ACCEL Student Handbook 2009‐2010 - St. Ambrose University

ACCEL
Student
Handbook
2009‐2010
St. Ambrose University
College for Professional Studies
ACCEL Program
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Dear Student:
Welcome to ACCEL, and thank you for choosing the area’s leader in accelerated adult
education. We look forward to getting to know you as you progress toward the
completion of your degree.
We hope this guide will be helpful to you. Your feedback about this informational booklet
and the program in general is welcome. Please feel free to suggest areas not
addressed in this booklet that you think would be useful to students. The guide is in two
sections:
General Program Information: Mission statements, goals for ACCEL students,
attendance, course load, ethics and confidentiality, definitions of course performance,
incomplete grades, and waiting lists are some of the areas addressed. For more
detailed information, please refer to the University catalog
(click on Academics at www.sau.edu) and the St. Ambrose University Student
Handbook
Course Resources: This section covers guidelines and tools for written and oral
presentations, case study analyses, group projects and activities, academic journaling,
and a student self-appraisal form.
Please refer to the University catalog and the Student Handbook for more information
on courses, degrees, and University policies.
Once again, the staff at ACCEL welcomes your association with St. Ambrose
University’s ACCEL Program. Please contact us if we can be of help to you.
Sincerely,
Regina Stephens, PhD
Dean, College for Professional Studies
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Contents
The Mission of St. Ambrose University ....................................................................................................... 9
Core Mission Values and Guiding Principles ........................................................................................... 9
ACCEL Program Mission Statement ............................................................................................................. 9
ACCEL Program Philosophy ........................................................................................................................ 10
Hours of Operation ..................................................................................................................................... 10
ACCEL Phone Numbers ............................................................................................................................... 10
Fax 563/441-9470Emergency Contacts ...................................................................................................... 10
Emergency/Incident Plan ....................................................................................................................... 10
ACCEL Adult Collaborative Learning Environment ................................................................................ 11
St. Ambrose Student Rights and Responsibilities ..................................................................................... 12
ACCEL Students’ Responsibilities ............................................................................................................... 12
Student’s Right to Privacy ...................................................................................................................... 13
Directory Information ............................................................................................................................ 13
Financial Responsibility .......................................................................................................................... 13
Health Records ....................................................................................................................................... 14
Records Not Available to Students ........................................................................................................ 14
Student Identification Cards .................................................................................................................. 15
E-mail Accounts ...................................................................................................................................... 15
Cell Phone / Electronic Device Policy .................................................................................................... 16
Academic Information ................................................................................................................................ 16
Advising .................................................................................................................................................. 16
University Catalog .................................................................................................................................. 16
Academic Calendar ................................................................................................................................. 16
Class Contact Time ................................................................................................................................. 16
Class Size ................................................................................................................................................. 17
Experiential Learning Credit ................................................................................................................... 17
Degree-Seeking Students ....................................................................................................................... 17
Modules .................................................................................................................................................. 17
Online Courses ........................................................................................................................................ 18
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Grades ..................................................................................................................................................... 18
Grade Reports ..................................................................................................................................... 18
Incomplete Grade ―I‖ .......................................................................................................................... 18
Grade Appeal .................................................................................................................................... 18
Re-admission to ACCEL ........................................................................................................................... 20
Graduation Application .......................................................................................................................... 20
Withdrawing From the University ......................................................................................................... 20
Academic Rights for Students ................................................................................................................ 21
Academic Integrity Policy ....................................................................................................................... 21
Forms of Academic Dishonesty........................................................................................................... 21
Potential Consequences of Academic Dishonesty............................................................................... 22
Procedures for Alleged Academic Dishonesty .................................................................................... 23
Confidentiality Policy ............................................................................................................................. 23
Satisfactory Progress .............................................................................................................................. 23
Overload Policy....................................................................................................................................... 24
Education Records .................................................................................................................................. 24
Access to Records and Transcripts ......................................................................................................... 24
Changes to Academic Record ................................................................................................................. 25
Student Records/Release of Information about Students .................................................................... 25
Procedures to Challenge Information in Education Records ................................................................ 25
Registration Information........................................................................................................................ 25
Registration Procedures ...................................................................................................................... 25
Adding a Class .................................................................................................................................... 26
Dropping (Withdrawing) from a Course ............................................................................................. 26
Drop Fees ............................................................................................................................................ 26
Refund Policy ...................................................................................................................................... 26
Special Hints ....................................................................................................................................... 27
Class Waiting Lists .................................................................................................................................. 27
Attendance Policy / In-class Participation ............................................................................................. 27
Cancelled Class Meetings / Makeup Classes ......................................................................................... 28
Inclement Weather Cancellations ....................................................................................................... 28
Make-up Classes ................................................................................................................................. 28
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University Policy Statements ..................................................................................................................... 28
Affirmative Action Plan .......................................................................................................................... 28
AIDS and HIV Policy ................................................................................................................................ 28
Drug Policy .............................................................................................................................................. 30
Tobacco Free Policy ................................................................................................................................ 31
Alcohol and Other Drug Policy Enforcement ........................................................................................ 31
Substance Abuse Support Program ..................................................................................................... 32
Alcohol Educational Programming ..................................................................................................... 32
Communication with Students .............................................................................................................. 32
Computer Network Policy Overview ..................................................................................................... 33
Diversity .................................................................................................................................................. 33
Harassment and Discrimination Policy .................................................................................................. 34
Equal Opportunity/Non-Discrimination.............................................................................................. 34
Policy Statement ................................................................................................................................. 34
Scope ................................................................................................................................................... 35
Racial Harassment/Discrimination ..................................................................................................... 35
Sexual Harassment .............................................................................................................................. 36
Other Forms of Harassment ................................................................................................................ 36
Retaliation ........................................................................................................................................... 37
Reprisal Against an Alleged Harasser Pending a Final Investigation and Determination by the
University ............................................................................................................................................ 37
Procedures for Filing a Complaint of Harassment with the University .............................................. 37
Confidentiality .................................................................................................................................... 38
Counseling and Support ...................................................................................................................... 38
Sexual Abuse/Assault Policy .................................................................................................................. 38
Definition of Sexual Abuse ................................................................................................................. 38
Educational Programs ......................................................................................................................... 38
Sexual Assault Advocacy Team (SAAT) ........................................................................................... 39
Rights of Students ............................................................................................................................... 39
Disciplinary Action for On-Campus Proceedings ............................................................................... 39
Sanctions for Sexual Assault............................................................................................................... 39
Reporting Assault ................................................................................................................................ 39
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Solicitation and Posting.......................................................................................................................... 41
Timely Notice Policy ............................................................................................................................... 41
Vehicle Use and Parking Regulations .................................................................................................... 41
College for Professional Studies Parking ............................................................................................ 41
Campus Parking .................................................................................................................................. 42
Cosgrove Parking Lot ......................................................................................................................... 42
Disabled Parking ................................................................................................................................. 42
Motor Vehicle Registration ................................................................................................................. 42
Open Parking ...................................................................................................................................... 43
Parking Tickets ................................................................................................................................... 43
Temporary Permits .............................................................................................................................. 43
Towing/Immobilizing Policy .............................................................................................................. 43
Vehicle Breakdown ............................................................................................................................. 44
Visitor Parking .................................................................................................................................... 44
Student Representation on University Committees ............................................................................. 44
Student Code of Conduct ....................................................................................................................... 45
General Standards of Conduct ............................................................................................................ 45
Goals ................................................................................................................................................... 46
Risks to Well Being: ........................................................................................................................... 46
Possession of Weapons or Explosives: ............................................................................................... 47
Risks to Integrity: ................................................................................................................................ 47
Risks from Disruption: ........................................................................................................................ 48
Risks to General Security:................................................................................................................... 49
Risks to Property ................................................................................................................................. 49
Risks from Self-Abusive Behaviors: ................................................................................................... 50
Dispute Resolution Process .................................................................................................................... 51
Enforcement ........................................................................................................................................ 51
Investigation ........................................................................................................................................ 51
Resolution ........................................................................................................................................... 52
Mediation ............................................................................................................................................ 52
Conduct review ................................................................................................................................... 52
Review Panel/Board Procedure .......................................................................................................... 53
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Appeals ............................................................................................................................................... 53
Sanctions (include but are not limited to) ........................................................................................... 54
Consequence Guidelines: .................................................................................................................... 55
Security ................................................................................................................................................... 56
The Security office is located in the Rogalski Center. For routine business, call security at 333-6104.
For more information on security policies, procedures and services, contact the director at 333-
6260.Access to Campus Facilities ...................................................................................................... 57
Campus Crime Report ......................................................................................................................... 57
Campus Emergency Notification ........................................................................................................ 57
Closed Circuit Television Cameras ..................................................................................................... 58
Crime Log ........................................................................................................................................... 58
Educational Programs ......................................................................................................................... 58
Emergency Preparedness .................................................................................................................... 58
Incident Reporting .............................................................................................................................. 60
Lost and Found ................................................................................................................................... 60
Personal Security ................................................................................................................................ 60
Public Property Reported Crime ......................................................................................................... 60
Student Activities ................................................................................................................................... 61
Student-Sponsored Events .................................................................................................................. 62
Undergraduate Student Organizations ..................................................................................................... 63
Graduate Student Organizations ............................................................................................................... 65
Honor Societies........................................................................................................................................... 65
Areas of Involvement ................................................................................................................................. 66
Campus Services ......................................................................................................................................... 67
Course Resource Guide .............................................................................................................................. 72
Avoiding Plagiarism ........................................................................................................................... 72
Citing Textbook Sources ..................................................................................................................... 72
Correct Paraphrasing ........................................................................................................................... 72
Selecting Appropriate Research Sources ............................................................................................ 73
Styles of Formatting and Documentation (MLA, APA, UCP) ........................................................... 73
Bibliographies/Works Cited ................................................................................................................ 74
Tools for Effective Writing ......................................................................................................................... 74
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Characteristics of Effective Writing ................................................................................................... 74
Using a Writer’s Handbook for Reference ................................................................................................. 75
Writing Evaluation Guidelines ............................................................................................................... 76
Grading the Content/Organization of Student Papers ......................................................................... 76
Grammar/Punctuation/Spelling ........................................................................................................... 77
Written Assignment Evaluation Form ................................................................................................ 78
Tools for Effective Oral Presentations ................................................................................................... 79
How to Organize a Presentation – The ―PREP‖ Model ...................................................................... 79
Using Visual Aids Effectively .................................................................................................................. 80
Advantages of Using Visual Aids ....................................................................................................... 80
Basic Tips on Developing Slides ........................................................................................................ 80
Some Tips on Handling Visual Aids ................................................................................................... 80
Oral Presentation Evaluation Form ..................................................................................................... 82
Case Studies ............................................................................................................................................ 83
The Purpose of Case Study Analysis .................................................................................................. 83
Preparation of a Case Study Analysis ................................................................................................. 84
A Four-Part Approach To Case Study Analysis ................................................................................. 85
Questions to Ask while Analyzing a Case Study ................................................................................ 86
Group Projects and Activities ................................................................................................................ 86
The Purpose of Academic Groups ...................................................................................................... 86
Guidelines for Study Group Activities ................................................................................................ 87
A Quick Idea for a Learning Group Activity and Presentation........................................................... 87
Student Peer Review and Feedback on Written Assignments ............................................................. 87
Student Review and Feedback on Oral Presentations .......................................................................... 88
Audience Response Feedback ............................................................................................................. 88
Approaches to Course Assignments and Activities ............................................................................... 88
Evaluating Research Studies ............................................................................................................... 88
The Academic Journal ............................................................................................................................ 89
Student Course Attendance & Participation Self-Appraisal ................................................................. 90
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The Mission of St. Ambrose University
St. Ambrose University — independent, diocesan, and Catholic — enables its students to
develop intellectually, spiritually, ethically, socially, artistically, and physically to enrich their
own lives and the lives of others.
Core Mission Values and Guiding Principles
Catholicity: We treasure and build on our strong Catholic identity in relationship with the
Diocese of Davenport. As an independent institution of higher learning, St. Ambrose University
embodies our faith tradition through teaching, learning, scholarship, and service, through
openness to those of other faith traditions, and through the pursuit of justice and peace.
Integrity: We believe that as individuals we are capable of living in the fullest measure when
our lives are freely based on values that acknowledge a loving God and a life-affirming moral
code. Therefore, we teach, learn, and work in a climate of mutual respect, honesty, and integrity
where excellence and academic freedom are cherished.
The Liberal Arts: We are committed to the richness of the liberal arts tradition through quality
instruction that fosters development of a broad awareness of humanity in all its dimensions.
Ambrosians use their knowledge, talents, and career skills in service to others.
Life-Long Learning: We believe that people at all stages of life need educational opportunities.
Therefore, we offer learning programs with student-centered teaching that lead to baccalaureate
and professional graduate degrees in curricula through the doctoral level as well as non-degree
offerings at the undergraduate and graduate levels. To meet the needs of our diverse student
body, we use a variety of delivery systems and formats in the Diocese of Davenport, the State of
Iowa, and other authorized locations. We collaborate with other organizations to offer further
opportunities around the world.
Diversity: We believe in the inherent God-given dignity and worth of every person. Therefore,
we strive to develop an understanding of human cultures, achievements, capabilities, and
limitations to promote justice and peace and use our talents in service to others and the world.
We welcome people from other countries and cultures to study, learn, and work at St. Ambrose.
Likewise, we encourage Ambrosians to teach, learn, engage in scholarship, and serve abroad.
(NOTE: The University reserves the right to amend the information and policies in this
handbook at any time, as needed. The most current version will be posted on the SAU website at
www.sau.edu.)
ACCEL Program Mission Statement
The ACCEL (Accelerated College Curriculum for Education and Leadership) Program supports
the missions of the University and the College for Professional Studies by offering an accelerated
degree-completion program that enables adult learners to develop creative, analytic, and critical
reasoning while joining practice and theory in an intensive, interactive format. Through classrelated
assignments and activities, ACCEL's adult learners will have the opportunity to further
develop holistically to enrich their own lives and the lives of others.
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ACCEL Program Philosophy
The ACCEL Program offers the opportunity for working adult students to complete a
bachelor‘s degree in an intensive, interactive format. The heart of this educational
approach rests on the belief in the capacity of adult learners to engage in creative, analytic and
critical reasoning, and to experience academic, professional, and personal growth that flows from
an integrative model of learning. This belief affirms the ability of adult students to join practice
and theory and bring to the classroom valuable experiences that enhance learning.
Hours of Operation
The College for Professional Studies is open 7:30 a.m. – 10 p.m., Monday - Thursday; 7:30 a.m.
– 5 p.m. Friday; and 8 a.m. – 12:30 p.m. on Saturday.
ACCEL Phone Numbers
ACCEL general number 563/441-9500
Toll-free Number 888/222-3578
Fax 563/441-9470Emergency Contacts
Dial 9 and then 911 from phones located in the classrooms and student lounge. Then, contact St.
Ambrose Campus Security at 333-6104.
Note: The outside phone lines in the offices of CPS personnel can only be accessed with a
calling code. The phone at the front desk also requires a calling code.
Emergency/Incident Plan
911
The emergency number 911 for fire and police assistance can be reached by dialing 9 and
then 911 in the classrooms or student lounge. Outside lines in the offices of CSCC
personnel can only be accessed with a calling code. The phone at the front desk also
requires a calling code. The SAU staff person at the front desk should be notified of any
emergency situation.
FIRE
Immediately leave the building by way of the closest clear exit. Call 911 from a cell
phone or from the nearest phone. When you use a cell phone, remember your location is
not given to the dispatcher as it would be on a landline. Be prepared to give the name of
the facility and the address (1950 E. 54th St.).
TORNADO
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As the staff member at the front desk becomes aware that a tornado warning has been
issued, the staff member will let the guests (students, guests, facilitators) know of this
warning and unlock team rooms. The guests can decide whether they want to leave the
building or to take shelter in an interior room with no windows.
INCIDENT REPORT
An Incident Report needs to be completed right away if an injury to a student, instructor,
or employee occurs or is reported to have occurred in the building or on the grounds of
SAU. A report should also be completed and submitted if a threat is felt from a guest or
student or if trouble with a stranger in the building has occurred. The forms are available
at the front desk. Completed forms should be submitted to the staff member at the front
desk. A copy of the report will be sent to on-campus personnel as appropriate.
FIRST AID KIT/HAZARDOUS MATERIALS KIT
A First Aid kit and a hazardous materials kit are available at the front desk.
DEFIBRILLATOR (AED)
An automated external defibrillator (AED) is located in the back hall near the restrooms
in the Continuing Studies and Conference Center for use by trained individuals in the
case of a sudden cardiac arrest. The emergency number 911 should be called
immediately. A College of Professional Studies staff member should be notified
immediately, also. Reports of use are to be completed and given to the front desk
receptionist.
ACCEL Adult Collaborative Learning Environment
We seek to establish a climate in which maximum cooperation and respect is created among
faculty and learners. Each class meeting aims at creating a collaborative learning community that
deals critically with issues of excellence in performance, authenticity of values, and personal
development.
The collaborative adult learning model assumes joint responsibility in the learning process. Our
classes provide a dynamic learning environment – the activities and assignments build on the
shared experience of all learners. This is why each student‘s preparation, participation, and
interaction in class activities and discussions are critical to the success of each course. The timeintensive
format of the degree program requires a significant amount of work outside the
classroom to prepare and complete the course assignments. Preparation time varies among
students and courses; however, students should plan on an average of 15 to 20 hours per
week.
Within a values-centered framework, the goal of our educational program is to prepare adult
students for the contemporary workplace, modern society, and lifelong learning. We select
practitioner faculty who have the appropriate academic preparation and several years of
significant work experience in their area of teaching. The role of the faculty is that of
―facilitator‖ in the learning process, building the bridge between academic theory and real world
application while integrating students‘ experience with the course content. We recognize that
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adults learn most effectively and most rapidly through a process of shared-learning and selfdiscovery.
Each adult brings to the classes both life and work experiences that can be a learning
resource for the other students in the class.
Shared-learning happens in the classroom through discussion, participation, sharing, and selfdisclosure.
It enables each participant to learn from the lives and professional experiences of
other students. Self-discovery happens before class meetings through reading and preparation of
assignments. It ensures that each student can contribute to group discussion in a meaningful way
and can be an effective resource in shared-learning.
St. Ambrose Student Rights and Responsibilities
St. Ambrose University believes it has a responsibility to provide students with a quality
academic experience. We strive to help students develop into mature individuals who act
responsibly and sensitively to the rights of others. Students are encouraged to develop critical
judgment and to engage independently and cooperatively in the search for truth. The freedom to
teach and to learn is essential to a community of scholars. As a university student you are a
member of the academic community and a citizen of the greater Quad City community. As a
member of the academic community, you are entitled to the rights and protections enjoyed by all
in our community. You have certain obligations to others and are subject to all civil laws
outlined in the Iowa Code. When you violate a university regulation, you are subject to
disciplinary action by the university, whether or not your conduct violates civil laws. When you
violate civil laws, you are open to penalties determined by civil authorities. Institutional action
will not be used to duplicate general laws. However, when a violation of the law also affects the
university‘s orderly operation, Ambrose may enforce its own regulations, regardless of any civil
proceedings or dispositions. You are also expected to remove yourself from situations in which
policy violations are occurring and to report the violation to a university official. If you are
present then a policy violation is occurring, you may be held responsible and accountable for that
violation.
ACCEL Students‟ Responsibilities
ACCEL students are expected to:
Take primary responsibility for their own learning and secondary responsibility for the
learning of others through sharing life and work experiences
Attend each class meeting
Come to each class prepared
Participate actively in class discussion and activities
Do their share of group work
Submit tuition payments in a timely manner
Adhere to the Academic Integrity Policy and other established policies
Be responsible for meeting the degree requirements as given in the University catalog
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Student‟s Right to Privacy
According to the Family Education Rights and Privacy Act of 1974, members of the St. Ambrose
community acting in the students‘ educational interest have access to their educational records.
Other parties privileged to these educational records include:
1. Authorized representatives of the U.S. Department of Education or state educational
authorities carrying out official duties.
2. Financial aid lenders checking eligibility, amounts, and conditions of financial aid.
3. Accrediting agencies for accreditation purposes.
4. Military service members collecting ―student recruiting information‖ as stated in the
Solomon Amendment.
5. Individual records pursuant to lawfully issued subpoenas and court orders when a
reasonable attempt is made to give the student prior notice unless otherwise instructed by
the issued subpoena.
If students want anyone else to see their education records, they must give written permission.
The Family Educational Rights and Privacy Act also prevents the Records and Registration staff
from giving out information on student location. In a life and death emergency, the Student
Services or Records and Registration staff will do whatever possible to find a student or relay a
message.
Directory Information
At its discretion and pursuant with FERPA guidelines, St. Ambrose may provide directory
information. The following categories of student information are public and may be disclosed:
1. Student‘s name, local and mailing address, telephone number, date and place of birth,
hometown, gender, university email address, name(s) of advisor(s), expected date of
graduation, current academic program, parents‘ or guardians‘ names, addresses and
telephone numbers.
2. Previous institutions attended enrollment status, awards, honors and degrees conferred
(including dates).
3. Past and present participation in officially recognized sports and activities, physical
factors (height and weight of athletes).
Students may withhold directory information by notifying the Records and Registration office. A
student has until September 1, 2009 to object in writing to the publication and designation of
student information as directory information.
Financial Responsibility
Students are responsible for paying their university debts, including costs for tuition, housing,
meals, fees, fines, etc. All accounts must be paid in full, or payment arrangements in place,
before a student can change their current registration, register for additional semesters, or receive
university documents such as diplomas, transcripts, or records.
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Health Records
All students are required to submit a health form to the Office of Health Services by the first day
of classes. This form will consist of a personal health history, dates of 2 doses of MMR
(Measles, Mumps, and Rubella), date of current tetanus booster (within 10 years), date of
meningitis vaccination or signed waiver, and proof of health insurance. The information is
confidential and accessible only to authorized Health Services personnel without the student‘s
written consent or pursuant to legal compulsion. Additional information can be found at
ww.sau.edu/healthservices.
Requirements for ALL STUDENTS
Personal history.
Proof of current health insurance.
Additional Requirements for STUDENT ATHLETES Annual updates required.
Physical examination prior to starting the athletic program.
Signed authorization to release information to trainers and coaches.
Proof of current health insurance.
Additional Requirements for HEALTH SCIENCES STUDENTS, may also be required for
students in programs with clinical or practicum experiences (if you are unsure whether this
applies to you, check with your program advisor). Annual updates may be needed depending on
individual clinical/practicum site requirements.
