computer Policy
● Please refer to the colleges computer replacement policy
● Every attempt will be made to provide a single, currently operational computer to
every faculty member as the specific need require
● The standard computer for faculty will be a laptop and docking station.
● If a faculty member attends the Technology Institute and is issued a new computer,
he/she is to return the computer currently assigned by the SB for reallocation.
● Faculty are responsible for all computers assigned to their use and will comply with
all state and College rules and procedures including annual documentation of
inventory.
● Computers purchased by the SB, departments or centers remain permanently on the
State inventory. If a faculty member has multiple computers, they may keep the
older ones until such time as the computers are no longer operable or the equipment
is salvaged by the State. If, however, the faculty member receives a new computer,
all computers in their possession are to be returned. Faculty with multiple
computers should be advised that we will provide a 6 (six) year cycle replacement
computer against their newest model only.
I School of Business policy on faculty outside activities
The School of Business acknowledges the legitimacy and value of non-university activities,
which are often beneficial to the faculty’s role within the SB. The policy is, therefore, to
encourage faculty engagement in these types of activities, as long as they do not lead to
conflicts of interest or present conflicts of commitment with respect to faculty responsibilities
to the College. A policy dealing with outside activities must strike a balance between the
needs of the College to have the faculty member up-to-date on practical business problems and
16
the needs of the College to have the faculty member carrying out the on-campus requirements
of a full-time position.
1
Definition of outside activities
Outside activities include, but are not limited to, any non-College professional consulting
activity where the faculty member is giving advice, assistance, or is managing a business. It
also includes service as an expert witness and teaching continuing education courses. Outside
activities do not include involvement in research activities, involvement with academic or
professional activities or involvement with College-sponsored activities. The definition of
outside activities is not dependent on whether the activity is for pay or not.
2
Limits on outside activities
Since the College of Charleston is a teaching institution, there are limits as to the
appropriate amount of outside activities. Outside Activities should not distract a faculty
member from teaching commitments and service to the students. Outside activities should not
distract a faculty member from service activities or professional development. During the
semester, faculty should not spend more than an average of 1 (one) work day per week
engaged in outside activities. The College of Charleston policy concerning outside
employment of faculty can be found in Section V.G. of the Faculty/Administration Manual.
3
Summer teaching and research funding
Summer teaching. Preference for summer teaching will be given to academically qualified
faculty members. (See appendix B for information on academically qualified status.) Faculty
resigning their positions in the SB, excluding retirements, forfeit their right to teach courses
during summer sessions in the summer of their departure. This supersedes any prior agreement.
Exceptions may be made by the department chair.
Summer research funding. Faculty resigning their position in the SB, in addition to
faculty retiring, are not eligible for summer research funding in the summer of their departure.
This supersedes any previous letters of agreement.
VII
EVALUATION OF FACULTY
A
Annual Faculty Development Plan and Evaluation
Early in the spring semester each year every faculty member submits a Faculty
Development Plan Update. This update will describe the workload of the faculty member to
include development activities, teaching, professional development and service and budgetary
needs for the year. These components should reflect the impact, engagement and innovation of
the faculty as reflected in AACSB accreditation standards guidelines.
See Section VI of the Faculty/Administration Manual for complete information about
annual faculty evaluation.
17
B Annual Faculty Performance Review
Department Chairs are responsible for the annual performance evaluation of each faculty
member in their department. The evaluation is in the form of an appraisal letter and a
comprehensive rating form based on teaching effectiveness, research and professional
development, and professional service.
By the date designated on the evaluation calendar, the Chair conducts an interview with
each member of his/her department. At least one week prior to the interview, the faculty
member will receive the Chair’s assessment of strengths and weaknesses, the completed
evaluation form, and an overall performance rating. After discussion, the faculty member and
the Chair sign the form to indicate that they have met.
While College of Charleston guidelines might differ, all untenured faculty in the School of
Business must be 50% teaching, 40% scholarship and 10% service/discretionary per AACSB
reaffirmation visit recommendations in 2000.