Additional immunizations: Hepatitis B and Varicella (chicken pox)
Tuberculosis (TB) two-step test
Physical exam (no earlier than three months prior to starting the professional OT or PT
programs).
Signed authorization to release information to clinical or practicum sites.
Proof of current health insurance.
Additional Requirements for INTERNATIONAL STUDENTS
Tuberculosis (TB) two-step test
Physical examination, no earlier than three months prior to beginning your course of
study.
Proof of current health insurance purchased from the U.S. provider or international
coverage.
Records Not Available to Students
The following are not available to students:
University personnel files.
Employment records.
Alumni records.
Student health and counseling records. (These can be reviewed by a physician or other
appropriate professional with student‘s approval.)
Financial information submitted by student‘s parents or guardian.
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Confidential letters and recommendations for admission, employment or job placement,
or honors in which a student has waived rights of inspection.
Educational records containing information about more than one student. The university
will provide access only to the part of the record which pertains to the inquiring student.
Confidential letters and recommendations placed in their files prior to January 1, 1975,
providing letters were collected under established confidentiality policies and used only
for the purposes for which they were collected.
Computer center student files contain only information useful in assisting other offices to
perform their legitimate functions. Restricted student information is released from the computer
center files only to, or with the consent of, administrative departments which are responsible for
the information.
Student Identification Cards
Student ID cards are generally distributed at the New Student Orientation in August or January.
Pictures for cards are taken at the ACCEL office. Cards for new students who register close to
the beginning of a term may not be ready at the time of orientation, and will either be at the
students first class or available through the front desk at the College for Professional Studies.
Students not taking their first class in August or January will receive their ID cards at their first
class meeting. Students who do not receive an ID card by the completion of their first course
should contact their advisor.
Students must carry their SAU ID card at all times. Borrowing or lending, failing to show ID, or
providing false identification to a university official is prohibited.
Student ID cards are needed to gain access to the dining hall and to check out materials from the
university library. They are also needed for admission to campus activities such as concerts,
films, lectures, athletics, and intramural and recreation events.
Lost or stolen cards should be reported immediately to Security. Replacement cards may be
purchased for $20. If a student finds a lost ID after purchasing a replacement, the student may
turn it in to Dean of Students‘ office for a $10 refund. Damaged ID cards, including damage
caused by hole-punching, must be replaced at the student‘s expense.
E-mail Accounts
Students have SAU e-mail accounts and will be given SAU email login and password
information at the August or January New Student Orientation. If students do not begin their first
class in August or January, they should receive their email information at the first class. In case
of late registration, the email information may not be available at the first class. If the
information is not available by the completion of their first class, the ACCCEL office should be
contacted. Students are encouraged to check the SAU e-mail account often, and are held
responsible for information that is sent to their e-mail account. Instructors sometimes use the
SAU email addresses for students, and the University distributes information to students via e-
mail. Login information is also necessary to enter Blackboard.
15

Cell Phone / Electronic Device Policy
Cell phones, pagers, and similar communication devices should not be used during class
meetings. All such devices must be turned off or put in a silent mode and should not be taken out
during class. At the discretion of the instructor, exception to this policy is possible in emergency
or special circumstances Computers should not be used for leisure activities during class time.
Academic Information
Advising
Advisors are available to assist students in planning academic programs, course selections and
registrations and to discuss degree options, transfer credits, and progress towards degree
completion. However, it is the student‘s responsibility to comply with course pre-requisites,
degree requirements, and University policies. Advisors may not change established University
policy. Students are responsible for following the degree requirements as outlined in the
University catalog.
University Catalog
Students must meet general degree requirements and requirements of their major as stated in the
catalog at the time of admission, or as stated in the catalog for the year they graduate. An on-line
catalog is available at www.sau.edu/catalog. Students are also directed to their Department
Handbook as applicable.
Academic Calendar
ACCEL offers classes throughout the year with three five-week sessions and two eight-week
sessions in each semester (fall, spring, summer). Fall classes usually begin the last week of
August or the first week of September. Generally, spring classes begin the second week of
January, and summer courses begin the last week of April or the first week of May.
Five-week classes have a fall break (week of Thanksgiving) and a spring break (usually the week
before Easter). Eight-week classes do not have these breaks. If class falls on a holiday, the class
may be held or rescheduled; refer to the course schedule for the dates classes meet.
Online courses generally are scheduled for eight weeks and run concurrently with regularly
scheduled eight-week courses. Refer to the Academic Calendar section on the ACCEL web page
for actual session dates.
Class Contact Time
Most five-week courses have twenty contact hours. Eight-week courses may range from thirtytwo
to forty contact hours. Five-week courses generally meet only once a week for four hours at
a time. Some eight-week courses meet once a week for 4 hours at a time with others meeting two
nights a week for two-and-a-half-hours. Other courses may meet for ten or four weeks. The
ACCEL course schedule contains the meeting times for the classes.
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Class Size
In keeping with a collaborative and interactive classroom environment, ACCEL limits class
sizes. Classes with low enrollments may be cancelled.
Experiential Learning Credit
Students interested in pursuing credit for college-level learning achieved outside the formal
classroom may do so through the portfolio process. Students interested in portfolio credit should
speak with their advisor. The steps involved in submitting a portfolio include discussing the
portfolio process with the Director of Advising, an interview with a campus faculty member or
department chair, collecting substantiating materials, preparing the portfolio, submitting the fee
($60 per credit hour requested— nonrefundable) and the portfolio by September 30 or January
30. If the portfolio is approved, a transcription fee of $30 per credit hour awarded must be
submitted. Please see additional information about the portfolio process at www.sau.edu/accel.
Degree-Seeking Students
All degree-seeking students are responsible for keeping track of their progress toward satisfying
their graduation requirements. When students apply for graduation, preferably a year in advance,
the Records and Registration office runs an audit to check that credits and courses are in order.
Transfer students are responsible for making sure official transcripts from all previous
postsecondary schools are on file with the Records and Registration office.
Modules
Most ACCEL courses have a module, and access to modules is password protected. The module
contains the course learning outcomes and a list of required materials. In addition, it describes
the learning objectives and assignments for each class session, including an assignment that
must be completed prior to the first class. The module provides the framework for the course
and ensures that basic requirements are met each time the course is offered. Every effort is made
to provide online access to the most recent module through the ACCEL website
www.sau.edu/accel ten days prior to the beginning of the class. Modules for upcoming courses
are noted as ―approved‖ for the appropriate semester; if the module is not followed by ―approved
for . . .,‖ it may not be the module to be used. A link to supplemental articles and other course
reading materials made available to ACCEL by the instructor will be given under the course
name and number on the module web page. Students are notified of the user name and password
on the information sheet that is included with the student invoice.
Course modules are general guides to content, expectations, and learning outcomes for courses
offered within the ACCEL curricula. They may vary from one session to another. Individual
faculty members may supplement the module and may distribute a syllabus that outlines specific
policies or requirements for the course that deviate from or expand upon those given in the
course module. ACCEL courses generally require students to complete an assignment in
preparation for the first class meeting. Outside of class, students are expected to spend a
minimum of 15-20 hours per week on outside study for each course being taken.
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Modules for online courses are specifically designed for the online delivery format. They are
provided online within the respective online course information. Students will find a link to
information about accessing the online course on the ACCEL module web page. Please see the
section below on Online Courses.
Online Courses
ACCEL online courses meet the same learning outcomes as courses delivered in the more
traditional method; the difference is in the method of delivery format. Students must be
registered for an online course at least seven days prior to the beginning of the online course. A
link to the instructions for accessing the online course via Blackboard can be found under the
course title on the ACCEL module page. Online course fees will be added to the student‘s
account.
Grades
Grades are earned by students—not given by faculty. The grades assigned should accurately
reflect the quality of work completed. Absences from class will be considered in the final
evaluation.
Grade Reports
Grades can be viewed on the Beeline at https://beeline.sau.eduapproximately 7-14 days after the
final class meeting. Students can print the grade forms to submit for employer tuition
reimbursement programs. ACCEL cannot fax grades nor give grades over the phone.
Students may request in writing that Records and Registration mail grade reports to their
permanent address.
Incomplete Grade “I”
An incomplete grade is assigned only when the student has at least 80% of the course work
completed and a valid reason for not completing the class on time. The outstanding assignments
must be completed by the date agreed upon by the instructor and the student. If the student does
not complete by the date due, the grade turns to an ―F.‖ The form for assigning the incomplete
must be filled out, (signed by both the student and the instructor) and turned in to the ACCEL
office.
Grade Appeal
Overview:
When a student believes a final course grade has been assigned in error or in an arbitrary or
capricious manner, he/she has the right to appeal the grade. The student should first attempt to
resolve the matter with the primary course instructor. If the grade dispute is not resolved at this
level, the student may initiate a formal written appeal to the department Chair. A final appeal can
be made to the Dean of the College that oversees the appropriate department or, when a
department Chair or Dean is the instructor involved in the appeal, to the Vice President of
Academic Affairs.
Actions Permitted:
1. Students may only appeal the final course grade. Individual assignment grades (exams,
quizzes, etc.) should be discussed and resolved with the Instructor throughout the semester.
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2. All recognized appeals by students and instructors should be written and delivered to the
appropriate individual (Instructor, Chair, or Dean) either electronically in email format to the
appropriate individual‘s email address at the University, or by hard copy delivered personally to
the appropriate individual. The individual appealing is responsible for assuring and establishing
the delivery and receipt of a timely appeal.
3. No one may substitute personal judgment for that of the Instructor in regard to the quality of
the student's work; therefore, the student must show evidence of any deviation from established
procedure that adversely affects the student in the assignment of the letter grade for the course.
4. Decisions at the Chair level or higher can include either denial of the appeal or upholding the
appeal, at which point the final course grade will be changed. The University does not have any
liability for any impact to the student for the time period preceding any change to the final course
grade in the University‘s Records & Registration Office.
Procedures and Timeline:
1. Students must first attempt to resolve the grading issue with the Instructor.
2. If the student decides to formally appeal the final grade, he/she must provide a written appeal,
including the justification for the appeal, to the Instructor. If the Instructor is no longer employed
by the University, the student must provide the written appeal directly to the Department Chair.
TIMELINE: The appeal must be submitted by the student to the Instructor (or Department Chair
if applicable) in electronic email format to the individual‘s University email address, or by
personal delivery of a hard copy of the written appeal within 1 week from the grade submission
due date posted by the University‘s Records and Registration Office.
3. Instructor should notify the student upon receipt of the appeal, but the student is responsible
for assuring the receipt of the appeal. If the Instructor cannot be contacted, the student should
notify the department Chair of his/her appeal and request assistance in contacting the Instructor.
4. Instructors will e-mail or mail a written decision to the student within 1 week of receiving the
appeal. If the Instructor fails to provide a decision within 1 week, the student should notify the
department Chair to intervene in obtaining the decision or furthering the appeal.
TIMELINE: Within 1 week from receipt of the appeal
5. After receiving the Instructor‘s decision, the student may appeal the final grade, in writing, to
the Department Chair. It is the student‘s responsibility to provide evidence to support the appeal.
The Chair will investigate the appeal. The investigation will include discussing the matter with
the Instructor and may include requesting the Instructor to support the accuracy and fairness of
his/her grading. The student‘s written appeal constitutes authorization for the Chair to have
access to the student‘s educational files and grades pertaining to the appeal.
TIMELINE: Within 1 week after receiving the Instructor‘s decision
6. The Chair will render a decision on the appeal and provide the decision to the student and the
Instructor.
TIMELINE: Within 1 week from receipt of the appeal
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7. If the Chair‘s decision is to deny the appeal, the student may appeal the grade, in writing, to
the Dean. The student may also elect to meet with the Dean to present information directly
related to the appeal.
TIMELINE: Within 1 week after receiving the Chair‘s decision
8. The Dean will provide a final decision to the student, Instructor, and Chair.
TIMELINE: Within 1 week from receipt of the appeal
9. If the Chair‘s decision is to grant the appeal, the Instructor may appeal, in writing, to the Dean.
The Instructor may meet with the Dean to present information directly related to the appeal.
TIMELINE: Within 1 week after receiving the Chair‘s decision
10. The Dean will provide a final decision to all parties.
TIMELINE: Within 1 week from receipt of the Instructor‘s appeal
11. If the decision is to change a student‘s final grade, the change will be communicated to the
University‘s Records and Registration Office.
Exceptions:
1. If the Department Chair is the Instructor involved in the appeal, the appeal goes directly to the
Dean and then to the Vice President of Academic Affairs for the final decision.
2. If the Dean is the Instructor involved in the appeal, the appeal goes to the Chair and then to the
Vice President of Academic Affairs for the final decision.
3. Timelines may be extended by the Chair or the Dean if necessary evidence or individuals are
not available, or if the University determines that additional time is necessary to process the
appeal. No exceptions or extensions of time will be granted for students to initiate a grade appeal
Re-admission to ACCEL
Any student who has ―stepped out‖ of the program for an entire semester (excluding summer) is
required to re-apply for admission. The student will not need to send for transcripts again unless
the student has enrolled at another college or university during the hiatus. Re-admit students may
complete the on-line re-admit application found under ―Forms‖ on the ACCEL website.
Graduation Application
Students should apply for graduation through the Office of Records and Registration
www.sau.edu/registration on main campus two semesters prior to intended graduation. This will
prompt an official degree audit. A link to the graduation application form is available, also, from
the ACCEL web page (under ―Forms‖). Be sure to contact your advisor to review your degree
plan at this point. Students can run an audit for themselves using Beeline. Please see the Beeline
section for additional information.
Withdrawing From the University
To withdraw from the university, complete the withdrawal procedure with the Records and
Registration office. Students who stop attending classes and do not complete the withdrawal
procedure will receive failing grades in their courses. Students who have withdrawn from a
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course or are not formally enrolled in a course(s) may not attend class without the permission of
the instructor.
Academic Rights for Students
Because students have the right to quality instruction, they may ask for a course overview,
including an instructor‘s teaching strategies. In addition, the following rights are guaranteed:
Attendance. Students have the right to the instructor‘s time as published in the course
schedule at the beginning of each course. Faculty may set reasonable attendance
requirements, but it is students‘ responsibility to meet the conditions of the course and to
take advantage of classroom opportunities.
Freedom of Expression. Instructors should encourage free discussion, inquiry and
expression. Students may freely express reasoned disagreement, but are responsible for
learning the content of the course.
Evaluation. Students are evaluated only on their academic performance. Grading is based
on academic requirements clearly stated by the instructor at the beginning of each course,
and students may appeal an unfair evaluation.
Disclosure. Information on student views, beliefs and political association that instructors
may acquire in the course of their work as teachers, advisors and counselors will be
disclosed respectfully. Instructors may provide judgments of a student‘s ability or
character under appropriate circumstances and normally with the student‘s knowledge.
Academic Honesty. The whole structure of higher education is founded on intellectual
honesty. Students have a right to learn in an academic environment free from plagiarism,
cheating and other academic dishonesty.
Process to Appeal. Depending on the circumstances, academic appeals typically go to the
course instructor followed by the department chair and college dean. One of these
individuals should be consulted if an appeal is desired for greater detail.
Academic Integrity Policy
Preface
In accordance with its mission to enable ―students to develop intellectually, spiritually, ethically,
socially, artistically, and physically to enrich their own lives and the lives of others,‖ St.
Ambrose is committed to upholding moral standards in line with Judeo-Christian tradition. In its
mission statement, the university seeks to ―teach, learn, and work in a climate of mutual respect,
honesty, and integrity where excellence and academic freedom are cherished.‖ All members of
the community are called upon to uphold the standards of academic integrity, and to avoid
academic dishonesty of any kind. By accepting employment at the university or by accepting
admission to St. Ambrose, faculty, staff, and students affirm support of the principle of honesty
in their endeavors on behalf of the institution. Each member of the St. Ambrose community is
responsible for acting with integrity.
Forms of Academic Dishonesty
Academic dishonesty is any attempt to deceive involving academic work or records. Forms of
deceit include, but are not limited to the following:
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Cheating - Cheating is the use or attempted use of materials such as notes, ideas, words,
information, study aids, solution manuals, tests, quizzes, electronic devices (such as calculators,
cell phones, or iPods), on any academic assignment in a dishonest and deceptive manner.
Cheating includes any party who is knowingly involved in the deception.
Plagiarism - Plagiarism is the intentional or unintentional presentation of another‘s words, ideas
or facts as one‘s own. Examples include using phrases, sentences or paragraphs from a source
without quotation marks, paraphrasing another‘s work or using information (verbal or visual),
opinions, or concepts from a source without proper citation or acknowledgement, and
submitting another‘s paper or assignment, in whole or in part, as if it were one‘s own.
Unauthorized Assistance - Unauthorized assistance is the use of any source of information not
authorized by the instructor. Examples include collaboration on completing assignments or tests
without the authorization of the instructor or outside the limits designated by the instructor and
allowing another such as a tutor or fellow student to complete or significantly revise a paper or
assignment.
Multiple Use - Multiple use is the submission of the same work in more than one course without
prior permission of the instructor. Examples include submitting the same papers, assignments or
presentations, in whole or in part, to satisfy course requirements in more than one class.
Falsification or Fabrication - Falsification or fabrication is intentionally altering or creating
data in an academic exercise or record. Examples include inventing research or lab results,
counterfeiting a record of a practicum experience, sabotaging another student‘s work such as a
lab report, fabricating an excuse (e.g., an illness or accident) to justify a delay in submission of
an exam or assignment, inventing a citation, altering a grade on an assignment or academic
record, unauthorized altering a returned test or paper before seeking regrading, or impersonating
another student live or via electronic format.
Complicity - Complicity is assisting another person in committing an act of academic
dishonesty. Examples include using another person‘s password, allowing another student to copy
from one‘s exam or assignment, writing or procuring an assignment for another student, taking
an exam for another student, changing an academic record for another student, supplying
another student or students with unauthorized copies of an exam, or exam questions or answers,
or lying to students, faculty or administration on behalf of another student.
Abuse of Academic Materials - Abuse of academic materials is intentionally destroying,
stealing, or making such materials inaccessible. Examples include hiding or removing library
resources so other students do not have access to them, destroying software or files needed in
academic work, and stealing notes, assignments or exams from students or instructors.
At the end of the handbook is a Course Resource Guide. This provides resources for
writing assignments and oral presentations to improve the academic integrity of our
students.
Potential Consequences of Academic Dishonesty
At the discretion of the instructor, potential consequences may range from resubmission or
retaking of the assignment or exam, receiving an ―F‖ for the assignment or exam, receiving an
―F‖ for the unit in which the assignment or exam occurred to receiving an ―F‖ for the entire
course. The instructor is responsible for reporting an act of academic dishonesty to the Registrar,
who will place the information in a confidential file. Severe or repeated acts of academic
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dishonesty will automatically be evaluated by the Board of Studies and may result in sanctions
such as suspension, expulsion, or loss of academic honors. A student‘s grade may be changed,
even after a course has been completed. An incident report, including any documentation and the
action taken, will be kept in the Registrar‘s office.
Procedures for Alleged Academic Dishonesty
An instructor who has evidence or suspects an act of academic dishonesty has taken place is
responsible for acting in accordance with the St. Ambrose University Academic Integrity Policy.
In addition, others, including students, who have reason to believe a violation has taken place,
should notify the instructor, department chair, or academic dean verbally or in writing. The
names of those supplying information other than the instructor will be held in confidence to the
extent reasonably possible. All alleged acts of academic dishonesty will be reported and kept on
file by the registrar‘s office. In the case of a minor infraction, an instructor will discuss the
charge with the student and suggest an appropriate sanction. The student may either accept the
action or may request a formal hearing before the Board of Studies. In the event of a repeat
violation or if an instructor suspects organized cheating or severe acts of academic dishonesty,
the investigation will be pursued by the Board of Studies. The Board of Studies will determine
which sanctions will be enforced; its ruling may be appealed to the Vice President of Academic
Affairs.
Confidentiality Policy
Integral components of courses in the ACCEL Program are student and faculty self-disclosure
(the use of personal experiences) for the purpose of facilitating course work. Students enrolled in
the ACCEL Program are expected to honor confidentiality as it pertains to student disclosure. No
shared information, comments, or opinions expressed by other students or the faculty during the
course of classroom discussion should ever be used in a manner which is intended to humiliate,
embarrass, harass, damage, or otherwise injure other students in their personal, public, or
business lives. In addition, confidentiality must be upheld by not disclosing any information that
would identify any particular individual.
An additional integral component of higher education is challenging students‘ perceptions and
beliefs regarding course content and integrating information, as well as understanding opposing
perceptions and beliefs. Thus, each student has the right to choose how much he/she will disclose
and must accept the responsibility of respecting disclosure of other students and faculty.
Satisfactory Progress
All undergraduate students are expected to maintain satisfactory progress toward a degree.
Satisfactory progress is defined by the following GPA scale:
End of first semester End of second semester
First-year 1.70 (0–15 credits) 1.80 (16–30 credits)
Second-year 1.90 (31–45 credits) 2.00 (46–60 credits)
Third-year 2.00 (61–75 credits) 2.00 (76–90 credits)
Fourth-year 2.00 (91–105 credits) 2.00 (106–120 credits)
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Students whose academic performance falls below these standards will be reviewed at the end of
each semester by the Board of Studies, which may recommend probation or dismissal. Probation
is a proving period during which a student‘s continuance at SAU is in jeopardy. While on
probation, students are limited to 13 credits per semester, or up to 15 credits with the support of
the student‘s academic advisor, on the main campus. ACCEL students on academic probation
may not enroll for more than 3 credits in a session with no more than 9 credits for the semester.
Generally, a full-time student is only allowed to remain on probation for two consecutive
semesters, and will either have the designation removed if they have made satisfactory progress
toward their degree or will be dismissed. Students whose progress is notably poor may be
dismissed without being placed on probation.
Overload Policy
Students who want to enroll in more than three credits at one time:
Must have completed at least nine credits through ACCEL
Must have an ACCEL grade point average of 3.0 or above
Must have completed Engl 101 and IL 101
Must have no outstanding Incomplete grades
Must be in good financial standing
May not enroll in two 5-week classes within the same session
Must submit a Petition to Overload form available on the ACCEL web page under
―Forms‖
Must have the approval of their academic advisor and the Dean of the College for
Professional Studies
Education Records
All students have the following rights concerning their education records:
to inspect those records;
to receive explanations and interpretations of their records;
to challenge the content of their records;
to have a hearing if the outcome of the challenge is unsatisfactory;
to submit explanatory statements for inclusion in their records if they feel the decisions of
the hearing panel are unacceptable.
Inquiries should be directed to the Records and Registration office. Concerns regarding
disciplinary records should be submitted to the Dean of Students‘ office.
Access to Records and Transcripts
Students may review their academic records by requesting them in writing from the Records and
Registration office. Requests will be honored within at least 45 days. Records and Registration
will issue transcripts upon students‘ written request. Students may obtain records of disciplinary
procedures from the dean of students by submitting a written request.
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Changes to Academic Record
Students who wish to make changes to their permanent academic record, such as name, address,
advisor or college/university, should fill out a form available from Records and Registration.
Student Records/Release of Information about Students
Only members of the St. Ambrose community acting in a student‘s educational interest will have
access to his/her education records, consistent with the Family Educational Right and Privacy
Act. St. Ambrose maintains the following student records: academic and admissions, advising
and counseling, athletic, financial aid, medical, placement, residence, security, conduct and
disciplinary proceedings, financial accounts, personnel, and teacher education.
Procedures to Challenge Information in Education Records
Students who believe their records contain information that is inaccurate or misleading, or is
otherwise in violation of their privacy or other rights, should follow this procedure:
Discuss the problem informally with the Registrar. If he/she agrees with the student, the
records will be amended.
If the registrar will not amend the records, the student may request, in writing to the Vice
President of Academic Affairs, a formal hearing. The hearing panel, consisting of the
Vice President of Academic Affairs, Faculty Assembly President and Dean of Students,
will hear relevant evidence presented by the student. The written decision of the panel
will summarize the evidence and state reasons for the decision.
Students who disagree with a hearing panel‘s decision may include in their records a
written comment.
Students who feel their rights have been abridged may file a complaint with the Family
Educational Right and Privacy Act Office (FERPA), Department of Health, Education and
Welfare, Washington DC, 20201. Copies of the privacy act are available from the Records and
Registration office.
Registration Information
The Records and Registration office provides students with academic information and guidance.
Student records are filed in this office, and students may obtain information about their
permanent academic file.
Registration Procedures
Students register for classes each semester by using Beeline (online registration) or going to the
Records and Registration office.
To register:
1. Check the Beeline or the Records and Registration website for your priority date to
register.
2. Meet with your advisor and have them clear you to permit online registration.
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3. If you miss your regularly scheduled time, you can register any time after your appointed
date. You may not register before your scheduled time.
4. If you or your advisor feels a class may close before your date to register, discuss some
alternative classes you could register for.
5. Input courses on Beeline. Print a copy of your schedule upon completion of online
registration. If you are registering for independent study or internship, you must have
your instructor sign ―ok‖ on a registration card and bring it to Records and Registration.
6. Send the verification reply card you receive in the mail to Records and Registration to
verify your attendance.
7. Arrange payment for your classes at the Student Account Services Office.
Adding a Class
If students wish to take a main campus course, you must contact your advisor before the
first day of classes to add a class. Students must be added to ACCEL classes at least one
week prior to the start of class, by registering through Beeline or contacting your advisor.
Adding classes after the financial aid award has been made may affect the amount of the
financial aid award in subsequent semesters. Students with questions about their financial
aid award should check with the Financial Aid Office.
Dropping (Withdrawing) from a Course
If students find it necessary to withdraw from an ACCEL course, they must provide written
notification (online, email, or signing a withdrawal form). Students are responsible for initiating
this process. Students are also responsible for the entire tuition for the course if they do not
withdraw officially within the refund period as stated below. A withdrawal will show on a grade
report as a Withdraw-Pass (WP) or Withdraw-Fail (WF), depending on the students‘ grade up to
that point. Grades of ―WP‖ and ―WF‖ do not affect the student‘s grade point average. Students
wishing to withdraw from class must do so prior to the final class meeting. No withdrawals may
be made after the final class has met.
Drop Fees
A $20 drop fee will automatically be charged when a class is dropped between 8 and 14 days prior to the
start of the class. A $50 drop fee will be charged if a course is dropped between 0 and 7 days or prior to
the 80% refund date. ALL drops must be dated and submitted in one of the following manners: fax
(563) 441-9470, e-mail accel@sau.edu, web site drop form www.sau.edu/accel, Beeline, or regular
drop slip. No drops are permitted after the 4 th week of a 5-week class or the 6 th week of an 8-week
class. It is the students‟ responsibility to understand how dropping a course may affect their
financial aid award.
Refund Policy
According to the Federal guidelines, ACCEL‘s refund schedule is based on the percentage of
time that has passed between the beginning and ending dates of the course and the drop date.
100% Refund – 12.50% of class completed (approximately 3 days after start date for a 5-week
class and 6 days after start date for an 8-week class)
80% Refund – 25% of class completed
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70% Refund – 31.25% of class completed
60% Refund – 43.75% of class completed
50% Refund – 56.25% of class completed
40% Refund – 62.50% of class completed
0% Refund – 62.60% of class completed
Special Hints
Get it in writing. To avoid later confusion and to ensure clarity, have anything regarding
academic progress verified in writing by the appropriate people or offices.
Class Waiting Lists
Students who wish admission to a course that is closed (maximum number of students) are
placed on a wait list. If an enrolled student drops a closed class, the first student on the wait list is
notified that he/she will be included in the class. If another student drops, the second on the wait
list is notified, etc. Instructors may not grant permission for students to enter a closed class.
Students are notified that they have been placed on a wait list in the registration statement that is
mailed to them. Please do not attend a class unless you are registered for that class or have been
given permission by your advisor to attend; attending a class without being registered does not
mean that you will be given permission to enroll.
Attendance Policy / In-class Participation
ACCEL courses are highly interactive which means that students need to be extremely motivated
to meet the challenge. Students need to be on time and in attendance at ALL class meetings and
for the entire time. A student who knows he/she will miss a class should not register for the
course.
Attendance at all class meetings is mandatory. At the discretion of the instructor, exceptions may
be made for up to one absence during a five-week course or up to two absences during an eightor
ten-week course. A request for exception must be made to the instructor in advance or as soon
as is possible but must be made prior to the next class meeting following the absence. All work
must be submitted on time. Absences from class will be considered in the final evaluation and
may result in a lower or failing grade. No exceptions to the attendance policy will be made for
the first class meeting. Students who miss the first class meeting will be dropped from the course
and may not continue with the course. (Students who are receiving financial aid and who are
dropped from a course are responsible for contacting the Financial Aid Office.) The instructor
may assign additional work to a student who misses a class.
Attendance and participation are two separate parts of the course. Students who are present
but do not participate in class discussion are still not adding to the learning experience of the
other students. ACCEL students are expected to be active, engaged participants in class
discussion.
Participation is more than speaking out in class. The contributions made by the student should be
related to the course content, relevant to class discussion, and advance shared learning.
Participation makes the classroom experience more meaningful. Part of the student‘s grade is
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ased on participation. Students who miss an entire class meeting will not receive any attendance
or participation points for that class meeting.
Cancelled Class Meetings / Makeup Classes
The University reserves the right to cancel courses for insufficient enrollment and circumstances
beyond its control. If a course is cancelled due to insufficient enrollment, ACCEL will notify the
students registered in the cancelled course.
Inclement Weather Cancellations
Class meetings cancelled due to inclement weather will be announced on the area‘s major
television and radio stations. Please tune to one of these to learn if the University has cancelled
classes. The information is also generally posted on the University‘s web page. Decisions to
cancel classes are usually made around 6 am for day classes and 3 pm for evening classes.
Make-up Classes
If a class meeting is cancelled, the make-up class generally will be held the last Sunday of the
session. Additional minutes will not be added on to remaining classes to makeup for the time
lost.
University Policy Statements
Affirmative Action Plan
The university provides equal opportunity in all terms and conditions of employment and
education for all faculty, staff and students. This policy is intended to prohibit discrimination
(including sexual harassment) and to promote the full realization of equal opportunity through a
continuing affirmative program in all faculty, staff and student aspects of the university. The
university will provide equal opportunities for all qualified individuals and promote the full
realization of equal opportunity through positive programs. This policy of equal opportunity
applies to all individuals in every aspect of education, employment policy and practice.
Further, the university is committed to a comprehensive program of affirmative action to ensure
access, equity and fairness in educational programs, related activities and employment for
minorities, women, disabled persons, disabled veterans and persons with veteran status.
The university is an affirmative action/equal opportunity employer and provides that
employment, salaries and access to education should not be restricted because of race, color,
religion, age, sex, national origin, marital status, disability, veteran status, or any other protected
class.
AIDS and HIV Policy
(Note: This policy is currently being updated. Please refer to the University website for most current
policy)
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Introduction and Philosophy
St. Ambrose University recognizes that students may choose to consume alcohol. However, the
University takes seriously the issue of alcohol use and abuse as these behaviors can interfere
with an individual‘s ability to succeed in college both in and out of the classroom. Alcohol
consumption causes a number of changes in behavior and physiology, posing a significant threat
to the health and welfare of our nation‘s college-age students. Even minor usage can impair
judgment, coordination, and abstract mental functioning. Statistics show that the vast majority of
violent behaviors (including acquaintance rape, vandalism and assaults) on college campuses
involve alcohol use. Additionally, continued use stresses social relationships and may lead to
dependency, which often causes permanent damage to vital organs and is counterproductive to a
healthy lifestyle. Wishing to establish an environment that fosters academic excellence while
educating our students on the complexities of alcohol use, St. Ambrose University established
the SAU Alcohol Policy as follows:
Rationale
The 1989 amendments to the Drug-Free Schools and Campuses Act, Part 86, requires that as a
condition of receiving funds or any other form of financial assistance under a federal program, an
institution of higher education must certify that it has adopted and implemented a program to
prevent the unlawful possession, use or distribution of illicit drugs and alcohol by students and
employees. The basis for the St. Ambrose University policy stems from our belief that alcohol
abuse by college age students is counterproductive to the pursuit of academic excellence. While
we believe that alcohol use is not inherently detrimental to college age individuals, a high
percentage of college age students are involved in the abusive behaviors associated with alcohol
use that impact their academic performance and well being. As an institution of higher education,
St. Ambrose University is committed to the education of the whole person, both in and out
of the classroom. Recognizing the prominence of alcohol use and abuse in our society and that
policy does not necessarily dictate behavior, we deem the education of our students on these
issues to be of paramount importance. To be most effective, we believe it is critical to establish
an environment that allows for this topic to be freely discussed. St. Ambrose University seeks to
encourage and sustain an academic environment that both respects individual freedom and
promotes the health, safety and welfare of all community members. St. Ambrose strongly
encourages students to call Campus Security (x6104 or 911 from campus phones) for medical
assistance for those who are dangerously under the influence of drugs or alcohol. No student
seeking medical treatment for the effects of drug or alcohol use will be subject to University
discipline for violating the SAU Alcohol Policy, but may be held accountable and responsible for
acts committed while intoxicated. This medical amnesty will be granted to both the intoxicated
student and to the student(s) seeking medical assistance for the intoxicated student; educational
interventions or discussions may, however, be provided in the response.
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Alcohol General Guidelines
1. Students are expected to encourage responsible drinking behavior by those individuals
who choose to consume alcohol and to respect the choices of individuals who choose not
to consume alcohol.
2. Consumption by, supplying and/or selling alcohol to a person under the age of 21 is
illegal in the State of Iowa and a violation of university policy.
3. No alcohol or alcohol containers (including empty containers) are allowed in traditional
student residential areas (Bechtel,Cosgrove, Davis, Hayes, Franklin and Rohlman Halls).
All students present, regardless of age, will be held in violation of the alcohol policy
when alcohol or alcohol containers are found in a room or house and/or consumed in
residential areas.
4. In a ―preferred‖ housing setting, when a person underage is found consuming alcohol, all
students present, regardless of age, may be held in violation of the alcohol policy.
5. No one may possess or consume alcoholic beverages in public areas of campus. Public
areas include all locations other than students‘ rooms, ―preferred‖ apartments in
Tiedemann, Hagen, townhouses or ―preferred‖ houses.
6. Kegs, pony kegs, or other common sources of alcohol, will not be permitted in university
student housing. These items will be confiscated and not returned.
7. Due to the nature of their use and the reality that their presence encourages overuse
and/or parties, bars are not allowed in reseidential facilities.
8. Alcohol may not be given as a prize or award.
9. Competitive drinking games and equipment, (i.e. beer pong tables, beer funnels, etc.) are
prohibited.
10. No advertisements which promote alcohol consumption may be printed in student
publications or posted on campus.
11. Names and logos of alcohol distributors, brewers and distillers may not appear on the
printed programs, schedules or posters of athletic teams or student organizations.
12. Posters, containers and other items that refer to alcohol may not be displayed in areas of
student residences visible to the public. These areas include windows, outer doors and
porches. Failure to remove these items from public view may result in disciplinary action.
Drug Policy
St. Ambrose enforces drug policies consistent with state and federal statutes and is declared a
drug-free workplace at all locations at which the university conducts business. Students, faculty,
and staff are prohibited from the use, possession, manufacturing, sale or distribution of any
illegal controlled substance. The use and possession of drug paraphernalia, including but not
limited to blow tubes, rolling paper, pipes, etc., is also prohibited. If a student believes she/he has
a substance abuse problem and seeks assistance prior to a violation of policy, the university will
provide support according to the Alcohol and Drug Assistance Program (ADAP) which is
outlined below.
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Tobacco Free Policy
In consideration of the health, safety and comfort of all St. Ambrose students, employees and
visitors, and in compliance with Iowa State law (Iowa Code Chapter 142D), the use of any form
of tobacco is prohibited in or on any property owned by St. Ambrose University.
This policy prohibits the use of any form of tobacco in, but is not limited to, all of the following:
residential housing, offices, classrooms, student residences, lounges, hallways, dining facilities,
rest rooms, entryways and enclosed areas owned by the university.
This policy prohibits the use of any form of tobacco on, but is not limited to, all of the following:
university grounds including parking lots, athletic fields, and any other outdoor area under the
control of St. Ambrose University.
The use of any form of tobacco is prohibited at all times in university-owned vehicles. Smoking
is prohibited inside any vehicle, whether university-owned or privately-owned, located on school
grounds.
Smokers are required to properly dispose of any tobacco materials before entering any campus
property or the grounds. No ashtrays or smoking receptacles will be available on campus. The
sale of tobacco products is prohibited on campus.
All applicants for employment and students will be advised of the tobacco-free policy.
Employees and students who want help curbing their use of tobacco may obtain literature and
smoking cessation assistance from the St. Ambrose University Human Resources Office or
Health Services Office. All students, employees and visitors share responsibility for adhering to
and enforcing the policy.
Anyone in violation of Iowa law may be subject to the state‘s regulation, enforcement and civil
penalties. St. Ambrose employees and students in violation of the university‘s policy may also be
subject to university disciplinary action.
The university shall not discharge, refuse to employ, or retaliate in any way against an employee,
prospective employee, or student for exercising his or her rights under Iowa Code Chapter 124D,
including the right to register a complaint or prosecution of a claim.
Alcohol and Other Drug Policy Enforcement
As noted above, past history has shown that students may choose to consume alcohol on campus.
Mindful of these choices, we extend a level of trust that each student is honoring his/her
contractual commitments to follow university policy and state law until given reason to believe
otherwise. We will confront all policy violations of which we become aware. Excessive empty
alcohol containers and other elements found in student rooms or houses that suggest evidence of
possession and/or consumption of alcoholic beverages on campus may be grounds for
disciplinary action. Should a staff member approach a situation, it is expected that individuals
present comply with all reasonable requests made by a college official. All present are expected
to be respectful in their interactions with staff and present themselves truthfully.
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Substance Abuse Support Program
The Alcohol and Drug Assistance Program (ADAP) helps students whose alcohol or drug
dependence interferes with their academic or social success. The Director of Counseling serves
as the ADAP coordinator. This person uses all available community resources to restore the
health and effectiveness of these students. Procedures include:
Self-Referral. Students who want help should call the Counseling Center and speak to
the ADAP coordinator. Confidentiality is maintained. The coordinator will evaluate the
problem and suggest available community resources, and will remain in contact with the
treatment facility and student until he/she can function successfully. The coordinator will
maintain confidentiality unless the student requests in writing that someone else be
informed of the situation.
Faculty/Staff/Peer Referral. If a student‘s course attendance, performance or a
particular incident indicates the student has an alcohol or drug problem, the
professor/peer should first tell the student he/she believes a problem exists and suggest
the student contact the ADAP coordinator. With the student‘s permission, the coordinator
will advise the professor/peer of any further action which may be helpful. The student
may choose alternative programs for assistance, aware that performance and behavior
must improve. All information pertaining to the student‘s referral to ADAP and
information provided by the coordinator to the professor/peer will be held in strict
confidence.
Alcohol Educational Programming
The St. Ambrose University dispute resolution process includes educational sanctioning for
violations involving the alcohol policy. These include but are not limited to reflection papers,
and helping with alcohol programming such as passive displays. Additionally, Informed
Decisions has been created and implemented. This educational seminar is designed in a manner
such that it allows students to reflect on their alcohol use and question if that behavior is
consistent with their morals, values, and selfperceptions. Informed Decisions is a three-hour
seminar offered throughout each semester.
St. Ambrose University recognizes the need and desire for continuous education in regards to
alcohol. As a result, a campaign has begun titled BEE Responsible. This campaign is a week
long event that occurs in the fall of each academic year. By collaborating with community
members, the University is able to educate the Ambrose community about alcohol use, abuse,
and the effects these choices have on users and friends. Programming varies from mock car
crashes, drunk driving simulators, guest speakers, and other activities in an attempt to increase
awareness and to further inform students, faculty, and staff in current usage and trends of alcohol
and higher education.
Communication with Students
University officials will communicate with students through the use of SAU email accounts,
campus room phones/voicemail, and campus mail. It is the responsibility of all students to utilize
the communication methods which are assigned to them.
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Computer Network Policy Overview
For a complete copy of the SAU computer network policy, see the Information Technology
office.
The St. Ambrose Computer Network (SAUNET) is a university-wide computer network that
provides access to electronic mail, to library and other information services, to local computing
resources and, through its connection to the Internet, to computing and information resources
throughout the world.
SAUNET is designed to benefit all members of the Ambrose community, but along with
privileges come responsibilities. Responsible use of SAUNET means not only following SAU
policies, designed to maintain smooth operation of our local network, but also policies
established by the National Science Foundation and Advanced Network Services regarding use
of the Internet.
All users of SAUNET agree to abide by the Acceptable Use Policies of St. Ambrose, the
National Science Foundation and Advanced Network Services. Using SAUNET constitutes
acceptance of the terms and conditions specified by these policies. In addition, SAUNET users
must observe all posted rules and published restrictions regarding use of the network, library
information services, laboratories and other attached computing resources.
In general, it is appropriate to use SAUNET for private and professional correspondence,
classroom and instructional activities, university support and administrative functions and
research related activities. SAUNET may not be used for illegal purposes, for most commercial
purposes, or for downloading or sending obscene, threatening or harassing materials. Before
receiving a SAUNET network account, students must sign a contract with Information
Technology stating they have read, understand and agree to abide by the network policy.
Violations of network policy are very serious matters exposing violators to formal university
disciplinary procedures administered by the appropriate supervision body. For students, this is
the Dean of Students.
Diversity
Above all, St. Ambrose University as a Catholic institution believes in the inherent God-given
dignity and worth of every individual.
As stated in our mission and core values, we affirm that St. Ambrose University seeks to enable
all of its students to develop intellectually, spiritually, ethically, socially, artistically and
physically to enrich their own lives and the lives of others. We believe that in order to achieve
the fullest measure of human potential, the University needs to develop a broad awareness of
human cultures, achievements, capabilities and limitations, and to learn specific skills so that we
might use our talents in the service of other people and the world in which we live. We believe
that a diverse university community broadens and promotes the value of higher education at St.
Ambrose University.
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At St. Ambrose University, diversity means honoring and celebrating a multiplicity of voices
along with a thoughtful exploration of different perspectives and ideas. Diversity generates
multiple viewpoints that lead to creativity and effective problem solving, thus recognizing the
contributions of a variety of individuals and groups. Further, exposure to diversity at St.
Ambrose will enable members of the campus community to work and live successfully in our
evolving, diverse world.
Our commitment to diversity is intentional; it is embodied in the ongoing development of a
campus community that reflects the reality of a global society. Diversity further calls for the fair
and equitable treatment of students, staff, faculty, and other constituents.
Toward these ends, St. Ambrose University embraces diversity in all aspects of its educational
programming and organizing structures.
Harassment and Discrimination Policy
Equal Opportunity/Non-Discrimination
St. Ambrose University is an equal opportunity institution, and is in compliance with the
requirements of Title IX of the 1972 Education Amendments, Section 504 of the Rehabilitation
Act of 1973, as amended, Title VII, and all other applicable state, federal and local laws. St.
Ambrose University administers its educational programs under its policy that all admissions
criteria, services, programs, employment (including recruitment, hiring, promotion, renewal of
employment, selection for training, discharge, discipline, and tenure decisions) and housing shall
be maintained at all times on a non-discriminatory basis, with regard to race, color, religion, age,
sex, national origin, marital status, sexual orientation, gender identity, disability, veteran status or
any other unlawful basis.
The university reserves the right to impose qualifications based on religion if the qualifications
are part of a bona fide qualification. Evidence of practices which are inconsistent with this policy
should immediately be reported to the Office of the Dean of Students, who may initiate a formal
investigation. If that individual is the subject of the complaint or a party to the complaint or if the
complainant is otherwise uncomfortable making a complaint to the Dean of Students, the report
should be promptly made to the Vice President for Enrollment and Student Services.
Policy Statement
St. Ambrose University is a multi-cultural community sharing the Christian affirmation of the
absolute God-given worth and dignity of each individual. The affirmation is expressed in the
policy of the university to forbid harassment or discrimination based on race, color, religion, age,
sex, national origin, marital status, sexual orientation, gender identity, disability, veteran status or
any other unlawful basis on University property, within its programs of study, or in its places of
employment.
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The university affirms that all forms of discrimination and harassment diminish the dignity or
impede the academic freedom of members of the university community. The University is
committed to providing and maintaining a positive learning and working environment for all
students, staff, faculty, and other members of the university community, free of discrimination
and harassment. The university will not tolerate any discrimination or harassment that is based
on race, color, religion, age, sex, national origin, marital status, sexual orientation, gender
identity, disability, veteran status or any other unlawful basis. Individuals who violate this policy
will be disciplined and subject to corrective action, up to and including termination or
expulsion.