1
Appraisal Letter.
Appraisal letters will provide a thorough evaluation of faculty. The appraisal letter should
summarize information from the rating form and be constructive. Areas where improvements
are necessary must be clearly delineated and areas of excellence enumerated.
2
Comprehensive Rating Form. The following categories will be used:
These categories will also be used in determining merit raises when applicable.
Does Not Meet Expectations – Individuals in this classification are not meeting annual
expectations, and when applicable will be designated as not making progress toward tenure and
promotion including satisfaction of third year review. Current College policies indicate that
they will not receive merit raises.
Demonstrates Professional Competence – The merit threshold is defined as demonstrating
professional competence in all three evaluation areas (teaching, research and professional
development, and service), according to criteria and standards articulated by schools and
departments. Faculty members must demonstrate professional competency in all three
evaluative areas to be considered for higher level ratings.
High Professional Competence – A second designation of quality performance is that of
“high professional competence.” Faculty members receiving this designation will normally
exhibit evidence of consistently high professional competence in all three areas of evaluation.
In exceptional cases, very strong performance in one or more areas may compensate for less
strong performance in another.
Exceptional Professional Performance – A third designation of quality of performance is that
of “exceptional professional performance.” A faculty member receiving this designation will
18
normally exhibit high professional competence in all three areas of evaluation and exceptional
performance in either teaching or research and professional development. This individual will
normally be performing, in the area of exceptional performance, at a level substantially beyond
college-wide expectations for promotion to the next rank.
In designating a faculty member as meeting one of the designations of quality of performance
above, or as not meeting the merit threshold, chairs should make qualitative assessments of
performance and apply the criteria flexibly. In addition, departments and schools may have
their own more rigorous criteria for these designations.
3
Areas of Professional Competence
The SB will continue to use the evaluation structure indicated below.
4
●
Teaching – While student evaluations continue to play a significant role in teaching
ratings, the Chairs have developed additional criteria by which to rate faculty
performance. The Chairs agreed to implement classroom visitations and written
feedback for all untenured faculty and for faculty seeking promotion. Chairs will
appoint faculty mentors to visit classes several times during each semester and to
produce a brief synopsis that the faculty member may include in his/her documentation
for the annual evaluation and subsequent rank and tenure processes. It remains our
wish that this be a collegial occurrence and that tenured faculty would invite peers and
their Chair to review their classroom performance.
Special emphasis is placed on innovative teaching and the application of pedagogy
that truly engages our students in the learning process. As a student oriented College
and School in which student learning is paramount, we need to be able to identify and
reward exceptional teaching.
●
Research – A rating of “Meets Professional Competency in Research” requires that a
faculty member meet the requirement for being Scholarly Academic (SA), Practice
Academic (PA), or Scholarly Practitioner (SP).
●
Service – While service makes up a small percentage of our evaluation process, it is
nonetheless an important component of academic life. Faculty are encouraged to
participate in appropriate services as indicated in the School’s and College’s faculty
manuals.
Appeals
Appeals may be submitted to the Dean in writing within ten working days of the evaluation
interview. The Dean will convene with the Chair and faculty member to discuss the issues
raised and if no resolution is reached, a decision by the Dean in writing will be delivered to
both parties. Further appeals processes can be found on the Academic Affairs website under
Policies and Practices in section VI.E.5 of the Faculty/Administration Manual.
19
5 Transparency
The Department Chairs will review criteria and comparative ratings across the department
in an effort to achieve consistency throughout the School. This will occur subsequent to the
collection of the faculty reports, but prior to the final determination of ratings and preparation
of appraisal letters. Each Chair will provide a report of the number of faculty in each category
and a summary will be provided for the entire SB.
VIII. TENURE AND PROMTION GUIDELINES
A Introduction
The Faculty/Administration Manual, section VI outlines the process for evaluation of
faculty for third-year review, tenure, and promotion. As indicated in section VI.A.4,
“Departments and schools may develop additional criteria. Any such proposed criteria will
require review and approval by the appropriate academic dean and Provost’s Office to ensure
consistency with college-wide guidelines and procedures.”