In sum, the university is committed to providing a working and learning environment in which
all individuals are treated with respect and dignity. Each individual has the right to work and
study in a professional atmosphere that promotes equal opportunities and prohibits
discriminatory practices, including harassment. Therefore, St. Ambrose University expects that
all relationships among students, staff, faculty, and other members of the University community
will be free of discrimination and harassment.
Persons who, after being accorded an administrative hearing, are found to have violated this
policy may be removed from the St. Ambrose community or accorded such other penalties or
discipline as deemed appropriate for said acts. If conduct in violation of this policy occurs as part
of the organized activity of any group or organization affiliated with the University, the group or
organization, which, after being accorded due administrative process, is found to have violated
this policy, shall also be subject to disciplinary action. Possible penalties include denial of the
right to continue to exist as a university organization.
Scope
This policy applies to all faculty, students, staff, visitors, guests and agents, and representatives
and employees of vendors while on the university campus or work sites and while participating
in university-sponsored activities located on or off-campus.
Prohibited Conduct
Racial Harassment/Discrimination
Harassment based on race or national origin is oral, written, graphic or physical conduct relating
to an individual's, race, color or national origin that is sufficiently severe, pervasive, or persistent
so as to interfere with or limit the ability of an individual to participate or benefit from the
university's programs or activities or creates an intimidating, threatening, abusive or hostile
educational or work environment.
Examples of prohibited conduct include, but are not limited to: (1) All forms of racial
discrimination, including racial discrimination in hiring and promotion, in the recruitment of
students and admission to the university, in admission to membership of campus organizations,
in grading, and all other areas of academic life and employment with the university. (2) Racial
invective which incites or encourages actions that are a clear and present danger to those who are
the objects of such invective, or which, when directed to particular persons, tends to incite an
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immediate breach of the peace; and all other harmful action taken against a person or property,
motivated by racial consideration. Note: This is not an exhaustive list.
Sexual Harassment
Sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and
other verbal or physical conduct of a sexual nature when submission to such conduct is made
either explicitly or implicitly a term or condition of an individual's employment or education;
submission to, or rejection of, such conduct by an individual is used as the basis for decisions
about employment, promotion, transfer, selection for training, performance evaluation, or
selection for academic awards, benefits or grades, etc; or such conduct has the purpose or effect
of substantially interfering with an individual's work or academic performance or creating an
intimidating, hostile, or offensive environment.
Sexual harassment can take a variety of forms ranging from pressure for sexual activity to
physical assault. The following types of conduct may constitute sexual harassment if the conduct
is pervasive or severe enough to meet the criteria outlined above:
Verbal: Direct or indirect threats or intimation of sexual relations or sexual contact
which is not freely or mutually agreeable to both parties; continual or repeated verbal
abuses of a sexual nature, including graphic commentaries on the person's body; sexually
suggestive objects or pictures that may embarrass or offend the person; sexual
innuendoes, insults, jokes, remarks and anecdotes; subtle pressure for sexual activity;
direct propositions of a sexual nature; unwelcome and persistent requests; or sexual
advances in exchange for a grade.
Nonverbal: Repeated and unwanted inappropriate attention to the body such as whistling
or obscene gestures.
Physical: Unnecessary touching, patting, pinching, hugging, brushing against a person's
body, coerced sexual intercourse or sexual assault.
The determination of whether an environment is "hostile" must be based on all of the
circumstances involved. These circumstances could include the specific conduct at issue, the
frequency of the conduct, and its severity.
Sexual harassment can occur between members of the same sex, and the victim as well as the
harasser may be a woman or a man. The harasser can be a coworker, a supervisor, an
administrator in an individual's unit or another unit, a student, professor, instructor or someone
outside of St. Ambrose University, such as a vendor or supplier. While sexual harassment most
often takes place in a situation of power differential between persons involved, this policy
recognizes also that sexual harassment may occur between persons of the same university status,
e.g., student-student, faculty-faculty, or staff-staff.
Other Forms of Harassment
Harassment on the basis of any other protected characteristic is also strictly prohibited. Under
this policy, harassment is verbal or physical conduct that denigrates or shows hostility or
aversion toward an individual because of race, color, religion, age, sex, national origin, marital
status, sexual orientation, gender identity, disability, veteran status or any other unlawful basis
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and that: has the purpose or effect of creating an intimidating, hostile or offensive work or
learning environment; has the purpose or effect of unreasonably interfering with an individual's
work or academic performance; or otherwise adversely affects an individual's employment or
academic opportunities.
Harassing conduct includes, but is not limited to, epithets, slurs or negative stereotyping;
threatening, intimidating or hostile acts; denigrating jokes; hate mail or phone calls; and written
or graphic material that denigrates or shows hostility or aversion toward an individual or group
and that is placed on walls or elsewhere on university premises or circulated around the
university in electronic form or through another means of communication.
Retaliation
For the purposes of this policy, retaliation means adverse actions against individuals which affect
a person's employment, advancement, scholarship, performance, habitation, and/or property
because they have, in good faith, reported instances of harassment or provided information in
support of a harassment complaint. Anyone who perceives retaliation should immediately
notify the Office of the Dean of Students, who may initiate a formal investigation. If that
individual is the subject of the complaint or if an individual is uncomfortable making a complaint
to the Dean of Students, the report should be promptly made to the Vice President for Enrollment
and Student Services. A finding of retaliation or a threat of retaliation shall constitute a separate
violation of this policy, subject to separate or consolidated disciplinary procedures, and is not
dependent upon a finding of a violation of any other section of the policy. A person engaging in
retaliatory conduct will be subject to corrective or disciplinary action, up to and including
termination or expulsion.
Reprisal Against an Alleged Harasser Pending a Final Investigation and Determination by
the University
It is against this policy to take into account the filing of a complaint when making such
determinations as reappointment, tenure, promotion, merit, scholarship, grade or any other
evaluation unless a final determination has been made that the individual did in fact violate this
policy. The fact that a complaint has been filed is not proof of the prohibited conduct and should
not be treated as such.
Procedures for Filing a Complaint of Harassment with the University
All students should promptly report any harassment that they experience or witness. This applies
even if the harassment is taking place in another department, or the harasser is someone outside
the university. It is also necessary to report alleged harassment even if the individual who is the
alleged victim of the harassment never actually complained and did not file a complaint. The
harassment should be reported to the Office of the Dean of Students. If there is a conflict of
interest in the Office of the Dean of Students, the complaint should be promptly made to the Vice
President for Enrollment and Student Services or the Department of Security. Staff and faculty
will be made available to assist the student in reporting any harassment.
The university has a legal obligation to investigate incidents of harassment. Therefore, even if a
potential victim of harassment chooses not to pursue the complaint procedures set forth in this
policy, the university still retains the right to fully investigate the matter and take appropriate
actions consistent with its findings. Investigations and resolution will be determined according to
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University policy--refer to Conduct Review Board Process Section.
Allegations of harassment are taken extremely seriously by the university. All reports of
harassment, oral or written, will be handled promptly and in a manner appropriate to the
circumstances of each individual case. If harassment is found to have occurred, immediate and
appropriate action will be taken by the university to promptly stop the harassment and prevent it
from occurring in the future.
Confidentiality
St. Ambrose University is committed to balancing the interest of all parties involved in
complaints of discrimination and harassment, and will attempt to keep the name of the
complainant confidential and to respect the rights of the alleged harasser. However, the
university recognizes that there are certain situations that may require disclosure of information,
and such information will be disclosed to individuals with a genuine need to know the
information. Further, when credible information received through an investigation shows that
there may be violations of other university policies, then the appropriate officials will be notified.
Counseling and Support
Harassment can leave an individual with feelings of anger, guilt, shame, confusion, depression,
or embarrassment, among other feelings. Stopping the harassment will not necessarily make
those feelings go away. Those emotions can be hard to handle and may affect an individuals'
work or academic life. It is important that an individual recognize any feelings he/she may have
arising from harassment. To help resolve those feelings the individual is encouraged to seek
assistance from a counselor, psychologist, or psychiatrist.
Counseling services are available at: Counseling Center, Rogalski Center, 2nd Floor, 563/333-
6423, and Employee Assistance Program, Family Resources, Inc., 805 W. 35th St., Suite 100,
Davenport, Iowa, 563/445-0557.
Sexual Abuse/Assault Policy
St. Ambrose strictly prohibits and will not tolerate any act of sexual abuse/assault. St. Ambrose
will treat sexual abuse/assault survivors with respect and make their rights and options clear.
Definition of Sexual Abuse
Sexual abuse is defined in Chapter 709.1 of the Iowa Criminal Code. The crime includes sexual
contact done by force, by the threat of force or against the will of the victim. Also included is
sexual contact while the victim is under the influence of a drug induced sleep, unconsciousness
or lacks the mental capacity to make a rational decision. It is not necessary for the victim to
have physically resisted in order to establish an act of sexual abuse was committed.
Educational Programs
St. Ambrose engages in many programs that promote awareness and prevention of rape and other
sex offenses. Written information on sexual assault will be available and may be periodically
provided to students. Resident advisors and security officers receive training in victim sensitivity
and the university's philosophy and procedures in dealing with sexual assault. Student Services
provides ongoing campus sexual assault awareness programs.
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Sexual Assault Advocacy Team (SAAT)
The St. Ambrose Sexual Assault Advocacy Team (SAAT) is comprised of campus community
members who have been trained to assist students who have been sexually assaulted. SAAT
members provide support and help the student explore her/his options and rights. SAAT
members‘ contact information is available in the SAAT brochure provided to students at the
beginning of the academic year or by calling Student Services at 333-6258 or the 24-hour
security desk at 333-6104.
Rights of Students
1. Every report of sexual assault will be taken seriously and action will be taken as appropriate.
Students who are victims of sexual assault have the option of notifying campus security and/or
the Davenport Police Department. University officials will assist students in contacting the above
departments.
2. Supporting the person who has been assaulted is of primary consideration, as are exploring
options and protecting the individual‘s rights. The individual has a right to confidentiality as
allowed by law and to determine what options to pursue.
3. The university will do everything reasonably possible to provide a climate that is sensitive,
respectful, and supportive of individual needs.
4. During a campus dispute resolution procedure the student will be free from any suggestion
that she/he is responsible or was ―contributorily negligent‖ or assumed the risk of being
assaulted. This right cannot be construed to limit such claims in any criminal or civil action for
or against the University.
5. The student will have access to existing campus counseling and support services.
6. The University will make reasonable effort to allow the student to live in campus housing free
of sexually intimidating circumstances.
Disciplinary Action for On-Campus Proceedings
In cases where alleged sexual assault occurs, university dispute resolution procedures will be
followed, and the matter can only be reviewed by a Conduct Panel. Additionally, both the
complainant and the respondent will be notified of the outcome. For details on conduct review
proceedings see Dispute Resolutions Procedures Section.
Sanctions for Sexual Assault
Possible sanctions for sexual abuse/assault and other sex offenses can include, but are not limited
to, admonition, warning, restitution, probation, suspension or expulsion. For definitions of these
terms, and a more comprehensive list of possible outcomes see the Dispute Resolution section.
Reporting Assault
Any student has the option of, and is encouraged to, go to the hospital, speak with a SAAT
member, contact the Quad Cities Rape/Sexual Assault Counseling and Advocacy Program, and
notify the Security Department and/or the Davenport Police Department. Reporting the sexual
assault does not commit a student to filing a complaint with the university. If the student does
choose to file a complaint, the information will be kept confidential to the fullest extent
permitted by law and policy, and the university will make every effort to balance ―privacy
rights‖ and the ―right to know‖ when making decisions about what information to release to the
campus community. The university will investigate all reported incidents thoroughly. Its ability
to discuss such incidents will be limited. In every case, the identity of the accused and accuser
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will be protected throughout the process. The University is required by Federal law to provide
timely notices to the campus community. Should the facts of a specific assault indicate that an
on-going threat exists a notice of the facts of the case without specific identifying information
will be sent out to the campus community (generally the facts would include date, time, general
location, description of the suspect(s), crime committed and any specific facts of the incident that
may help others not become victimized).
If reasonably available, academic and living arrangements precipitated by the offense may be
changed if the student requests. The student will be provided with campus housing that separates
them from unwanted contact with the accused. See the Dean of Students or a SAAT member for
further assistance. If sexual assault occurs many victims do not know where to turn for help or
what steps to take after an assault has occurred. Although choices about which options to explore
rest solely with the affected student, St. Ambrose encourages students to take the following
steps:
1. Get to a safe place as soon as possible.
2. Immediately contact Campus Security (911 from any campus phone, or activate any of
the 10 blue cap emergency telephones located around campus), a friend, resident advisor,
an on-call Student Services staff member, the Counseling Center, Health Services, a
faculty or staff member, or the Quad Cities Rape/Sexual Assault Counseling and
Advocacy Program (24 hours), 326-9191. The important thing is to seek out someone
you trust and who knows how to help you.
3. You may choose, immediately or later, to be put into contact with a member of the St.
Ambrose Sexual Assault Advocacy Team (SAAT). The advocate‘s role is to listen to you
and to support you through exploring your options regarding: seeking medical treatment;
on- and off-campus counseling resources; what is involved in the law enforcement and
judicial processes; and the university process for reporting a sexual assault incident and
filing a complaint. SAAT members are not counselors. Rather, she/he serves as your oncampus
supporter, helping you to understand your options and staying with you
throughout the university process to assist you in determining the decisions best for you.
4. Victims of sexual assault are strongly encouraged to seek immediate medical attention,
available 24 hours at Genesis West or Genesis East Hospitals (421-1000), or at another
medical facility.
5. If at all possible, do not change clothes, shower, bathe, douche or urinate. Emergency
room personnel are trained to check for injuries, as well as collect physical evidence. It is
important to preserve evidence as it may be necessary for the proof of criminal sexual
assault, should you decide to pursue charges through the Davenport Police Department.
Costs for providing and administering the ―rape kit‖ are incurred by the Iowa Department
of Public Health. Please be aware that hospital personnel are obligated to contact both the
police and the Quad Cities Rape/Sexual Assault Counseling and Advocacy Program
(R/SACAP). Hospital policy may also dictate that contact of the university with
unidentifiable statistical reporting information. Although not obligated to do so, victims
of sexual assault are highly encouraged to take advantage of the R/SACAP‘s services to
help understand options for off-campus proceedings and to receive counseling specific to
your needs. There is no charge for R/SACAP services, which are strictly confidential.
6. Remember: you are not alone. The following services can provide you with the assistance
and support you need:
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Counseling Center, 333-6423
Health Services, 333-6377
Campus Ministry, 333-6132
Quad-Cities Rape/Sexual Assault Counseling and Advocacy Program (24 hours),
326-9191
Security Department, 333-6104
Dean of Students, 333-6258
For individual SAAT members‘ phone numbers, call Student Services, 333-6258,
or the 24-hour security desk, 333-6104.
Solicitation and Posting
Any individual or organization, including university departments, soliciting, canvassing,
disseminating literature or using the university as a public forum must receive permission from
the Student Activities Office. Violators will be subject to sanctions of the university and/or the
local authorities. Bulletin boards are available around campus for posting material. Posters
should not be taped or affixed to doors, windows or walls. Posters and flyers should be approved
and stamped by the Student Activities office. Postings without stamps and postings hung on
windows or walls will be removed. Copies of the complete posting policy are available from the
Student Activities office.
Timely Notice Policy
In keeping with the requirements of the Jeanne Clery Act, the University will notify the campus
community when it determines that a violent or serious crime has occurred, and that it is
reasonable to believe that the crime is likely to pose a reoccurring risk to members of the campus
community. The determination to issue a campus crime alert will be the responsibility of the
Student Services division. This determination will generally be made by the members of the
Security Department, Dean of Students office and when possible in collaboration with
Communications and Marketing and any other campus department or police department offering
expertise that is believed necessary to making an appropriate decision. Alerts will be issued
using posters, campus email, and web pages. In situations that require immediate action by
members of the campus community to protect themselves or property, or that require the closing
of any University facilities, a campus alert using text messages and cell phones will be utilized.
The institution will issue the alerts as soon after the incident as is reasonable and usually within
72 hours of an incident or as required by law. At the request of the police, alerts may be delayed
so as not to jeopardize an on-going investigation.
Vehicle Use and Parking Regulations
Using a vehicle and parking at SAU is a privilege and not a right. All drivers should use proper
care and caution while operating a motor vehicle on campus property.
College for Professional Studies Parking
Parking permits are not required a the College for Professional Studies (1950 E. 54 th St.)
location, but every vehicle parked on the main campus of St. Ambrose University between the
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hours of 7:00 am and 6:00 pm must be registered with the Security Department and must display
a current, valid permit.
Campus Parking
Campus parking is limited to designated parking spaces in lots, and is available on a first-come,
first-served basis. All other areas, such as hashed lines, yellow curbs, sidewalks, and grass/dirt
are not to be used for parking, loading or unloading. The lots are frequently patrolled, though the
university assumes no responsibility for the loss or damage of items or vehicles parked on
university property. Report all suspicious activity or incidents to the Security Department. The
majority of parking on campus is designated for use by either residential or commuter students
with the appropriate current permit. If you have a permit, but have to bring a different vehicle to
campus, temporary permits are available free of charge. The Rogalski faculty/staff lot may be
used by students from 5 p.m.–7 a.m. Monday– Friday, and any time Saturday–Sunday. The
faculty/staff lot between Galvin and Davis may be used by students 6 p.m.–7 a.m. Monday–
Friday, and any time Saturday–Sunday. The Cosgrove visitor lot and all other designated visitor
spaces are not available for student or staff parking, loading or unloading. Currently enrolled
students may not park in the visitor areas even if on campus for some purpose other than classes.
The bookstore lot is only to be used by customers currently shopping in the bookstore. Loading
docks may not be used for student parking. Some individual spaces are marked and reserved for
specific individuals or groups 24 hours per day 7 days per week. Check with the Security
Department if you are unsure whether a particular parking area on campus is restricted.
Cosgrove Parking Lot
The Cosgrove parking lot is prone to flooding during heavy rains. Parking your car in the lot
during a storm could cause damage to your car.
Disabled Parking
Disabled parking is available and conspicuously marked in most lots. All vehicles parking in
these areas must display a current student permit and disabled placard/plate. When vehicles are
found parked in these spaces without a proper permit the Davenport Police will be notified and
asked to ticket the vehicle. This fine is $100. During these times reasonable efforts will be made
to identify and contact the person responsible for the vehicle so it can be immediately moved. If
the driver cannot be found the vehicle is subject to towing at the owner‘s expense. For
information about temporary campus disabled placards contact the Office of Disability Services.
Motor Vehicle Registration
Every motor vehicle used on campus (including all lots, roadways, and driveways) by faculty,
staff or students must be registered with the Security Department and must display a current,
valid permit. Parking permits are available for the academic year at a cost of $60. Fall only or
Spring only permits are available for $30. A special permit valid from 3:00–6:00 p.m. daily is
available for $30 per year. Permits are not required for summer sessions. Permits are available
online at www.thepermitstore.com. To register for a permit you will need to have the following:
an active email address; your student ID number; vehicle make, model and color information;
and, license plate information. Online registration is available 24 hours per day 7 days per week.
Students parking on campus must select the permit that appropriately reflects their status as
either a residential student or commuter student at the time of purchase. Vehicles with commuter
permits are not authorized to park in residential or faculty/staff lots, and vehicles with a
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esidential permit are not authorized to park in commuter or faculty/staff areas. Permits may not
be re-sold or transferred between owners. It is the owner‘s responsibility to ensure that all
vehicle information is kept up to date and accurate. Changes to vehicle or owner information
may be made on line at www.thepermitstore.com by entering the account you create when you
order your permit.
Open Parking
The Rogalski faculty/staff lot may be used without a permit between the hours of 5 p.m.–7 a.m.
Monday– Friday, and any time Saturday–Sunday. The campus commuter lots may be used
without a permit between the hours of 6 p.m.-7a.m. Monday through Friday and any time
Saturday and Sunday. The campus residential lots are available only with a permit 24 hours per
day Monday through Friday.
Parking Tickets
Parking policies are enforced 24 per day 7 days per week. A ticket may be issued anytime a
vehicle is parked in a manner that negatively impacts the operation of the university. Tickets may
be issued once every 4 hours until the vehicle is moved, towed or immobilized. Some reasons for
tickets include but are not limited to no permit, expired permit, parked blocking garage doors,
parked on hashed lines, parked on the grass, parked in a fire lane, taking more than one space, or
not parked in a space. Owners of unregistered vehicles issued parking citations will be issued a
$15 service charge in addition to the fine. This charge is only issued once per year per vehicle to
cover the cost of researching owner information. Fines generally range from $2 to $160.
Unpaid tickets will be transferred to the student‘s account. Failure to pay parking tickets can
result in a restriction on the individual‘s record. University students are responsible for their
guest‘s parking violation. Receiving three or more tickets in any academic year will be
considered a violation of the student code of conduct for non-compliance.
Tickets may be paid on-line at www.scapay.com or by taking the ticket to the Student Accounts
office. Tickets may be appealed online at www.scapay.com or by submitting a written letter to
the Parking Manager. Throughout the school year appeals are generally reviewed by an Appeal
board made up of faculty/staff and students. At times when the board is unable to meet the
Parking Manager or his/her designee(s) will review appeals. Generally, appeals will be reviewed
once per week and responses will be sent via email. Appeals for tickets older than 7 days will not
be considered unless extenuating circumstances can be demonstrated.
Temporary Permits
Temporary permits may be purchased for $3 per day or $6 per week at Security. If no one is
available call 333-6104 and request a patrol officer to assist you.
Towing/Immobilizing Policy
Unauthorized vehicles in disabled spaces, fire lanes, vehicles with 3 or more citations (paid or
unpaid for parking in reserved spots (identified by a specific sign), or blocking roadways and
garage doors may be towed at the owner‘s expense. Additionally vehicles with $100 or more in
citations (paid or unpaid) in a single academic year are subject to being towed. Once a vehicle is
towed it will be placed on a list and towed for each subsequent violation. Vehicles without a
current permit that have $100 or more in unpaid fines may be immobilized at the university‘s
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discretion. Immobilized vehicles can be released during normal business hours by showing a
receipt showing all fines have been paid. After hours release of immobilized vehicles can only be
made after a photocopy of the driver‘s license has been made and a form indicating agreement to
pay all outstanding parking fines has been completed. A vehicle may only be released after hours
once per academic year.
Vehicle Breakdown
If your vehicle breaks down or will not start, call Security and ask for assistance. This can
prevent tickets. All disabled vehicles should be moved within 24 hours unless special
arrangements have been made.
Visitor Parking
Visitor parking is available in the lot east of Cosgrove Hall and in designated spaces in the
Rogalski Center lot. If these areas are full or you are planning an extended visit contact the
Security Department. Temporary parking permits for parking in all general areas are available at
a nominal charge.
Student Representation on University Committees
Academic Support
The Academic Support Committee serves students, faculty and the administration as a forum for
the exchange of ideas about policies relating to academic support. The committee addresses
concerns raised by members of the campus community in areas which support the general or
liberal education process and makes policy recommendations to the appropriate officers and
directors.
Membership includes two administrators (ex officio) appointed by the Vice President of
Academic Affairs; four faculty members; and three students named by the deans, one from each
of the colleges, selected from students in good academic standing.
Athletic Board
The Athletic Board monitors the interaction between the athletic programs and the administrative
and academic functions of the university. It assists the Athletic Director in the planning and
evaluation of the performances of the program. Membership on the board includes the faculty
athletic representative, who chairs the board, the Athletic Director, the Registrar, two student
representatives and other members of the faculty and administration chosen by the President to
represent the university.
The Board of Student Publications
The board should consist of: a faculty representative chosen by election or appointment, the
communication center director, the dean of students, the Buzz advisor, the Quercus advisor, and
a student representative chosen by SGA/GSGA.
Board of Studies
The Board of Studies serves as an appeals board for students which reviews exceptions or
appeals to the general education requirements and conducts end-of-year academic status reviews
of students with a grade point average below 2.0.
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Membership includes the Registrar (ex officio, without vote); four faculty members; and three
students named by the academic deans, one from each of the colleges, and one graduate student
selected from students in good academic standing.
Conduct Review Board
The Conduct Review Board‘s chief function is to hear student grievances and to uphold and
maintain the rights and responsibilities of the students of St. Ambrose. Membership includes the
Dean of Students or designee (who votes only in the case of a tie), faculty and students. See
Conduct Review Board in Student Code of Conduct section.
Educational Policy Committee
This committee formulates interprets and coordinates curricular policy. Final recommendations
and proposals to the committee are made through the dean of the appropriate college.
Membership includes the Vice President of Academic Affairs (ex officio); the General Education
Director; eight faculty members; and three students named by the deans, one from each of the
colleges, selected from students in good academic standing.
University Life Committee
The University Life Committee provides students, faculty and administration the opportunity to
meet, address concerns, exchange ideas and develop constructive suggestions and policies in the
area of student life. Student life covers Residence Life and Housing, Security, Student Activities,
Health Services and Campus Recreation. Membership includes four faculty members, three
students in good academic standing (one from each college, named by the deans), one graduate
student, Dean of Students, and a staff member appointed by the Dean of Students.
Student Code of Conduct
Foundation
The SAU institutional code of conduct provides a framework for the members of the University
community and its guests to fully experience the mission of the institution. All present should be
able to experience opportunities for growth and development and are called by our mission to
enrich the lives of others. Through this code, the university works to create an environment that
will maximize the opportunities for students, faculty and staff to learn, teach and do research.
The code seeks to preserve the right of free expression, peaceful assembly and orderly protest
while recognizing the need for formal university activities to continue undisrupted.
General Standards of Conduct
Students are expected to show respect and thoughtful consideration for others and their property.
Students are also expected to show respect for properly constituted authority, and to perform any
and all contractual obligations while maintaining a high standard of integrity. Finally, students
are expected to conduct themselves at all times in a responsible manner consistent with these
general guidelines and the mission of the institution.
The University may use the processes outlined in this code anytime students demonstrate
behaviors or attitudes that have the potential to interfere with the University mission, or
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demonstrate behaviors or attitudes that are inconsistent with University regulations or written
policies, including the expectations of the Student‘s Rights and Responsibility statement.
The University expects all community members to cooperate with these processes. The
University reserves the right to enter University owned property including student rooms and to
search any university owned lockboxes, lockers, or safes if policy violations are suspected.
The University reserves the right to notify parents or guardians at any time that it deems a
students‘ health, safety or general well-being of concern. Examples that might include such an
action are, but are not limited to, policy violations and behavior that indicates one‘s safety may
be threatened. Each incident will be evaluated separately prior to making this contact and will be
done in accordance with FERPA guidelines.
Goals
The primary goals of the processes outlined in this code are:
the safety of the community
the education of students
the unhindered operation of the University.
In accordance with our mission, we are charged with fostering the development of good citizens.
We hold that being accountable for one‘s actions and being a positive member of our community
are key to this development. Students should demonstrate learning from their behavior and make
an honest commitment to make choices consistent to university policy. Restorative justice
in our code of conduct is concerned with students realizing their behavior negatively impacted
the community and they have an obligation to give back. To balance both educational and
restorative justice components, the university may use educational sanctions such as writing
reflection papers, participating in classes like ―Informed Decisions‖, creating bulletin boards,
writing letters of recommitment, and participating in restorative service to the community. The
adjudicating staff will always work with the student to create an outcome that meets the goals of
our discipline process, the mission of the University, and individual development needs.
In order to help students determine the boundaries of acceptable behavior the following
guidelines are provided. These guidelines are not all inclusive and are not intended to supersede
the rights and responsibilities of each student. These guidelines may be modified at any time as
needed. Please see the on-line version for the most recent updates.
Risks to Well Being:
The University holds that in order to provide the greatest opportunity for growth, students must
be free to express themselves without fear of injury or reprisal. Students are expected to treat all
others with dignity and respect. The behaviors described in this section are viewed to create the
greatest risk to the well being of the community and outcomes for any of these acts are likely
to include: parental notification, restorative service and possible suspension or dismissal from the
University.
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Possession of Weapons or Explosives:
All weapons such as knives, guns, soft pellet guns, sling shots, swords, martial arts weapons or
any items defined by the Director of Security as such are prohibited from being in campus
structures or vehicles on campus. ‗Look-alike‖ or non functional weapons are also prohibited.
All explosive devices or materials including hazardous and flammable materials, such as
dynamite, fireworks, and any improvised explosive devices are prohibited from campus.
Hazing: Any activity which seriously impairs the physical well-being of any student and/or
causes them to feel compelled to participate in any unsafe, indecent, degrading or morally
offensive behaviors.
Harassment: Behavior which limits the opportunity or well being of a student motivated by a
recognized bias. This would include but not be limited to distributing bias related literature on
campus property or events. See the University Harassment and Discrimination policy statement
for a full description
.
Abuse: Conduct which threatens or endangers the health or safety of another person. This
includes all unwarranted communication through non-verbal language, verbal, written, electronic
exchange or posting (including but not limited to blogging, IM, e-communities, chat rooms and
profiles.) This includes profane, insulting or offensive language or behavior.
Intimidation: To place another person in reasonable fear of bodily harm through the use of
threatening words and/or conduct but without displaying a weapon or subjecting the person to
bodily attack.
Mutual Combat: Any students who resorts to physical or verbally abusive means to resolve a
conflict, dispute or disagreement. This would include acts of self defense where the victim
chooses not to disengage or responds in a manner that is not proportionate to the attack.
Assault: Conduct which threatens or endangers the health or safety of another person.
Aggravated Assault: An attack by one or more persons upon another for the purpose of
inflicting severe or aggravated bodily injury.
Sexual Assault: Any sexual act directed against another person, forcibly or not forcibly where
the victim is incapable of giving consent. See the University Sexual Assault Policy for a
complete description.
Homicide: The willful killing of one human being by another.
Risks to Integrity:
The University believes that an academic environment can only flourish when every student
adheres to the highest level of integrity. Violation of the behaviors outlined in this section may
result in suspension from the university.
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Providing False Information: Knowingly furnishing false, incomplete, or misleading
information to University officials or on official records, altering official records, or
violating copyrights.
Academic Dishonesty: Student using unauthorized information in taking exams;
submitting the works, themes, reports, drawings, laboratory notes, or products prepared
by another person as their own. It also includes knowingly assisting another student in
obtaining or using unauthorized materials. See the Academic Integrity section for a
description of the procedures outlining how such allegations are resolved.
Violation of Sanction: The act of not completing a sanction, completing a sanction late,
not honoring the sanction, or not upholding one‘s word given in a recommitment letter
regarding future behavior.
Fraud: The intentional perversion of the truth for the purpose of inducing another
persons or entity to surrender something of value or to surrender a right.
Conspiracy: Choosing to help with the planning or implementation of any violation of
the code of conduct will be treated as committing the violation, and carry the same
outcome.
Bribery: The offering, giving, receiving, or soliciting of any thing of value to sway the
judgment or action of a person in a position of trust or influence.
Forgery: The unauthorized use of signatures, protected material, or licensed marks.
Gambling: The dealing, playing, conducting, betting on, and providing facilities for
games involving cards, dice, and other devices for money, checks, credit or
representations of value is prohibited. This includes, but is not limited to the games Texas
Hold ‘Em, blackjack, poker, and other card games, craps, roulette, and other comparable
games when these games are played for monetary gain. University sponsored raffles and
games are exempted from this policy.
Aiding/Abetting: Any student choosing to allow, even through omission or inaction, or
assisting in the commission of any policy violation will be considered accountable for
that violation.
Risks from Disruption:
The functions of the University must be able to proceed without disruption in order to maximize
the educational impact. Acts that create disruption or disorder undermine the university mission.
Disruptions that are created in such a way that a reasonable person would feel endangered may
result in the suspension or dismissal of the responsible person(s).
Compliance/Respect: Any student refusing the lawful request of a university official in
performance of their duties or who responds to said request with inappropriate remarks or
language is responsible for demonstrating behavior that is contrary to what it means to be
a member of our community and has violated a basic expectation of behavior.
False Report of an Emergency: Participating in the creation of any action that would
cause reasonable persons to believe their safety is in jeopardy, and/or requires the
University to respond and perform a threat analysis. This would include but is not limited
to sending or facilitating in the creation of bomb threats, threats of violence, or activating
a fire alarm system when a fire is not present.
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Tampering with Fire Safety Equipment: The disabling of fire safety equipment such as
discharging a fire extinguisher, taking apart smoke detectors or otherwise impeding their
function, is prohibited.
Disruption: Participating in the creation of any action which disrupts the orderly
processes of the University by any means. This includes but is not limited to attempts to
obstruct or deny access to University services, facilities or programs by those entitled to
use them; to interfere with the rights of other persons on campus or to interfere with
emergency evacuation procedures prescribed for any University building. Inciting others
to attempt such act is also prohibited.
Risks to General Security:
Creating any action which will likely place others at risk is counterproductive to the
community‘s ability to work, learn and grow. Actions which place others at risk are not tolerated
at the University and may result in immediate removal from University Housing, suspension and
or fines in addition to the other outcomes listed in our code.
Propping/Disabling door: Participating in any action that results in the inability to
close/open, and lock/unlock places everyone in that facility at risk. This includes leaving
room doors unlocked and propping or disabling any exterior doors for any length of time.
Unauthorized Entry/Exit: Entering any room or building through a means other then an
authorized door is prohibited. This includes climbing in or out windows or passing object
through windows, or other openings. This also includes using unauthorized doors.
Unauthorized use of windows: Windows are to provide ventilation and light. Removal
of screens, throwing or passing items through the window may result in a $100.00 fine.
Roofs and ledges: Participating in any actions that result in being on roofs, ledges or fire
escapes is prohibited. These actions may result in immediate loss of University housing
and a $100.00 fine.
Misuse of Key: Students must immediately report the loss of any University issued
key(s). The unauthorized possession, lending, loaning or copying of University keys is
prohibited. Residential students found responsible for violating this policy may be
immediately removed from University housing and may be held financially responsible
for any losses or the cost of re-keying all effected locks.
Unauthorized Property: Possession of any property in a campus facility that is deemed
to create a significantly increased risk of fire hazard. See the Residence Life Fire Hazards
section for specific items.
Risks to Property
The property of the University and the property of members or guests of the community must be
respected if people are to focus their attention on learning and growing. Any behavior that
jeopardizes property impacts the University‘s ability to perform its mission and can negatively
impact participant‘s ability to learn and grow. Any behaviors that effect property disrupt the
University, or place persons in danger may result in suspension or dismissal from the University.
Damage/Vandalism: Participating in any activity/action or facilitating any actions that
result in damage to personal or University property. Those responsible will pay the
repair/replacement cost for any damage, and are subject to additional fines of 25% of the
damage cost or $25.00, which ever are greater. Students found responsible may receive
sanctions that include being restricted to only attending class and may be banned from all
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other locations. Students found responsible may also receive sanctions that include the
immediate loss of University housing, suspension, or dismissal.
Computer and Information System Misuse: Unauthorized or inappropriate use of
computers is prohibited. This includes damaging or altering records or programs,
furnishing false information, invading the privacy of another user by using files,
programs, or data without permission, or in an unauthorized manner, engaging in
annoying or disruptive behavior, engaging in copyright violations and any unauthorized
use of computer hardware, software, accounts, or passwords. For additional information
see the Network Policy Overview in the University Policy section and the Abuse section
of the code of conduct.
Receiving Property of Another: Receiving any property or items that a reasonable
person would believe were originally stolen or given by a person without authorization to
provide or give them is prohibited.
Theft: Taking, carrying, leading or riding away property from the possession of another.
Burglary: The unauthorized entry of a structure to commit a felony or theft.
Robbery: Taking or attempting to take anything of value from the care, control or
custody of a person by force or threat of force or violence.
Motor Vehicle Theft: The theft or attempted theft of a motor vehicle.
Arson: Any willful or malicious burning or attempt to burn a dwelling house, public
building, motor vehicle, or personal property of another, etc.
Risks from Self-Abusive Behaviors:
The University holds that students are free to make individual choices and further holds that
these choices are critical to learning and growth. However, choices and behaviors violate the
University code of conduct when these choices violate accepted behavior established through
law, ordinances or policies, and/or when this behavior negatively impacts the community or
individuals within the community. Students demonstrating a pattern of poor choices or choices
that may create harm to themselves or others can expect the University to respond by notifying
parents, providing educational opportunities, or where necessary, limiting their participation in
University sponsored living and events. Behaviors that fall into this section include but
are not limited to:
Misuse of Tobacco: The use of any tobacco product by anyone on any grounds owned or
operated by the University or in campus buildings including student residences is
prohibited. See the Alcohol and Other Drug Policy section for additional information.
Misuse of Alcohol: Behavior that includes underage drinking, allows for open containers
of alcohol in public areas, facilitates access to alcohol for underage persons, facilitates
the excessive consumption of alcohol, or the consumption of alcohol in areas restricted
by the university (which generally includes all traditional housing) and or demonstrating
behaviors that a reasonable person would interpret as public intoxication. Other behaviors
violating this policy include being present at social gathering with alcohol where it is
prohibited. Alcohol must not be used in ways that harm or degrade individuals or the
university community.
Misuse of Controlled Substances: The manufacture, use, sale or distribution of any
controlled substance without a doctor‘s prescription or the possession of paraphernalia
commonly associated with use of controlled substance is not allowed on any college
owned or operated property. Knowingly allowing the use or storage of these substances,
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misusing legal medications, or using someone else‘s prescription are also prohibited
under this section.
Self-Abusive Behaviors: Any student participating in behavior that causes physical,
mental or emotional harm to themselves is violating this section of the code of conduct
and may be remanded to counseling and removed from University Housing. Examples of
qualifying behavior would include cutting and burning.
Incapacitated Persons: Incapacitated individuals are those who are not in a state to care
for themselves, who cannot walk, communicate or may be unconscious due to
intoxication or other circumstances. Individuals who are found on campus in an
incapacitated state will be detained by Residence Life or Security staff until the
Residence Life staff member on call can respond to the situation. Emergency medical
personnel may also be called to assess the individual(s) of concern. The primary concern
is for the health and well being of the incapacitated individual. Disciplinary action may
follow depending upon the circumstances involved in the situation. Because of their
condition, individuals may be transported to a hospital by ambulance at their expense.
Dispute Resolution Process
Foundation
The purpose of the student dispute resolution process is to uphold and maintain the rights and
responsibilities of the students of St. Ambrose University while maintaining the safety of the
community and contributing to the educational mission and outcomes of the student experience.
The University seeks to provide a process for handling conduct deemed to be inconsistent with
the University policies, procedures, and expectations. The University maintains that a student is
responsible for what they think, feel and do, but that under this code they will be held
accountable for what they create, promote, or allow to happen. This process will be a two part
process of first determining accountability, and then applying educational sanctions to promote
the restoration of community and commitment to that community.
Enforcement
While all faculty, staff and students are encouraged to report any policy violations, the
University employs staff to patrol and monitor campus property. Part of their role is to address
and mitigate any perceived policy violations. Additionally, allegations of policy violations may
be made by any student, faculty or staff member by contacting Campus Security (333-6104),
Residence Life (333-6258), or submitting a written concern to these offices or to the Dean of
Student‘s office.
Investigation
The University employs staff in Student Services to address concerns of policy violations. The
institution will investigate all allegations of policy violations. This investigation will generally
consist of interviewing known involved parties and gathering physical evidence. Where possible
and practical written or recorded statements will be gathered from involved parties. Once the
allegation has been investigated the University will attempt to respond and resolve the situation.
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Resolution
If substantive grounds exist to indicate that a policy violation has occurred on campus property
or been committed by a student, the concern will be forwarded to a hearing officer. The hearing
officer will review the information gathered and contact students as necessary to provide for
resolution. In situations where a student has violated policy(ies) and is found accountable by
willingly accepting responsibility, the University has the greatest range of resources to offer
toward resolving an incident. Under these conditions and with the agreement of all necessary
parties, the University may offer mediation or provide elements of a conduct review.
Mediation
Under these conditions and with the agreement of all necessary parties the University may offer
mediation or provide elements of a conduct review. Mediation is only offered where the
complainant(s) and respondent(s) agree, and only when trained personnel are available. When
offered it will be of the form of either a complainant/respondent mediation or a talking circle.
The results of mediation are binding and no appeal of this decision is permitted unless it can be
shown that the mediation was biased or improperly executed. This is a new element and may not
always be available. The other alternative for resolution is through a conduct review. This review
may take one of three forms:
Conduct review
St. Ambrose University makes every effort to resolve concerns through administrative means. A
Hearing Officer(s) will meet with a student believed to be responsible for a violation and select a
review option. All conduct review or related meetings may be recorded to assist the process and
protect the parties involved. All such tapes and documents are the sole property of the
University.
1. Administrative review: If the Hearing Officer and the student(s) agree as to the
responsibility of an alleged policy violation, a determination is made and decision can be
reached in this or subsequent meetings. This will be an informal process, but will provide
a formal decision and be documented as such without a formal hearing. This decision
may be appealed following the
procedure listed below.
2. Conduct Review Panel: If a Hearing Officer and a student(s) cannot agree as to the
responsibility of an alleged policy violation, then a panel review may be convened. A
panel review is an administrative process that seeks to gather information, make
determinations and render decision in a manner consistent with University policy. This
process does not seek to approximate civil or criminal proceedings. The Hearing will be
presided by two hearing officers who have not previously reviewed the incident and will
follow the general outline of a Conduct Review Board in all other procedures. This
procedure is the only one available during the first 3 or last 3 weeks of the semester,
summer or during other times that a review board cannot be convened, and when deemed
necessary by the University to protect the well-being of students.
3. Conduct Review Board
If a Hearing Officer and a student cannot agree as to the responsibility of an alleged
policy violation, then a Review Board may be convened. This is an administrative
process chaired by the Dean of Students or his/her designee. In this proceeding the chair
will only vote in the event of a tie among board members. Any board member including
the chair will be expected to disqualify themselves if there is legitimate concern of bias.
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The Conduct Review Board or Panel may not contain anyone serving as an investigator
of the incident in question. Board members will consist of 3 faculty members chosen by
the guidelines and procedures of the Faculty Assembly, and 3 students chosen by the
guidelines and procedures of the Student Government Association (SGA). No active
SGA officer may serve on a hearing board. This process does not seek to approximate
civil or criminal proceedings and may also be appealed by the process listed below.
Review Panel/Board Procedure
A formal statement of charges including the applicable section of the Student Code of Conduct
upon which the charges are based will be presented to all parties suspected of policy violations
and known as the respondent. The respondent(s) will also be informed of the date and time of the
hearing at least 48 hours in advance. The respondent(s) may choose an advisor to assist his/her
presentation of the incident. The advisor may assist, be present at appropriate meetings, but may
not speak on the behalf of the respondent. Generally, the respondent will be present when
witness(es) appear, however, in cases of violence or threat of violence alternate means of
testimony will be facilitated. During these means the respondent will still have the opportunity to
question the statements or assertions of any witness.
The hearing will begin with the statement of charges being read and the respondent will have an
opportunity to respond to the charges. Information called to support the charges of the University
will generally be presented next followed by any information and witness(es) appearing on the
behalf of the respondent(s). This order may be adjusted at the discretion of the chair with the
agreement of the respondent(s). During the hearing, the respondent(s) has the right to have
access to information presented and to witness testimony. This will generally be accomplished
by being present, however, in cases of violence or where there is a reasonable likelihood of
intimidation, other means of providing this information may be utilized. In the case of
multiple suspected parties, testimony may be heard separately and without the other parties
present. Any and all information pertinent to helping to find the responsible parties of an action
may be presented during this phase of the hearing.
Once all information and testimony have been heard, the board or panel will make a decision as
to whether the respondent(s) is/are responsible for the alleged violation. Should a finding of
violation be determined the respondent‘s disciplinary history will be reviewed to provide
adequate information for establishing an appropriate sanction. If the respondent‘s history has a
direct
bearing on the case it may be presented during the information gathering phase of the review. All
decisions of the board will be reached in private. The hearing outcome will be based only on the
facts and testimony presented in the hearing. All proceedings and testimony shall be regarded as
confidential except when the accused request that the hearing be public. A simple majority
vote will determine the outcome and sanction. In the case of a tie the chair will vote. The
respondent and appropriate parties will be notified once the decision and sanction, if appropriate
have been finalized.
Appeals
A student wishing to appeal any mediation or conduct review related decision must submit
within 10 days of receiving the sanction a written statement outlining the reasons for the appeal
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(in the case of a mediation the statement must demonstrate that the mediation was improperly
performed or biased). This will be forwarded as follows. A decision made by a Residence Hall
Director or the Assistant Director of Residence life will be forwarded to the Director of
Residence Life. A decision made by a Panel/Board will be forwarded to the Dean of Students or
his designee. A decision made by the Dean of Students or from a Panel/Board Chaired by the
Dean will be forwarded to the Vice President of Enrollment Management (VPEM). A decision
made by the VPEM or from a board chaired by the VPEM will be forwarded to the President of
the University or his/her designee. Upon receipt of a written appeal it will be determined if
sufficient grounds for a review exist. If so, all presented facts will be submitted to the reviewer
so she/he can make a final decision. The respondent will then be notified within a timely manner
of the decision.