B Guidelines for external review of scholarship
While external letters of evaluation of a candidate’s scholarly work are not required as a
part of the review process, the College committee has indicated in the past they are “quite
helpful” in their evaluation of research and publications. Therefore, external review of
scholarship is highly recommended. See Section VI.A.2.b.2.ii of the Faculty/Administration
Manual for complete information about the process for conducting external reviews of
research.
C Guidelines for peer reviews of classroom performance
While class visitations by departmental peers are not required, the College committee
indicates that the candidate may encourage such visitations. If visitations are used, the School
of Business recommends the following process. The Chair of the Department Panel will select
2 (two) members of the panel to visit the candidate’s class and write a report evaluating the
candidates performance for consideration by the panel.
D Guidelines for the survey of recent graduates
See Section VI.A.1.b.4 of the Faculty/Administration Manual for complete information about
the process for acquiring recent graduate evaluations on teaching.
20
APPENDIX A:
School of Business Administrative Structure
Published by the Dean’s office
21
Appendix B: Scholarly Academics, Practice Academics, Scholarly Practitioners, and
Instructional Practitioners Statuses
Published by the Dean’s office
Faculty Scholarly Activity
Faculty of the School of Business (SB) are expected, as part of their responsibilities to the
College and to the wider community, to make intellectual contributions to their respective
fields through basic or discovery scholarship, applied or integration/application scholarship
or teaching and learning scholarship. Such activities and contributions should continue
throughout the careers of faculty members and should demonstrate steady growth in one’s
scholarly discipline.
Consistent with AACSB guidelines, the School of Business has created operational
definitions for Scholarly Academics, Practice Academics, Scholarly Practitioners, and
Instructional Practitioners. The criteria for meeting and maintaining the qualifications for
each category are detailed below; however, each department may set higher standards than
those established as SB policy. Tenure-track faculty are hired as Scholarly Academics
and are expected to maintain the qualifications for this category classification. Whether
faculty members are Practice Academics, Scholarly Practitioners, or Instructional
Practitioners will be determined as part of the annual evaluation by their department chair.
Determination of being Scholarly Academics, Practice Academics, Scholarly Practitioners,
or Instructional Practitioners is only one component of the overall faculty member’s
annual evaluation and determination of merit, and while necessary is not sufficient for
third-year review and review for promotion and tenure.
SUSTAINED ENGAGEMENT ACTIVITIES
ACADEMIC
Research/Scholarly Activity
Applied/Practice
Professional Experience,
substantial in duration and
level of responsibility
Scholarly Practitioner
(SP)
Instructional Practitioner
(IP)
Doctoral Degree
Scholarly Academic
(SA)
Practice Academic
(PA)
Scholarly Academics (SA) sustain currency and relevance through scholarship and related
activities. Normally, SA status is granted to newly hired faculty members who earned their
22
research doctorates within the last five years prior to the review dates. Subsequent to hiring,
SA status is sustained as outlined below.
Practice Academics (PA) sustain currency and relevance through professional engagement,
interaction, and relevant activities. Normally, PA status applies to faculty members who
augment their initial preparation as academic scholars with development and engagement
activities that involve substantive linkages to practice, consulting, other forms of professional
engagement, etc., based on the faculty members’ earlier work as an SA faculty member. PA
status is sustained as outlined below.
Scholarly Practitioners (SP) sustain currency and relevance through continued professional
experience, engagement, or interaction and scholarship related to their professional background
and experience. Normally, SP status applies to practitioner faculty members who augment their
experience with development and engagement activities involving substantive scholarly
activities in their fields of teaching. SP status is sustained as outlined below.
Instructional Practitioners (IP) sustain currency and relevance through continued
professional experience and engagement related to their professional backgrounds and
experience. Normally, IP status is granted to newly hired faculty members who join the faculty
with significant and substantive professional experience as outlined below. IP status is
sustained as outlined below.
1
2
3
4
5
6
SCHOLARLY ACADEMIC or PRACTICE ACADEMIC
Fully Qualified Doctoral Degree in both a business field and in the area of primary
teaching responsibilities
Qualified Doctoral Degree EITHER in a business field but not in the area of
primary teaching responsibilities OR outside of business but in an area of academic
preparation that incorporates the primary teaching responsibilities
Topically Qualified Degree outside of business and not in the area of primary
teaching responsibilities, but engaged in development activities directly supporting
the teaching field
Graduate degree in law to teach business law and legal environment of business
Specialized Taxation Degree or combination of graduate degree in law and
accounting focused on taxation
JD in degree type above or a faculty member may have a specialized master’s
degree in a business- related field and have sufficient prior research activity in their
primary teaching field.
23
1
2
3
4
5
6
SCHOLARLY PRACTITIONER or INSTRUCTIONAL PRACTITIONER
Master’s Degree in a field related to the area of primary teaching
responsibilities.
Doctoral Degree or equivalent (i.e., Executive Doctorate in Management) in a
field related to the area of primary teaching responsibilities.
Plus Relevant Professional Experience
Experience is relevant to the faculty member’s primary teaching
responsibility, AND
Experience is of duration and level of responsibility commensurate with the
faculty member’s primary teaching responsibility, AND
Either the faculty member’s experience is current at the time of hire OR the
faculty member has been retired from a relevant professional position for no
more than 5 years.
The holding of a current nationally recognized professional certification as a
CPA , CMA or CFA is deemed as evidence of professional qualification for the
related teaching duties
*QUALIFYING SCHOLARLY ACTIVITIES FOR AACSB ACCREDITATION
SA
PA
SP
IP
Minimum
One peer
One peer
One peer
No scholarly
required to
reviewed journal reviewed
reviewed
publications
retain status to
/case article of
journal/case
journal/case
required.
meet AACSB
quality every
article every five article every five
accreditation
three years with years.
years.
standards
a total of two in
five years. One
of the two must
be a refereed
journal article.
AND
24
*QUALIFYING SCHOLARLY ACTIVITIES FOR AACSB ACCREDITATION
Required Additional
intellectual
contributions as defined
below
SA
PA
SP
IP
At least one
from the
following list
every year.
At least two
professional
activities and
one scholarly
activity from
the following
list every year
At least two
scholarly
activities and
one
professional
activity from
the following
list every year
At least two
professional
activities from
the following
list every year
PEER REVIEWED JOURNALS
Articles in
print/accepted
Cases in print/accepted
Invited articles in
print/accepted
Invited cases in
print/accepted
Articles presently under
review or resubmission
Cases presently under
review or resubmission
SCHOLARLY BOOKS/CHAPTERS
Scholarly books
Textbooks
Scholarly chapters in an
edited volume
Edited scholarly book
Published cases,
instructional materials,
instructional software
Test banks, study
guides, instructor’s
manuals
25
*QUALIFYING SCHOLARLY ACTIVITIES FOR AACSB ACCREDITATION
SA
PA
SP
IP
Books, chapters in
books, and/or book
reviews under review or
resubmission
Edited scholarly book
Published book review
PEER REVIEWED PRESENTATIONS
Conference papers
presented and published
or abstracted in PR
proceedings
Conference papers
presented but not
published
Conference papers
presented in poster
sessions, symposia, or
roundtables and
abstracted
Conference papers
accepted for
presentations and/or
publication in PR
proceedings
Reprints of PR
conference papers
appearing in other than
original source
Invited conference
papers presented or
accepted for
presentation
SCHOLARLY NON-PEER REVIEWED PUBLICATIONS OR PRESENTATIONS
Published materials
describing the design
and implementation of a
course
26
*QUALIFYING SCHOLARLY ACTIVITIES FOR AACSB ACCREDITATION
SA
PA
SP
Invited presentation of
research outside the
College
Presentation of research
at a conference
RESEARCH AND GRANTS
Grants awarded/
completed
Grants in progress/
outcome reports
distributed
Grant proposals
submitted for review