Sanctions (include but are not limited to)
1. Admonition: An oral statement to the student offender that the University‘s rules or
policies have been violated.
2. Warning: Written notice to the student explaining that a violation has occurred and the
further violation of the rules and policies will result in more severe disciplinary action.
3. Recommitment Letter: A letter created by the accused that outlines how they will learn
from an experience and how they understand their responsibility to themselves and their
community.
4. Restorative Service: Community service to be completed without pay by the individual
sanctioned. Community service hours are tracked on the Service Hours Form provided by
the staff member sanctioning the hours. The University reserves the right to deem such
service already required through another commitment (such as, a course or athletics) to
not meet hours required through disciplinary sanctions.
5. Parental Notification: The University reserves the right to notify parents or guardians at
any time that a students‘ health, safety or general well-being becomes of concern.
Instances that would require such an action might include, but are not limited to, policy
violations and behavior that indicates one‘s safety may be threatened. Each incident will
be evaluated separately prior to making this contact and will be done in accordance with
FERPA guidelines.
6. Mandated Classes: Attendance and responsibility for any fees at a specified class that
has a direct impact on the behavior being addressed.
7. Referral to SAU Counseling Center: A referral means that the student must schedule
and attend a session with a university counselor. The student is also compelled to release
the counselor to notify the adjudicating administrator that the appointment was kept.
8. Restitution: Reimbursement for damage to or misappropriation of the property or
expenses. Reimbursement may take the form of monetary payment or, at the discretion of
the University, payment of time and service.
9. Loss of Parking: Loss of the privilege to park or operate a motor vehicle on campus
property.
10. Restrictions or Orders of No Contact: Specific behavior contracts limiting contact with
specific individuals or groups or limiting ability to be in certain places on campus.
11. Housing Probation: A designated time period, during which time another violation of
policy may result in the immediate loss of university housing privileges.
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12. Relocation of Living Space: Students may be moved to a different residential facility,
floor, or room
13. Removal from Housing: Loss of the privilege to live in university housing for a
specified period of time.
14. Probation: May or may not include exclusion from participation in extracurricular
activities for a specified period of time as set forth in the notice of disciplinary probation
or notice that further violations will demonstrate that additional sanctions by the
University are needed to modify behavior for a defined period of time.
15. Suspension: Exclusion from classes and or other privileges or activities for a definite
period of time as set forth in a notice of suspension. The student will withdraw from
classes and be prohibited from university owned or operated properties
16. Dismissal/Expulsion: Termination of student status for an indefinite period.
17. Fines: Monetary sanction that will depend upon the offense for the total amount
sanctioned. Fines can also be determined by the value of restorative service at a rate
comparable to the Iowa State minimum wage for service hours.
18. Deferred Judgment: At the discretion of the University the consequences of a sanction
may be withheld for a specified period of time or until the conclusion of a specific
activity. After this time the sanction will remain on file pending further violation.
19. Interim Action: The University will generally apply sanctions as an outcome to a
hearing or review. However, when facts dictate that an on-going risk to the campus
community or its members exist, actions may be taken in the interim between discovery
and the review/hearing. Typically, these interim actions take the form of immediate
removal from campus housing, restrictions on a person‘s ability to participate in certain
activities or access certain forms of technology, or immediate suspension of all contact
with the campus and its community. When interim action is taken efforts will be made to
minimize the impact to the accused student.
Consequence Guidelines:
Level I: First time, less-serious violations
First alcohol violation
Quiet hours violation
Visitation violation
Consequences (may include any and/or all of the following):
Educational component (Informed Decisions class, bulletin board creation, etc)
Warning placed in file
Restorative service
Fines
Level II: Repeated, multiple or more serious violations
Repeated alcohol violations
Compliance and respect
Destruction of property
Drug paraphernalia
Consequences (may include any and/or all of the following):
Educational component (Informed Decisions class, bulletin board creation, etc)
Referral to SAU Counseling Center
Loss of ½ housing priority point
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Restorative service
Letter of recommitment
Parental notification
Housing probation
Fines
Level III: Most serious violations
Possession of drugs
Burglary
Assault
Multiple alcohol violations
Consequences (may include any and/or all of the following):
Referral to SAU Counseling Center
Educational component (Informed Decisions class, bulletin board creation, etc.)
Loss of housing priority point (1/2) or more
Restriction from certain people or areas of campus
Housing probation or termination of housing privileges
University probation
Suspension or expulsion
Restorative service
Fines
*The responsibility to attend disciplinary meetings with staff members lies with the individual
student. Students who refuse to meet with staff to discuss policy violations or who do not
complete assigned sanctions by the time assigned are subject to additional consequences and
restrictions.
Security
The Department of Security in partnership with all members of the campus community strives to
create and maintain a safe environment conducive to the educational mission of the university.
This is achieved through proactive educational and crime prevention programming, intervention,
policy enforcement and emergency response.
The Security Department is staffed and personnel are available to assist anyone on campus 24
hours a day 7 days a week. The department consists of non-sworn professionals, part time
officers and student employees, who provide campus patrols and respond to emergencies and
requests for assistance. These individuals‘ efforts are supplemented with the use of state certified
officers from the Davenport Police Department and Scott County Sheriff‘s Department. These
sworn officers are used during key time and special events. This allows a sworn officer to be
present and reduces the response time should an arrest be necessary. It also simplifies the process
of reporting crimes for members of the campus community.
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The Security office is located in the Rogalski Center. For routine business, call security at
333-6104. For more information on security policies, procedures and services, contact the
director at 333-6260.Access to Campus Facilities
Controlling access to campus facilities is the first tier in providing safety and security for all the
members of the campus community, and protection for all the property owned by the university.
To that end, it is the responsibility of every member to make certain that doors are not propped
and that visitors/guests and residents use only proper entrances and exits while following
the guidelines listed below:
Academic buildings are generally secured by the Security Department at 10 p.m. and reopened at
6 a.m. Routine patrols are made of these areas and campus grounds by Security staff. Students
and employees are encouraged to report safety concerns such as inadequate lighting and door/
lock problems to the security desk.
Campus Crime Report
St Ambrose University complies with the Jeanne Cleary Disclosure of Campus Security Policy
and Campus Crime Statistics Act by making the following information available:
Current policies on reporting criminal action and other emergencies
Current polices on sexual assault
Current polices on alcohol and drug use
Currently offered educational programs and their frequency
Crime statistics for the last three years
The Director of Security in cooperation with the Davenport Police Department and other campus
officials compiles this information annually. This information is available at
www.sau.edu/cleryreport.com. Those wishing a paper copy of this report should contact the
Communications and Marketing Department at 563/333-6295.
Campus Emergency Notification
St. Ambrose University anticipates using multiple methods to notify the campus of emergency
conditions. As part of its emergency notification system, St. Ambrose University has partnered
with e2Campus to provide emergency alerts to employees, students and parents. This system will
allow the University to provide alerts when there is a need to close the campus or when it is
reasonable to assume that campus community members need to take immediate action in order to
protect themselves or their belongings. The campus will continue to provide timely notices of
criminal activity through campus e-mail accounts, and posters unless there is substantive reason
to believe that immediate protective action is required (see Timely Notice Policy for additional
information).
Currently, the emergency notification system provides options for you to receive an alert via a
text message sent to a mobile phone, by email, or in both formats. To sign up to receive a mobile
phone alert complete the form at www.sau.edu/alerts. If you want to receive an email alert as
well, you can do so by following the instructions you receive when your mobile account is
validated. To sign up to receive an email alert only click on the ―Click Here To Sign-Up Using
EMAIL Only‖ link at the end of the web page. NOTE: When you enter a username, you cannot
include a space.
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Closed Circuit Television Cameras
In an effort to enhance the protection of the people and property of the St. Ambrose community,
closed circuit television cameras (CCTV) are located at various locations around campus. While
increasing surveillance is a common tool used to combat crime, maintaining a sense of privacy
among community members is also important to maintaining a healthy environment. In order to
ensure the privacy of community members, the cameras will only monitor generally accepted
public areas, and the images will only be available to law enforcement or university personnel.
This system will provide the ability to review images should crimes be reported in these areas,
and it may also be used to monitor suspicious behavior reported on the campus grounds.
Crime Log
In accordance with federal regulations a crime log is available for review by anyone. This log is
available in the security director‘s office and may be reviewed during normal business hours.
Please call 333-6260 to set up a time to review the log. This log contains only basic information
in order to protect the confidentiality of those involved.
Educational Programs
The Department of Security offers several programs to raise security consciousness and overall
safety for members of the university community. Programs include campus safety and risk
reduction, personal protection, Rape Aggression Defense (RAD), travel safety, building security
audits, alcohol and drug awareness, and workplace violence. Additional programs can be added
as requested by students and staff.
Emergency Preparedness
Emergency Kits: In keeping with recommendations from the Department of Homeland
Security and Red Cross, all students are advised to have a first aid kit, flash light and
drinking water in their room.
Fires in Campus Buildings: Every student, faculty and staff member should know the
location of the nearest fire exit and fire-fighting equipment. In case of fire, the following
recommendations will help ensure safe and efficient evacuation from the building. 1)
Isolate fire by closing any doors. 2) Pull nearest fire alarm. 3) Evacuate building
immediately and stay at least 75 feet away. 4) Follow all staff instructions. 5) Call to
report fire.
If the door is too hot to touch: 1) Do not try to open door. Remain in room. 2) Wedge
cloths under door to keep smoke out. 3) Open window and wave a sheet or towel. 4) Stay
low, breathe fresh air near window. 5) If possible, dial 911 and report your situation and
location.
If the door is cool and hallway clear: 1) Exit via nearest stairwell. 2) Close all doors as
you leave. 3) If there is heavy smoke in a stairwell, go back and try another exit. 4) If all
exits are blocked, go back to your room. Close your door and signal for help from the
window.
Severe Weather: In the event of severe weather tune into local radio or television
stations to monitor the severity. Personnel permitting, Campus Security will work with
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Residence Life to notify persons in the event of a tornado warning. If a tornado warning
is indicated take steps to minimize potential damage, and heed instructions from
university officials and emergency personnel. Generally it is safer on the ground floor or
basements of buildings, especially in rooms without windows. If such an area is not
available, hallways or bathrooms provide some coverage. For additional protection, get
under a piece of sturdy furniture such as a workbench, desk, or heavy table. Remain in
the protected area until the warning has been canceled.
Flooding on Campus: In the event that flooding occurs on campus it is generally small
scale and will not require evacuation, however, Campus Security will monitor the
situation and communicate with the campus as needed. During severe weather please
tune into local radio or television stations to monitor the situation. Please follow the
instructions of staff and emergency services personnel. If you have to be out during
heavy rain remember the following guidelines: Avoid floodwaters as these may be
contaminated with chemicals or sewage. Do not walk through moving water. Six inches
of moving water can make you fall. If you have to walk in water, walk where the water is
not moving. Use a stick to check the firmness of the ground in front of you. Do not drive
into flooded areas. If floodwaters rise around your car, abandon the car and move to
higher ground if you can do so safely. You and the vehicle can be quickly swept away.
The following are important points to remember if you must drive during flood
conditions: Six inches of water will reach the bottom of most passenger cars causing loss
of control and possible stalling. A foot of water will float many vehicles. Two feet of
rushing water can carry away most vehicles including sport utility vehicles (SUV‘s) and
pick-ups.
Acts of Violence on Campus: While there is no one way to prevent violent acts such as
active shooters on campus, please be alert to your surroundings and immediately report
any persons acting suspicious to Campus Security.
If you believe you have heard the sounds of weapons firing in a building that you are in,
go into a room and lock the door. Stay away from windows and keep low to the ground.
Attempting to evacuate under these conditions is more likely to bring you into harm‘s
way.
In the event of a shooting, the Security Department will be working closely with the
Davenport Police Department to isolate and resolve the situation. The DPD will
determine the best time and routes for evacuation. Campus Security will also work as
quickly as possible to lock the doors into our buildings and to communicate with the
campus community. (see Campus Emergency Notification Section)
Weapons of Mass Destruction: In the event that a threat of large scale destruction, such
as a bomb threat is made to the campus community the Security Department will work
with the Davenport Police and Fire Departments to evaluate the threat and respond
appropriately. This response may or may not include evacuating buildings or sections of
campus. Campus Security will then work to communicate with the campus community.
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Incident Reporting
Suspicious and criminal activity, along with safety concerns, should be reported to the Security
Department. For emergencies, Blue Cap phones are located around campus. Activation of any of
these phones opens a direct line between the caller and the 24-hour security desk. A strobe light
on the top of the phone is also activated, directing attention to the caller.
Security also can be reached by calling 911 from any campus phone; by using elevator phones;
or red emergency phones in the lobbies of Hayes and Lewis Halls, Galvin Fine Arts Center and
the Beehive. The call will ring directly to the security desk and receive an immediate response
from the security staff.
If the incident is criminal in nature, the victim/complainant is encouraged to report the incident
to the Davenport Police Department. The Security Department will assist by serving as an
advocate for the victim/complainant as they complete the report filing process.
Lost and Found
Any property found on campus should be brought to the Security office in the Rogalski Center as
soon as possible; property found at CPS should be brought to the CPS front desk. . Reasonable
effort will be made to contact the owner. All found property will be kept for 3 months from the
date it is turned in. In order to assist with recovery, all lost items of value should be reported to
the Security office.
Personal Security
The Security Department is dedicated to maintaining a safe environment for all students,
employees, and visitors. Part of its mission is to enhance the security of members of the
university community by reducing the likelihood of crime, and the fear of crime by providing
patrol and emergency intervention, campus escort/unlock services, and education. The Security
staff feels a strong responsibility to inform everyone of the steps they can take to reduce risk:
Lock rooms, offices and cars when you leave, even for a few minutes. Do not leave belongings
unattended in public areas. Thieves can enter an area, take property and be gone in a matter of
seconds. Keep first floor windows locked and curtains closed when you are not there.
There is safety in numbers. When possible, travel in groups. When this is not an option, call the
campus escort service at 333-6104 for an escort to any place on campus. This service is provided
24 hours a day, seven days a week. Be aware of your surroundings. Take the time to avoid
potentially dangerous situations or persons. Trusting your instincts and using common sense are
your best protective techniques. Any time you notice suspicious activity or persons, report it by
calling security staff as soon as possible.
Public Property Reported Crime
The Davenport Police Department generally notifies the university when students are involved in
off-campus incidents and these incidents impact the university community.
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Student Activities
The Department of Student Activities is dedicated to the appreciation and understanding of
community through extra and co-curricular programs. These individualized and group events
enhance the quality of life for all students by exposing them to multiple levels of cultural, social,
leadership, volunteerism, and educational opportunities.
Statement on Student Organizations
Students who have programming ideas or would like to start a new organization on campus are
encouraged to stop by or call the Student Activities Office in the Rogalski Center to discuss the
possibilities.
St. Ambrose welcomes groups of students who wish to create and register formal organizations,
and it encourages free discussion of issues as part of the educational process. However, groups
that endorse positions inconsistent with the university‘s Catholic beliefs and mission will not be
approved or funded.
Registration
A registered student organization is defined as a group of students joined together in the interest
of a common purpose with a faculty/staff advisor and formally recognized by the Student
Government Association (SGA) and Student Activities Department respectively. Student
organizations should be open to all students as outlined in the Equal Opportunity/Non-
Discrimination policy contained in the Harassment and Discrimination Policy section. New and
continuing organizations must register for recognition each semester with Student Activities. To
register, organizations must have a faculty/staff advisor, have students to serve as officers, file an
organizational constitution with the Student Activities office, and complete an official
registration form. The student activities director is available to consult with groups about areas
such as constitution and by-law development, leadership, motivation, fund raising and meeting
management.
Recognition
In recognizing a student organization, the university acknowledges it has complied with
registration procedures. The University grants all rights and privileges to every registered
organization. Recognition does not mean the university endorses the views of the organization‘s
members or the views expressed at meetings.
Only officially registered St. Ambrose organizations which maintain good standing, by following
applicable policies and procedures, will be authorized to use university facilities and services,
request funds from SGA, and to identify themselves with the university name. Student
organizations are required to know and follow all policies listed in the student handbook. Further
information on student organization policies and procedures is available in the Student Activities
office.
The university reserves the right to review the activities of student organizations and to monitor
compliance with university policy. To participate in any and all clubs and organizations a student
must be in good standing with the university. Promotional materials including t-shirts, hats, cups,
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shorts, jackets, posters and flyers, must reflect the beliefs of the university, regardless if the St.
Ambrose name, logo or likeness is used on the material.
To avoid any problems or conflicts, promotion materials must be reviewed by the Student
Activities Director prior to printing. If the artwork or message is perceived to be vulgar,
degrading, offensive or in violation of university policies, the organization will be required to
discontinue selling or distributing the product at the organization‘s expense. The organization
may also jeopardize its university standing.
Student-Sponsored Events
Room reservations must be made at least 14 days in advance by going online to
www.sau.edu/administration/reservations/default.htm.
Student representatives of the sponsoring organization must meet with the student
activities, security, and catering directors to determine ways to ensure responsible event
planning at least 21 days in advance of the event.
No student funds—tuition, fundraising, donations or membership dues—will be used to
purchase alcohol.
Funds from alcohol related businesses cannot be used to support programming and
events.
The Security Director will establish security arrangements and protocol for on and offcampus
events at least 14 days prior to the event. Costs for security will be assumed by
the sponsoring organization.
Publicity for social events should not advertise alcohol or the quantity of alcohol
available. No merchandise (e.g. t-shirts or cups) created by students, clubs and
organizations to be sold or given away will make statements regarding alcohol or alcohol
consumption.
Wristbands must be provided to all persons 21 and over consuming alcohol. Students
violating the state law are subject to disciplinary action, fines or possible arrest.
The food service contractor will be the sole distributor of alcoholic beverages and will
stop serving 30 minutes before the event is over and no later than 12:30 a.m.
Food and non-alcoholic beverages must be provided free of charge to all guests when
alcoholic beverages are served. The food service contractor will offer non-alcoholic
beverages free of charge at all on-campus functions. Non-alcoholic beverages should be
readily accessible separate from and within the bar area.
Serving containers should never exceed 12 ounces for beer and wine coolers, four ounces
for wine, and one ounce for liquor. The use of pitchers for alcoholic beverages is
prohibited.
Intoxicated individuals will not be served alcohol.
Excessive cleaning costs of the facilities will be assumed by the sponsoring organization.
Events sponsored at off-campus locations must follow the same guidelines as events
sponsored on-campus. Round-trip transportation must be offered for free for all offcampus
events where alcohol is present.
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Undergraduate Student Organizations
For more information about the following clubs and organizations, contact Student Activities at
563/333-6023. Copies of each organization‘s constitution are available in the Student Activities
office.
Accounting Club sponsors campus and community activities to promote awareness of
opportunities in the accounting field. The club also sponsors guest speakers and trips to local
businesses. The organization promotes pride and friendship among club members and
encourages positive interaction with faculty and staff. Advisor: Lew Marx 563/333-6186
Ambrosians for Life is a pro-life group, which focuses on all life issues, but especially abortion.
Through prayer, volunteering and education, the group hopes to end abortion and bring healing,
while working with other campus and area groups to promote life in all ways. Advisor: Stella
O‘Rourke 563/333-6083
Ambrosians for Peace and Justice plans projects that promote peace and justice, including a
spring break trip to the Appalachian town of David, Ky., where the group provides service at a
volunteer school for high school drop-outs. Advisor: Stella O‘Rourke 563/333-6083
Amnesty International works to educate about human rights, sponsors letter-writing campaigns
to free prisoners of conscience, ensure fair, prompt trials for political prisoners, and to end
torture and executions. Advisors: Katy Strzepek 333-6210 and Ryan Dye 563/333-6210
The Art Club brings art to the attention of St. Ambrose students by getting them involved in our
community at Bucktown, Quad City Arts, and the Figge Art Museum. They host and support
student art shows on campus and broaden their horizons by taking field trips to near by art
museums to further educate the members and St. Ambrose community. Advisors: Leslie Bell
563/333-6123, Kat Andersen 563/333-6150
Bee a Big is an organization that works hand in hand with Big Brothers Big Sisters. This club
will offer you the chance to spend two hours, every other week with a child playing games,
making crafts, carving pumpkins, etc. This is a chance to be a positive mentor/ role model for a
child. It is a year long commitment. The program starts late September and ends before finals in
May. Little Moments… Big Magic! Advisor: Stella O‘Rourke 563/333-6083
Bee Global is open to all students, faculty and staff. It strives for equality and peace among all,
and to provide a welcome to all international and minority students and to help provide the
campus with diverse culture and background.
Biology Club sponsors a range of social and academic activities open to anyone with an interest
in life science. Promotes interaction with fellow students, biology faculty, and career
professionals. Advisors: Matt Halfhill 563/333-6381
Campus Activities Board (CAB) provides the campus community with a variety of cultural,
educational, and social events— striving to present the highest quality events, and to be receptive
to students‘ needs and concerns. CAB office 333-6395; Advisor: Veronica Riepe 333-6023
Circle K is a service organization that promotes fellowship, leadership, and service. Advisor: Liz
Loveless 563/333-6271
Commuter Advocacy and Recreation Society (CARS) is dedicated to enriching the lives of St.
Ambrose commuter students by advocating for their concerns to the University community and
promoting activities designed to enhance their integration into this community. Advisor: Mary
Windeknecht 563/333-6131
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Computer Club is open to all students with an interest in computers and computer related
topics. The club has an informal atmosphere and addresses topics of interest, including tutorial
sessions, field trips, career discussions and game playing. Advisor: Gary Monnard 563/333-6181
Fishing Club The group consists of individuals who love the outdoors and fishing. The goal is to
increase members‘ knowledge of fishing to help others become involved in the sport and to teach
as well as learn more about the sport of fishing. Advisor: Jayne DeVolder 563/441-9950
Habitat for Humanity works to provide simple, decent, affordable housing to all people. St.
Ambrose works with Habitat for Humanity Quad Cities to build houses for local families in need
of a decent place to live, and to educate the campus and local communities about poverty living
situations in the Quad Cities and throughout the world. Advisor: Kathy Anderson 563/333-6213
Harbor is a group of individuals interested in affirming gay, lesbian, bisexual and transgender
(GLBT) persons within the St. Ambrose community. The group offers a support network for
GLBT persons, and provides outreach, awareness and education regarding GLBT issues. For
questions, contact the Student Activities office.
The Hip Hop Club entertains and interacts with the crowds at SAU events. Advisor: Kim
Matteson 563/333-6342
Latinos Unidos introduces various Hispanic cultures to the St. Ambrose community through the
use of language, music, and dance. Advisor: Judy Correa-Kaiser 563/333-6430
Minority Affairs Community Action (MACA) foster understanding of and appreciation for
diverse cultures by educating its membership and the St. Ambrose population on different
cultures history and ideals. Advisor: Erica Lee 563/333-6023
Phi Alpha Delta is not only for students who plan to attend law school, but for anyone interested
in legal issues. The club sponsors discussions with local lawyers about career opportunities,
participation in the law school forum in Chicago, a practice LSAT test, and a barbecue and golf
outing. Advisor: Joseph Hebert 563/333-6402
Psychology Club encourages interest in the field of psychology, sponsors films and lectures, and
encourages involvement in the community. Open to all students. Advisor: Carol DeVolder
563/333-6482
Sports and Fitness Organization is open to all concerned with the benefits and injuries
associated with being physically active. Members should be interested in promoting healthy
lifestyles and providing fitness and sports medicine services in a supervised capacity. Advisor:
Heather Medema-Johnson 563/333-6042
Student Alumni Association (SAA) assists the alumni association with major campus events. In
doing so, the group forms awareness in current students of the need for alumni participation in
all SAU events and alumni gatherings. SAA is also involved in campus tours and the new
student recruitment process. Advisor 563/333-6057
Student Government Association (SGA) investigates and reports on all matters of student
concern and provides for and promotes matters of student interest. It gives financial support to
student clubs and organizations. SGA office 563/333-6466, Advisor: Tim Phillips 563/333-6258
Student Nurse Association contributes to nursing education by promoting the highest quality of
health care, encouraging community affairs and health care activities, and working to foster
collaborative relationships with nursing and other health related organizations. Advisor: Renae
Harroun 563/333-6071
Up ‟til Dawn is a philanthropic program designed to give students an opportunity to learn about
and raise money for St. Jude Children‘s Research Hospital. It is a year-long fundraising effort
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that culminates with an all night extravaganza, which keeps students ―Up ‘til Dawn.‖ Advisor:
Deanna Stoube 563/333-6079
Graduate Student Organizations
Graduate Student Government Association (GSGA) exists to support and enrich the academic
experience and environment for all graduate programs. It organizes and promotes opportunities
for professional development, networking between graduate students and businesses, mentoring
to undergraduate students, and community service or political opportunities. Advisor: Michelle
Kronfeld 563/333-6354
Master of Social Work Student Government Association (MSW-SGA) supports interaction
between program cohorts, promotes opportunities for professional development, networks
between students and agencies, and provides a connection with community, university, and
political resources. Advisor: Saavas Georgiades 563/333-6492
Student Occupational Therapy Association (SOTA) is the student part of the American OT
Association that actively promotes OT, community service and social outings. SOTA members
have helped set up an OT promotional display, and attended the national OT conference.
Advisor: Phyllis Wenthe 563/333-3276
Student Physical Therapy Organization (SPTO) facilitates ways for PT students to meet and
enriches their relationship with classmates and professors through professional, social,
fundraising, and philanthropic activities. Members also participate in state, regional, and national
conferences related to the profession. Advisor: John Barr 563/333-6404
Honor Societies
Alpha Chi is a national honor society for juniors and seniors. Membership is offered to students
who are in the upper 10 percent of their class. Transfer students are eligible after completing 24
credit hours at St. Ambrose. Advisor: Mary Waterstreet 563/333-6199
Beta Beta Beta Biological Society (Tri-Beta) is an honor society for biology majors. Students
must be in good standing and maintain a 3.0 grade point average in all biology course work.
Students must also complete one semester of biology course work in addition to completing a
year of general biology. Advisor: Kirk Kelley 563/333-6182
Delta Epsilon Sigma Ambrose XI Chapter is a charter member of the national scholastic honor
society for Catholic college students. Members are selected by a faculty committee. To be
considered, students must have a ―B‖ average and participate in student activities. Advisor: Mara
Adams 563/333-6343
Delta Mu Delta is a national honor society which recognizes outstanding students, both graduate
and undergraduate, with a business-related major. Advisor: Ted Woodruff 563/333-6420
Kappa Delta Pi honor society open to education students, who have completed 45 hours
including 12 hours in education, and earned an SAU GPA of 3.25 or higher. KDP sponsors an
initiation banquet, info meetings, and social action projects. Advisor: Rachel Serianz 563/333-
6114
Omicron Delta Kappa (ODK) honor society is open to juniors and seniors. Its purpose is
dedication to service and leadership development. Advisor: Leslie Schulte 563/333-6023
Phi Alpha (Theta Sigma Chapter) recognizes scholastic achievement among MSW students
and faculty; encourages continued post-graduate study and research; recognizes exemplary
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professional service, contributions, and leadership; and furthers the empowerment goals of social
work. Requires 3.75 GPA, and completion of 45 hours toward degree and Field Instruction III.
Advisor: Brenda DuBois 563/333-6490
Phi Alpha Theta (Alpha Zeta Omega chapter) honors outstanding history students, explores
various occupations open to history majors and allows them to gain professional experience
practicing history, and sponsors speakers. Advisor: Sandy McKinley 563/333-6084
Phi Eta Sigma is a national scholastic honor society whose goal is to encourage and reward high
scholastic attainment. All first year students who complete at least 12 credit hours at St. Ambrose
(transfer students are normally not eligible) and attain a 3.5 GPA or better may be eligible to
join. Advisor: Ryan Dye 563/333-6210
Pi Theta Epsilon recognizes and encourages superior scholarship among occupational therapy
students, and contributes to the advancement of OT through projects and continuing ed. Requires
3.5 GPA, top 20 percent of class. Advisor: Christine Urish 563/333-6281
Psi Chi is the national honor society for students in psychology. Its purpose is to encourage,
stimulate, and maintain excellence in scholarship of individual members, particularly in
psychology. Junior or senior psychology majors or minors, with minimum 3.6 GPA, are eligible.
Advisor: Kathleen Trujillo 563/333-6197
Triota empowers college women to celebrate their voices and speak out for women's rights all
across the globe. They encourage the education of women in issues concerning human rights and
the need for change with in our current systems to promote the equality of all persons.
Requirements include having taken six or more credits in recognized women's studies courses,
sophomore standing, 3.0 GPA and be willing to make a difference. They both serve and educate
the Davenport and St. Ambrose communities about issues affecting women and set an example
as to what can be done to create a stronger and more unified society. Advisor: Bea Jacobson
563/333-6100
Areas of Involvement
Band members present several concerts on and off campus. It collaborates with the chorus
during the St. Ambrose annual musical production. All majors and non-majors must audition.
The Buzz: On Campus is a bi-weekly newspaper produced by students for the campus
community. Advisor: Alan Sivell 563/333-6224
Chamber Singers is a specialized auditioned choir which performs chamber music. Advisor:
Keith Haan 563/333-6146
Chorale provides a group musical experience that gives participants training in making music
for their lifetime. The group performs for audiences on campus, in the community, and on tour.
Advisor: Keith Haan 563/333-6146
Jazz Band is for musicians interested in playing rock and jazz music which emphasizes
improvisation. Majors and non-majors must audition for membership. Advisor: Gene Bechen
563/333-6149
KALA University Radio broadcasts to the campus and Quad Cities on 88.5 and 105.5 FM.
KALA needs disc jockeys, copywriters and production assistants. Advisor: Dave Baker 563/333-
6219
Music Ministry students promote, through music, the spiritual growth of the SAU community,
both on and off campus. They provide the music for Sunday and daily liturgical celebrations. It is
open to all students. Advisor: Sr. Rita Cameron 563/333-6189
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Quercus publishes a creative arts journal presenting visual art and creative writing by Ambrose
students, faculty, staff and alumni. Quercus includes paintings, drawings, photography, poetry,
fiction and other creative work. Advisor: Carl Herzig 563/333-6176
STAMVOJA vocal jazz group performs in concert for the community and at university events.
Its repertoire includes hip, bebop and accapella arrangements. Advisor: Marti Dunn-Hall
563/333-6147
TV-11 Television Station has a 24-hour channel on the community cable system. TV-11 carries
educational, international, Catholic, public service, news and sports programming, and produces
a range of local programs. All students are invited to participate in the productions. Advisor:
Duke Schneider 563/333-6223
Campus Services
Admissions 563/333-6300 or 800/383-2627 Ambrose Hall, 1st floor
The Admissions Office is the welcome center where prospective students and families may visit
with counselors for a wealth of information. Counselors are available to offer guidance on the
admissions process and answer questions. Application forms and admission materials are
available. Hours: Monday–Friday, 8 a.m.–4:30 p.m.
Alumni and Parent Relations 563/333-6290 or 800/SAU-ALUM Alumni House 1527 N Brady
St The Alumni and Parent Relations office works with the Student Alumni Association to
support university activities such as Senior Week and Homecoming. In addition, the office works
with the Parents Advisory Council (PAC) to assist in enhancing communication between parents
and St. Ambrose. Hours: Monday–Friday, 8 a.m.–4:30 p.m.
Bookstore 563/333-6336 1936 Harrison Street
The bookstore sells new and used textbooks for SAU courses. It also provides sundry items,
school supplies, cards, general reading books, magazines, SAU clothing and gift items. Student
IDs are required to buy textbooks. Book buy-backs are held during finals week and at the
beginning of each semester. Online orders can be placed at www.sau.edu/bookstore Hours:
Monday–Thursday, 8 a.m.–6 p.m., Friday, 8 a.m.-4:30 p.m. Saturday, 9 a.m.–2 p.m.
Campus Ministry 563/333-6132 Chapel, lower level
The campus ministry team is made up of a priest chaplain, lay ministers, professional staff and
students. Programs and services include regular worship services, retreats, social activities,
service learning and social justice opportunities, bible study and prayer groups, marriage
preparation, RCIA, sacrament of reconciliation and other spiritual and pastoral counseling.
Campus Ministry serves all students, regardless of their faith denomination. For those wishing to
attend worship services in a church of their own denomination, information on times and
locations is available.
Campus Recreation 563/333-6023 Rogalski Center, 1st floor
Campus Recreation promotes and coordinates campus-wide competitive and recreational sports,
as well as aquatics, group fitness, outdoor recreation and fitness/wellness programs for all
students and employees. Events and programs enhance skills, foster life-long friendships, and
teach the understanding of true sportsmanship while promoting healthy lifestyle choices. Event
and class information is available at www.sau.edu/campusrec and is updated daily.
Career Center 563/333-6399 Rogalski Center, 2nd Floor
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Professional staff provide services to students and alumni. Career counseling, assistance with
resume writing, job search strategies, part-and full-time job listings, work study placements, oncampus
interviewing, education credentials, cover letter review, and internships are available.
Students can attend career fairs, mock interviews, etiquette dinners, and seminars on career
topics. Resources include career planning guides, graduate school information, online business
directories, and employer information. Walk-ins welcome. Career counseling, internship
appointments, resume/cover letter development, and mock interviews require appointments.
Hours: Monday-Wednesday, 8 a.m. - 8 p.m. and Thursday & Friday 8 a.m. - 5:30 p.m.
Chapel 563/333-6132
The newly renovated Christ the King Chapel is the spiritual home for all members of the SAU
community. Masses and other religious services are offered for students, faculty and staff and
their families. All, regardless of religious denomination, are invited to use the chapel for quiet
prayer and reflection. Mass: Sundays, 10:30am and 6:30pm; Monday and Friday at noon;
Tuesday and Thursday at 4:30pm and Wednesday evenings at 9:15pm (during the academic
year). Chapel is open daily from 7am to 10:30pm.
Child Care Center 563/324-2312 1301 West Lombard Street
The Children‘s Campus is licensed to care for children ages 6 weeks through 6 years. Child care
services are available for a fee to students, staff, faculty and the general public. Space is limited.
Hours: Monday–Friday, 7 a.m.–5:30 p.m.
CLEP Program 563/333-6121
Administered by Student Success Programs, the CLEP Program gives credit to students who can
successfully demonstrate, through testing, prior collegiate or non-collegiate learning. Information
and application forms are available at the Advising Office. Hours: Monday–Friday, 8 a.m.–4:30
p.m.
Coffee Shop 563/333-6465 1936 Harrison Street
Adjacent to the bookstore, the coffee shop offers a wide variety of specialty Starbucks coffees,
desserts and lunch selections. It is open to the campus and the general public. Hours: Monday–
Thursday, 6 a.m.–6 p.m.; Friday, 6 a.m.-4:30 p.m., Saturday, 8 a.m.–2 p.m.;
Computer Labs 563/333-6368
Information Technology maintains seven computer labs. The Galvin 139 lab contains Macintosh
G5 machines with Mac OSX 10.3 software. Ambrose 413c, Cosgrove 24, Hayes 100, McMullen
101 and McMullen 102 labs contain Dell PCs running Windows XP. All labs offer Internet
access, word processing and course specific software, and have laser printers available at no
cost. Lab availability varies with class schedules. Open times are posted on all lab doors and on
the web at www.infotech.sau.edu. The lower Cosgrove student lab contains Dell PCs running
Windows XP, two scanners and a color printer. The lab has 33 computers that are available 24
hours a day. Microsoft Office is the preferred software package for St. Ambrose. Student lab
operators are available in all labs to provide assistance
Counseling Center 563/333-6423 Rogalski Center, 2nd floor
The center provides individual and group counseling for a wide variety of personal and
interpersonal issues. Assistance is available for common difficulties experienced by college
students such as anxiety, loneliness, depression, eating disorders and non-assertiveness. The
center presents a unique opportunity for students who are pursuing personal growth. All services
are free and confidential. Call to schedule an appointment. Hours: Monday, Wednesday, and
Friday, 8:30 a.m. – 5 p.m.; Tuesday and Thursday, 8:30 a.m. – 8 p.m.
Financial Aid 563/333-6314 Ambrose Hall, 1st floor
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The office helps students find sources of financial aid and prepares financial aid packages. Staff
members are available for personal and confidential consultation and guidance. Hours: Monday–
Friday, 8 a.m.–4:30 p.m.
Food Service (Sodexo) 563/333-6360
Food Court/Snack Bar (Rogalski Center) 563/333-6397
Catering 563/333-6014
Sodexho Food Service provides meals in the dining room, located in Cosgrove Hall first floor,
while classes are in session and during examination periods. It also staffs the food court and
catering services.
Galvin Fine Arts Center 563/333-6251
Galvin Fine Arts Center is a fully equipped performing arts facility providing professional
services to St. Ambrose and the community. It coordinates a yearly season subscription series
including acclaimed professional arts events and theatrical productions. The facility also supports
fine arts programming including music, choir and jazz concerts, department lectures and
student activities. Ticket office hours: Monday–Thursday, 9 a.m.–8 p.m.; and Friday, 9 a.m.–4
p.m. during the academic session
Health Services 563/333-6423 Rogalski Center, 2nd floor
Health Services is staffed by a registered nurse who provides care for students and employees.
The nurse will assess the health needs of clients and make appropriate referrals when necessary.
Hours: Monday–Friday, 8 a.m.– 4:30 p.m. August 1–May 31
Information Technology 563/333-6368 Cosgrove Hall, lower level
The Information Technology Department assigns email, network, Beeline and Blackboard
accounts to all students, and provides assistance for students connecting to the Internet using
either dial up or residence hall ethernet connections. Staff also maintains all computer labs and
multimedia rooms on campus.
Library 563/333-6246
The library offers a variety of technological and research resources. Its collection includes more
than 155,000 volumes, including audiovisual materials, 15,000 electronic books and over 700
periodical subscriptions. Numerous terminals provide access to fulltext articles from more than
25,000 journals and 83 periodical indexes, and to Prairie Cat, a shared catalog of 50-plus area
libraries. Computers are available for Internet and email access, and word processing.
Students need a valid SAU ID to check out materials such as books, DVDs and lap-top
computers; and materials from other Quad City college and public libraries. There are group and
individual study rooms reserved specifically for SAU students, and a student lounge. Library
hours during the academic year: Monday–Thursday, 8 a.m.–midnight; Friday and Saturday, 8
a.m.–5 p.m.; Sunday, noon–midnight
Post Office 563/333-6378 Rogalski Center, 2nd floor
The Post Office receives mail, sells stamps, weighs packages and provides basic postal service.
All resident students are assigned a post box. Notary public services are also available. A fax
machine (563/333-6243), is available for student use during regular hours. Call the switchboard
at 563/333-6000 or ―0‖ on campus for more information on fax or notary public services. Hours:
Monday–Friday, 8 a.m.–4:30 p.m.; Saturday, 9 a.m.–noon
Radio Station KALA-FM 563/333-6219 / Request Line 563/333-6216
The university radio station broadcasts from the Galvin Fine Arts Center on 88.5 and 105.5 fm,
serving the Quad Cities. The format includes jazz, college rock and urban contemporary music,
public affairs, news and special features.
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Records and Registration 563/333-6202 Ambrose Hall, 1st floor www.sau.edu/registration
The Records and Registration office is responsible for class registration, maintenance of
academic records, and evaluation of transfer credits. Its staff handles questions about
dropping/adding classes, withdrawing from school, petitioning for grade change or readmission,
applying for graduation, and transcript requests. Times for early registration are posted prior to
each semester. Registration is done alphabetically with seniors given first option and first-year
students registering last. Records and Registration also facilitates schedule changes. Students
who terminate their studies before graduation must officially withdraw through this office.
Failure to do so will result in a semester of failing grades. Hours: 8:30 a.m.–4 p.m., extended
hours during registration
Recreational Facilities 563/333-6229
The PE Center has racquetball courts, a weight room, running track and basketball courts
available for student use when an organized program is not using the facilities. Check the
campus recreation bulletin board I n the PE Center or the Athletic Department webpage. All
persons must show a St. Ambrose ID or a membership card to the desk monitor to use any
facilities. Hours: Monday–Thursday, 6 a.m.–11 p.m.; Friday, 6 a.m.–6 p.m.; Saturday, 8 a.m.–6
p.m.; Sunday, noon–11 p.m. Holiday hours posted.
Residence Life 563/333-6258 Rogalski Center, 2nd floor
This office helps provide a ―home away from home‖ for resident students. Resident Advisors
(RAs) and Assistant Hall Directors (AHDs), student staff who live in the halls, are trained to
assist students with problems, provide floor activities and create a sense of community. RAs and
CAs are supervised by full-time, professional, live-in hall directors or the assistant director of
residence life. Hours: Monday, Thursday, Friday, 8 a.m.–4:30 p.m.; Tuesday, Wednesday, 8
a.m.–6 p.m.
Rogalski Center 563/333-6253
With a food court, game room, ballroom and student activities space, the Rogalski Center
functions as the ―living room‖ for the St. Ambrose campus. The 64,000 sq. ft. center includes
extensive, dedicated space for the Student Government Association, Campus Activities Board
and student clubs and organizations, comfortable lounge areas, and the Gottlieb Lounge. In
addition, the Post Office, Career Center, Campus Recreation, and other Student Services offices
are housed there.
Security Director 563/333-6260 / 24 hr desk 333-6104 Rogalski Center, 2nd floor
The Security Department provides parking stickers, a 24-hour campus escort service, and
conducts campus rounds to check for safety and fire hazards. Security members staff a 24-hour
desk. During evening hours, security staffs additional desks in Bechtel, Cosgrove, Davis,
Franklin, Rohlman and New Halls, and the Tiedemann/Hagen Link. Hours: Monday–Friday, 8
a.m.–4:30 p.m.
Services for Students with Disabilities 563/333-6275 (v/tty) Library
Students with disabilities have access to a variety of services intended to reduce the effects a
disability may have on their academic performance in traditional settings. Any student can
initiate a request for accommodations and services by registering with the office and providing
information that documents his or her disability. Services include readers, scribes, note takers,
sign language interpreters, alternate exam arrangements, advocacy, academic advising, books on
tape, voice recognition software and screening for a disability. Two learning disabilities
specialists provide one-to-one learning skills instruction. An FM Hearing Amplification System
is available for use in classrooms, Galvin Fine Arts Center and Christ the King Chapel.
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Student Account Services 563/333-6322 Ambrose Hall, 1st floor
Student Account Services accepts payment of all university bills; and will cash personal checks,
up to $30 per day, for students with a valid ID. Hours: Monday–Friday, 8:00 a.m.–4:30 p.m.
Student Activities 563/333-6023 Rogalski Center, 1st floor
This office provides leadership and administrative coordination for all campus student activities,
leadership programs, clubs, organizations, the game room and Multicultural Week. The director
works closely with the Student Government Association, Minority Affairs Community Action
and Campus Activities Board to provide high quality programming. Hours: Monday–Friday, 8
a.m.–4:30 p.m.
Student Services Division 563/333-6258 Rogalski Center
Student Services staff are dedicated to enhancing the quality of life and personal development of
all students attending SAU. Through the Student Services Department, the dean of students, with
the offices of career center, counseling, health services, campus recreation, international student
services, residence life, security and student activities, seeks to meet the academic,
physical, spiritual, social and emotional needs of all students .Hours: Monday, Thursday and
Friday, 8 a.m.–4:30 p.m.; Tuesday and Wednesday, 8 a.m.–6 p.m.
Student Success Center 563/333-6331 Ambrose Hall 243
The center provides free academic support in a low pressure setting to all undergraduate
students. Tutoring for most 100- and 200-level courses, as well as help with reading, math, study
skills, and writing for all undergraduate courses is available. Call for an appointment or drop in.
Center hours: Monday–Thursday, 8 a.m.– 9 p.m.; Friday, 8 a.m.–3 p.m.; Sunday, 6–9 p.m.
Teacher Education 563/333-6116 Ambrose Hall 212
This office serves students interested in pursuing a career in teaching at the early childhood,
elementary or secondary levels. All students who want teacher certification/licensure should
consult this office immediately after enrollment. Hours: Monday–Friday, 8 a.m.–4:30 p.m.