OTHER RESEARCH AND SCHOLARLY ACTIVITY
Journal or associate
editorship or member of
review board of PRJ
Scholarly review for PR
outlet
Leadership positions in
academic and
professional
organizations
Chair or discussants
duties at professional
conferences
PROFESSIONAL ACTIVITIES
Creating and delivering
executive education
seminar
Maintaining an active
consulting practice with
evidence of major,
multiple clients
27
IP
*QUALIFYING SCHOLARLY ACTIVITIES FOR AACSB ACCREDITATION
SA
PA
Owning and/or
operating a
profitable/successful
business that is a major
portion of one’s annual
income
Obtaining new or
maintaining a
professional
certification appropriate
to teaching
responsibilities
Authoring a report from
sponsored research that
is widely disseminated
Serving on the Board of
Directors for a major
not-for-profit or forprofit organization
Serving on the Board of
Directors for a major
industry/trade
association
Attending an academic
or professional
conference in the area
of the faculty member’s
primary teaching
responsibility
Faculty internships
Significant participation
in business professional
associations and
societies
Participation in
professional events that
focus on the practice of
business management
and related issues
28
SP
IP
*QUALIFYING SCHOLARLY ACTIVITIES FOR AACSB ACCREDITATION
SA
PA
SP
IP
Participation in other
activities that place
faculty in direct contact
with business and other
organizational leaders
*Meeting these standards does not necessarily meet requirements for tenure and promotion
and merit evaluations.
AACSB Standards require that the School’s blend of SA, PA, SP, IP faculty members in
support of degree programs , locations and disciplines and other mission components must
result from a strategic choice and be consistent with the School’s mission, expected outcomes
and strategies. Coverage guidelines are as follows:
At least 90 percent of faculty resources are: SA, PA, SP, IP
At least 40 percent of faculty resources are: SA
At least 60 percent of faculty resources are: SA, PA, SP
29
APPENDIX C: Syllabi Checklist
Published by the Dean’s office
SCHOOL OF BUSINESS
COURSE SYLLABUS CHECKLIST
Assurance of learning (AoL) is an ongoing process within the School of Business (SB). Departmental
course coordinators submit a report at the end of each semester detailing course learning objective
coverage, textbooks, etc. to provide data on AoL goals and objectives within our programs and
curriculum. In an effort to make the course coordinators’ task easier, the Dean’s office is requiring that
all syllabi include the following information:
Ø Course Name, number, section, times
Ø *Prerequisite and admission requirements- see next page
Ø Professor contact information and office hours
Ø Course description: from CofC catalogue
Ø Textbook or articles used in the course.
Ø Course learning objectives: If the syllabus is for a core business course, please list the learning
goals developed by the department faculty.
Ø A statement regarding what SB learning goals are addressed by this course.
Example: Goal 1: Global and Civic Responsibility- Objective: Students will recognize and be
able to appraise ethical dilemmas involved in business decisions and competently engage in
discourse aimed at resolution of these dilemmas utilizing relevant discipline specific
knowledge. Students will have to apply the business ethics concepts from strategic management
(co-requisite) to the assumptions underlying their valuation models.
Implementation: Students will have to analyze the ethical decisions of corporate executives at
industry, company, and analyst (student) level. For example, students would have to determine
whether Arthur Anderson’s corporate governance decisions with respect to Enron Co. were
appropriate.
Demonstration of Achievement: Each student will display an understanding of the ethical
considerations of valuation analysis in a written report in the initial section of the critique of
the company’s business plan.
Ø
The SB learning goals are:
COMMUNICATION SKILLS: Students will demonstrate the ability, via both written and
spoken word, to effectively present, critique, and defend ideas in a cogent, persuasive manner.
QUANTITATIVE FLUENCY: Students will demonstrate competency in logical reasoning and
data analysis skills.
GLOBAL AND CIVIC RESPONSIBILITY: Students will be able to identify and define social,
ethical, environmental and economic challenges at local, national and international levels.
Students will also be able to integrate knowledge and skills in addressing these issues.
30
INTELLECTUAL INNOVATION AND CREATIVITY: Students will be able to demonstrate
their resourcefulness and originality in addressing extemporaneous problems.
SYNTHESIS: Students will demonstrate the ability to integrate knowledge from multiple
disciplines incorporating learning from both classroom and non-classroom settings in the
completion of complex and comprehensive tasks.
Ø Specific list of topics and/or chapters covered in the course
Ø Assignments, methods of evaluation, and grading scale
Ø **Statement regarding academic honesty or honor code; SNAP policy See page 3-4
Ø If you require written papers or presentations you may want to include information about the
assistance offered in the College Skills Writing Lab and Speaking/Presentation Lab located in
the Library.
31
Recommended Language for Course Syllabi
College of Charleston Honor Code and Academic Integrity
Lying, cheating, attempted cheating, and plagiarism are violations of our Honor
Code that, when identified, are investigated. Each incident will be examined to
determine the degree of deception involved.
Incidents where the instructor determines the student’s actions are related more
to a misunderstanding will handled by the instructor. A written intervention
designed to help prevent the student from repeating the error will be given to the
student. The intervention, submitted by form and signed both by the instructor
and the student, will be forwarded to the Dean of Students and placed in the
student’s file.
Cases of suspected academic dishonesty will be reported directly by the instructor
and/or others having knowledge of the incident to the Dean of Students. A
student found responsible by the Honor Board for academic dishonesty will
receive a XF in the course, indicating failure of the course due to academic
dishonesty. This grade will appear on the student’s transcript for two years after
which the student may petition for the X to be expunged. The student may also
be placed on disciplinary probation, suspended (temporary removal) or expelled
(permanent removal) from the College by the Honor Board.
Students should be aware that unauthorized collaboration--working together
without permission-- is a form of cheating. Unless the instructor specifies that
students can work together on an assignment, quiz and/or test, no collaboration
during the completion of the assignment is permitted. Other forms of cheating
include possessing or using an unauthorized study aid (which could include
accessing information via a cell phone or computer), copying from others’ exams,
fabricating data, and giving unauthorized assistance.
Research conducted and/or papers written for other classes cannot be used in
whole or in part for any assignment in this class without obtaining prior
permission from the instructor.
Students can find the complete Honor Code and all related processes in the
Student Handbook at http://studentaffairs.cofc.edu/honorsystem/studenthandbook/index.php
32
DISABILITY STATEMENTS IN SYLLABI
Students approved for SNAP Services are instructed to meet with each of their professors
during the first two weeks of classes or as soon as they are approved for services to discuss
accommodations and present a copy of their SNAP-issued Professor Notification Letter
(PNL). Though it is the student’s responsibility to initiate discussion regarding
accommodations that may be needed, an announcement on your syllabus or in class
encouraging them to do so would be helpful. Students will feel more comfortable about
identifying themselves as having a disability if they are approaching someone they believe to
be receptive to the discussion. Such an invitation can go a long way toward encouraging
students with a disability to approach the instructor early in the course.
Sample Syllabus Statements:
•
The College will make reasonable accommodations for persons with documented
disabilities. Students should apply at the Center for Disability Services / SNAP, located
on the first floor of the Lightsey Center, Suite 104. Students approved for
accommodations are responsibility for notifying me as soon as possible and for
contacting me one week before accommodation is needed.
•
If there is a student in the class who has a documented disability and has been approved
to receive accommodations through the Center for Disability Services / SNAP, please
come and discuss this with me during my office hours.
•
Any student eligible for and needing accommodations because of a disability is
requested to speak with me during my office hours.”
Just use whichever one you feel most comfortable with.
Deborah Freel Mihal, MSW
Director, Center for Disability Services
A MEMBER OF THE DIVISION OF STUDENT AFFAIRS
Lightsey Center, Suite 104
843.953.1431
33