Television Station (TV-11) and Cable TV Service 563/333-6222 Galvin Fine Arts Center
St. Ambrose‘s broadcast-quality television studio has a 24-hour channel (11) on the Quad City
community cable system. The station carries educational, international, Catholic, public service,
news and sports programming and produces a range of local programs. Residence hall rooms are
equipped with free cable TV hookups. Movie and premium services are available from the
local cable company. Cable TV wires may be purchased from TV-11 for a small fee.
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Course Resource Guide
Avoiding Plagiarism
Plagiarism occurs when a student copies material word-for-word from a book or electronic
source without giving credit to the source, paraphrases scholarly material without giving credit to
the source, or fails to appropriately and accurately cite sources of the original ideas and opinions
of others. Whether this is done intentionally or unintentionally, it is still considered plagiarism.
Plagiarism is a serious offense. To avoid plagiarism, appropriately cite the sources of
information. See the Academic Integrity policy and information below.
Citing Textbook Sources
Many times, students are given assignments based on a particular textbook. In completing their
assignment, some students directly take the ideas from the text and neglect to give credit to the
author(s) of the textbook or someone else the text is citing. Even though unintentional, this is
considered plagiarism. It is necessary to appropriately cite all ideas, models, opinions, and
research of others, even if it is not a direct quotation.
Sometimes, students can give appropriate attribution to the source without using a formal
documentation style like MLA or APA. Here is an example:
In Chapter Nine of Basic Marketing, Perreault and McCarthy explain how to classify
consumer products. The chart on page 131 of this book indicates . . .
This clearly notes who and where the ideas were obtained and provides a good introduction for
further discussion.
In other circumstances, the textbook may be describing a model or process that was developed
by another individual. In these cases, it is best to use a formal reference or footnote. It is
important to document the original source and where that source was found.
Correct Paraphrasing
Paraphrasing is a way for the student to smoothly integrate the ideas of someone else into his/her
own work. When a writer paraphrases a section from a source, what he/she actually turns the
original text into his/her own words. The student is not adding opinion and is not using the
original wording. Instead, the student is ―translating‖ the original text into his/her own language,
to flow better with his/her own writing.
A paraphrase is an accurate, thorough restatement of the original text in the student‘s own words.
It will actually be similar in length to the original work, and it must retain all of the original
ideas. Paraphrases must be cited because they are the author‘s ideas and not the student‘s own
ideas.
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Selecting Appropriate Research Sources
When conducting research for a paper or report, students are confronted with several decisions
such as where to search, how to select the most appropriate sources, and the credibility of the
publication and/or the author. Here are some factors to take into consideration:
Objectivity of the source
The student researcher needs to look for the absence of bias or prejudice on the part of
the source.
Qualifications of the author
The student researcher needs to review the author‘s academic degrees, professional
credentials, experience, and status in the field.
Type and date of the publication
Depending upon the topic, the type and date of the publication (i.e. academic journal,
commercial publication) may be vital in determining the strength and accuracy of the
information. An article in a popular magazine may not use appropriate research or
documentation needed for academic assignments. When serious research is required, a
juried academic journal is a preferred source. For some assignments on current issues,
selecting recent publications (within the past two or three years) is vital. In other cases, it
is important to provide a balance of older publications to provide a historical context. For
example, a 1975 evaluation of the Vietnam War might be quite different from a study
done in 2000. Consider the type of assignment to determine whether only recent
publications should be selected, or if older publications are also needed to provide
historical context.
Primary and secondary sources
First-hand books, articles, diaries, and interviews are primary sources. Secondary
information comes from authors who are interpreting the material another author has
created. Always consider the pros and cons of each type of source.
Students should check with the faculty member for guidance on date and type of publication and
the use of primary and secondary resources.
Styles of Formatting and Documentation (MLA, APA, UCP)
All formal academic papers need to follow a certain style in format and documentation of
resources. Each paper should use only one style, and the faculty member generally designates the
style used. The three major styles used in academic writing, along with some examples, are
discussed below. Your English handbook (writer‘s reference book) should provide information
about the different formats and provide sample papers using that style.
Modern Language Association (MLA)
The MLA style was established with the intention of providing a uniform standard for
academic research papers. Today, many of the disciplines related to the liberal arts use
the MLA style. It is also the preferred format for scholarly journals, literary periodicals,
general newsletters, and commercial publications. The MLA Handbook for Writers of
Research Papers, current edition, provides the specific guidelines for using this
documentation style. Some good Internet reference sites are: http://www.mla.org and
http://www.odu.edu/~wts/citation.htm.
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American Psychological Association (APA)
The APA format is used with subjects related to the social sciences, like psychology,
sociology, education, and business. The guidelines for the APA style can be found in the
Publication Manual of the American Psychological Association, current edition. For
citing online sources, the APA has endorsed Xia Li and Nancy Crane‘s February 1997
version of Electronic Sources: APA Style of Citation. Also, review
http://www.apa.org/journals/webrief.html.
Chicago, University of Chicago Press (UCP)
This style, developed by the University of Chicago Press, is mainly used for documenting
research in history. The Chicago Manual of Style, current edition, provides the specific
documentation style guidelines. For online research, reference Andrew Harnack and
Eugene Kleppinger in Online! A Reference Guide to Using Internet Services. A pertinent
Internet link is http://www.wisc.edu/writing/Handbook/DocChicago.html
Bibliographies/Works Cited
Bibliographies are systematic and comprehensive listings of all works used in preparing a paper
or report, not just the works cited. Depending upon the documentation style used, the format will
change slightly. Annotated bibliographies contain a brief summary of the book or reference
document along with the facts of publication. Bibliographies appear at the end of documents.
Some faculty may require that the students furnish only a ―Works Cited‖ page, giving credit to
the work that they cited in their paper.
Tools for Effective Writing
Characteristics of Effective Writing
Before students begin to write (or make a presentation), these three questions should be asked:
What is the main purpose?
Who is the primary audience?
What does the primary audience need to know?
Main Idea: The paper is focused and meets the expectations set-up by the writer or the
assignment. Expectations of the assignment are made clear to the reader in the thesis statement,
and the paper shows a clear sense of purpose. The Hodges’ Harbrace Handbook explains the
thesis statement as:
―. . a single idea, clearly focused and specifically stated, that grows out of your
exploration of a subject. A thesis statement can be thought of as a central idea
phrased in the form of an assertion. It is basically a claim . . . that is; it indicated
what you claim to be true, interesting, or valuable about your subject.‖ 1
1 1 John C. Hodges, Winifred Horner, Suzanne Strobeck Webb, and Robert Miller, Hodges Harbrace
Handbook, Revised Thirteenth Edition. (Fort Worth: Harcourt Brace, 1998) 351.
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Well-Organized: The paper has logical sequencing and transitioning of ideas from sentence to
sentence and paragraph to paragraph. It is not a series of unrelated or vaguely related statements.
The paper has appropriate sections, including an introduction and conclusion, giving the reader
an understanding of the writer‘s goal.
Support: The writer provides specific, concrete, and appropriate information from memory,
observation, reading, research, and interviewing. The paper is well developed with examples,
data, illustrations, and/or anecdotes. All sources of information are documented with appropriate
citations.
Style: Sentences are varied, and word choices are accurate. There is an absence of ―clutter‖ or
―padding.‖ Phrasing is clear and direct. Tone is handled consistently; sentence length and word
choice are appropriate to the audience and purpose of the piece.
Mechanics and Format: Correct punctuation, grammar, and spelling show a solid grasp of
standard English usage. Writer uses parallel structure consistently (expresses parallel elements in
the same grammatical form: example—The athlete liked swimming, jogging, and to bicycle.
Correctly expressed—The athlete liked swimming, jogging, and bicycling). The writer prepares
the paper carefully with attention to appearance, format, and readability. Headings and subheadings
are used to organize longer reports or assignments—depending on the style being
followed. The writer selects a style [MLA, APA, or UCP] and uses it consistently and correctly.
Proofreading: The writer should review the following questions before the paper is submitted:
1. Is the purpose clear? Does it show substance, logic and originality?
2. Are generalizations, opinions, and conclusions supported by specific examples/data?
3. Were theories linked to practical experience and application?
4. Were unnecessary words and clichés avoided?
5. Are all information sources cited correctly?
6. Was the paper proofread for spelling, punctuation, grammar and typographical errors?
Using a Writer‟s Handbook for Reference
Because effective written communication skills are essential in both work and academic
environments, ACCEL emphasizes the development of these skills. Grading for written
assignments is based, in part, on the quality and correctness of the writing itself.
A college-level writing handbook is a valuable resource for you as you write for work and
classes and for faculty as they evaluate written assignments. In addition to providing a standard
for correctness, a writing handbook offers answers to questions that arise in writing and revising
papers. Students are encouraged to develop the habit of consulting their handbook for assistance
with:
Composing and revising (planning, drafting and revising)
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Formatting business and academic documents
Constructing effective sentences
Making word choices
Using correct grammar
Using punctuation correctly (commas, apostrophes, semi-colons, quotation marks)
Spelling and mechanics (capitalization, hyphenation)
Research writing (conducting research, citations)
MLA, APA, Chicago styles of formatting and documentation
Documentation of online resources
Grammar index
Here are some writing resources that are available online:
The Elements of Style by William Strunk, Jr. http://www.bartleby.com/141/
Online Writing Lab (OWL), Purdue University http://owl.english.purdue.edu/
Writing Evaluation Guidelines
The following guidelines may be used in evaluating papers unless the syllabus for the course
indicates otherwise. The evaluation may be expressed as a single grade incorporating the two
areas of content/organization and grammar/punctuation/spelling, or it may be expressed as a
double grade (example A/C) with the instructor determining the weight of each component
(example—75% for content/organization and 25% for grammar, punctuation/spelling/format).
Grading the Content/Organization of Student Papers
Grade A: In an ―A‖ paper, the writer completes the task set by the assignment, and the
paper is excellent in nearly all respects. It exhibits the following characteristics:
• Is well organized
• Has a clear thesis, stated or implied
• Contains well-developed content that is specific, accurate, interesting, and
appropriate
• Demonstrates the writer‘s ability to produce and synthesize complex ideas
• Contains logical connectors and transitions
Grade B:
Grade C:
The ―B‖ paper shares most of the characteristics of the ―A‖ paper. The reasoning
is logical, and the content is effectively organized into coherent units. Areas of
weakness may be:
• Less careful reasoning than found in the ―A‖ paper
• Minor problems in paragraphing and/or organization
In the ―C‖ paper, the writer has come to terms with the basic task of the
assignment, and the paper is generally competent. The organization is sufficiently
clear that the reader can move with relative ease through the discourse. The paper,
however, has problems in some or all of the following areas:
• Weak thesis
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• Weak development of minor points, but writer provides evidence of the
ability to support key ideas
• Lacks or contains illogical connectors and transitions (e.g., however,
therefore, furthermore, although)
Grade D:
Grade F:
In a ―D‖ paper, the writer shows difficulty managing the task of the assignment in
some way. For example:
Thesis vague, too broad, or too obvious to be developed effectively
Thesis may lack adequate support
Paragraphing and organization weak, but reader is never completely ―lost‖
in terms of following the train of thought
In an ―F‖ paper, the writer fails to come to terms with the assignment. The
primary task is ignored, misconstrued, badly mishandled, or redefined to
accommodate what the writer wants to say or is able to say.
This category may also be used for the paper that is obviously ―off-topic,‖
regardless of the writing quality. In this case, the paper does not deal with the
topic assigned and, therefore, does not fulfill the assignment.
Grammar/Punctuation/Spelling
Grade A The paper is virtually free of errors in sentence structure, usage, and mechanics
(including punctuation and spelling) and shows evidence of excellent control of
language and management of writing style.
Grade B
Grade C
Grade D
The paper has a few errors in sentence structure, usage, and mechanics; those few
errors do not interfere with comprehension and are not distracting to the reader.
The paper may contain some awkward or ineffective sentences and may show
some problems with mechanics and usage. These errors, however, are not serious
or frequent enough to consistently distract the reader from the content or to
interfere significantly with comprehension.
The paper contains errors in grammar, sentence construction, mechanics, and/or
usage, which often interfere with comprehension and/or are distracting to the
reader.
Grade F The paper has frequent grammatical mistakes or poorly constructed
sentences and serious, frequent errors in mechanics and usage, which impede
understanding. The difference between a ―D‖ paper and an ―F‖ paper lies
primarily in the pervasiveness of errors.
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Written Assignment Evaluation Form
Student‘s Name __________________________________________________
Date ________ Assignment _______________________Overall Grade _______
II. Content Low High
A. Appropriateness 1 2 3 4 5
(Addresses assignment)
B. Organization 1 2 3 4 5
(Logical sequence of subject matter)
C. Theory 1 2 3 4 5
(Incorporates concepts and theory into assignment)
D. Application 1 2 3 4 5
(Practical application of theory)
E. Critical Thinking 1 2 3 4 5
(Discussion and recommendations based on analysis)
II. Presentation Low High
A. Writing Skills 1 2 3 4 5
(Grammar, spelling, punctuation, language skills)
B. Composition 1 2 3 4 5
(Paragraph and sentence construction, use of headings)
C. Format 1 2 3 4 5
(Readability, general appearance, appropriate citations)
III. Additional Comments (if any)
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Tools for Effective Oral Presentations
How to Organize a Presentation – The “PREP” Model
Tell them what you are going to say, say it, and tell them what you said. Students have probably
heard this many times. The PREP model provides the presenter with a useful way of doing this
and can be used by individuals and groups. It is a modular system with these components:
INTRODUCTION
PREP 1 [key point and support]
PREP 2 “ „‟ “ “
PREP 3 “ “ “ “
PREP 4 “ “ “ “
CONCLUSION
As many ―PREPs‖ as necessary can be developed to adequately cover the subject and meet the
allotted time. The key points can be arranged in order of priority; if time runs out, PREP 4 can be
dropped, because it is not as important. PREP 5 may be prepared in case there is more time than
anticipated.
Timing is everything when making an oral presentation! For a ten (10) minute presentation, plan
on covering the introduction, three key points (PREPs), the conclusion, and a few questions. For
each key point use the ―PREP‖ model below:
Point #1 =
Reason =
Example =
Point #1 =
Premise, What
What is the key point? What is your position?
Why it Matters, Motivation
Why do you care? Why should the audience care?
Facts, Statistics, Evidence
Provide the audience with solid examples supporting your point.
Restate, Transition
Summarize key ideas and words. Transition to key point #2.
The Introduction of a Presentation: Presenters must gain attention here. It is a good idea to
begin with a hypothetical question, startling statistic, metaphor, powerful quote, testimonial, or a
funny or emotional story that is relevant to the topic and the audience. Briefly tell what will be
covered in the presentation. (Sometimes the speaker will need to introduce him/herself and their
credentials, but this is separate from the introduction of the presentation).
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The Conclusion of the Presentation: The key points should always be summarized and
recommendations made, if appropriate. If the presenter wants the audience to take action, he/she
can provide a challenge, appeal, or some action step. Powerful and relevant quotes, stories, and
facts are also useful in the conclusion.
Things to Remember!
Create visual pictures when telling stories or quoting
Use visual aids to illustrate key points, facts, examples
Try to ―personalize‖ as much as possible – how could your subject affect the audience?
Using Visual Aids Effectively
Simple visual aids can serve as notes when speaking. Titles should be selected carefully since
titles can serve as ―triggers‖ to what information will come next and helps both the presenter and
the audience stay on track.
Advantages of Using Visual Aids
Presenter can move around the room creating energy
Presenter has better eye contact with audience developing rapport
Presenter can focus on delivery and not worry about what to say next
Audience feels comfortable that presenter has a plan
Audience remembers key points with both spoken and visual cues
Basic Tips on Developing Slides
Use an overview ―roadmap‖ slide with key presentation topics
Use only one topic per slide
Use key words, no more than six words per line
Use no more than six lines per slide
Use readable fonts [sans serif] and point size [30+]
Use color, bullets and clip art to add emphasis and clarity
Use clip art that provides a visual image to illustrate key points
For tables or charts, wording should be readable at 15 feet, whether using overhead slides, a flip
chart, or a PowerPoint presentation. Negative space in these visual aids should be made a
premium. If possible, use a visual aids software package like PowerPoint and follow the
template/wizard instruction. However, remember when using a slide projector or other electrical
medium, backups are critical. If there are technical difficulties, having handouts of the key
presentation points will save a presentation. The presenter must maintain credibility and continue
with the presentation at all costs.
Some Tips on Handling Visual Aids
Keep back to the audience at a minimum
Don‘t just repeat what is on the slide, flip chart, or handout – enlarge on the key points
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Avoid blocking the projection screen when changing a transparency
Turn off the overhead projector if the transparency has been used for key points, and the
discussion has moved to questions and answers
Practice with the equipment prior to the presentation
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Oral Presentation Evaluation Form
Student‘s Name ___________________________________________________
Date _______ Assignment _________________Overall Grade _____________
I. Content Low High
A. Appropriateness 1 2 3 4 5
(Meets objectives of assignment)
B. Organization 1 2 3 4 5
(Logical sequence of subject matter)
C. Theory/Topic Research 1 2 3 4 5
(Incorporates theory/topic research into assignment)
D. Support 1 2 3 4 5
(Demonstrates understanding through data, examples)
E. Critical Thinking 1 2 3 4 5
(Discussion and recommendations based on analysis)
II. Presentation Low High
A. Introduction 1 2 3 4 5
(Gets attention, defines purpose)
B. Body: Key Points 1 2 3 4 5
(Examples, facts, statistics)
C. Conclusion 1 2 3 4 5
(Summarize, recommend, action plan)
D. Body Control, Voice 1 2 3 4 5
(Gestures, movement, volume and enunciation)
E. Dynamics 1 2 3 4 5
(Pace, interaction with audience)
F. Visual Aids 1 2 3 4 5
(Support key points, readability, and use)
III. Additional Comments (Time Allocation, Handling Questions, Distractions):
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Case Studies
The Purpose of Case Study Analysis
A Case Study presents a body of information describing a particular problem situation. In an
organizational context, it is an account of the structure, culture, behaviors, interpersonal
relations, and interdependent roles among managers, employees, and clients. Also, a case study
usually provides an accounting of general environmental conditions and priorities that
characterize a specific decision/action field.
Such cases are to be analyzed rather than solved. Analyses may develop or evolve through
classroom discussions or they may be offered in a written report or class presentation. Whatever
the form, each analysis starts with a focus on a central issue or question representing an accurate
reflection of the total problem or situation. Within this definition, optional courses of action may
be identified and hypothesized.
An argumentative thesis explaining the important action steps and/or decision points can then be
developed. This argument/thesis should be supported by factual and interpretive evidence taken
from the case itself, not from vague generalizations and opinions. The final step in case analysis
is to formulate recommendations suggesting further actions or decisions that logically flow from
the argument/thesis.
Analyzing case studies gives students a richer, more in-depth understanding of a specific
discipline or course content area. Dalton McFarland, in his 1979 book Management Foundations
and Practice 2 states that the case analysis process serves one or a combination of the following
purposes:
Increase awareness of environmental conditions
Assessment of the field, giving rise to the problem will often cast attention to imperatives
of variables in the external environment. In this modern world of rapid change,
organizational problems seemingly of an integral nature are often directly related to
external dynamics. Thus, environmental relationships may become significant concerns
in case analyses.
Add knowledge of organizational behavior and structure
It is likely that factual materials in a case will give insight into the conditions, problems,
and decisions facing management in various organizational situations. Moreover, because
past decisions and actions leading to the issue under study may not have been appropriate
and effective, casualties are exposed and can be examined within the structure of the
case. Therefore, issues with organization structure, roles and relationships, work design,
and duplication of efforts may become apparent.
Strengthen abilities in identifying situational problems
2 McFarland, Dalton E. Management: Foundations and Practices. 5th ed. New York: Macmillan, 1979. pp. 635-
640.
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Because tradition and emulation often dominate exploration and study in problem
solving, the latter skills of management are often neglected. A decreasing cost curve does
not necessarily mean that the organization is not operating in the most efficient and
effective manner, nor does it necessarily manifest long-run potential. Thus, a major
function of management is to locate and define accurately the problems facing the
organization if it is to remain relevant to its environment.
Enhance skills in framing appropriate questions
Calling upon intuition, experience, and logic, the analyst is required to use his/her
creativity in discerning intelligent and comprehensive alternatives and substantiating
logical solutions. Without this phase of analysis, various influencing forces or pertinent
hypotheses may be overlooked. In many cases, an executive must deal with insufficient
facts, matters of compromise, and human vagaries. Therefore, it is of major importance
that the analyst asks himself/herself how a particular decision will affect other areas of
the enterprise and to what extent combined abilities and willingness are present to pursue
a particular course of action.
Offer realistic training problem-solving skills
This function contains elements of both heuristic thinking and resolution or closure.
Analyses may point to (a) decisions in which additional facts or more pertinent evidence
is needed and for which appropriate machinery must be created to provide such
information, or (b) a culling, evaluation, and integration of available evidence, so that a
definitive course of action can be proposed. Information reported in a case can
conceivably lead to a number of different conclusions, depending on the way in which
the information is treated. The existence of several options or outcomes, however, does
not mean that all possible courses of action have equal merit. Generally, the analyst must
order his/her recommendations in the light of logical predictions of desirable outcomes.
Preparation of a Case Study Analysis
There is no single best way to analyze a case, nor is there a standard form in which to present the
data. The manner of presentation depends upon: (1) the nature of the case, (2) the need for detail
and supporting evidence, and (3) the purpose for which the analysis is being made. Unless
instructed to the contrary, the governing principle is brevity and conciseness. It is well to
remember that difficulties of reporting multiply at a rate greater than an increase in the detail
contained in the analysis.
Conciseness should not be obtained by eliminating significant areas of discussion, but rather by
economy of writing and clarity of style. Both depth and breadth are essential elements of case
study analysis. A comprehensive analysis will not be superficial nor will it omit consideration of
important data bearing upon the thesis or exposition.
Many times the study group presenting the case plays the role of external consultants, making the
presentation with recommendations to top management. The common method of presenting the
case is to take a particular stand or formulate a proposal and logically support each
recommendation.
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The following suggestions will help the preparation of a case analysis, whether oral or written:
1. Read the case thoroughly and completely; absorb all the information in the case. Then put
the case aside for a period of time and, if possible, carefully reread the case once or twice,
trying to get an accurate picture of the dynamics of that particular situation. Look for
patterns and inconsistencies. Let unusual solutions surface.
2. If the case description is long, review notes or summaries of pertinent information before
proceeding with the analysis. Lawyers call this phase briefing a case. A principal
difficulty at this stage is to sort out important pieces of information from ―red herrings‖
and data of little significance.
3. Formulate in writing a precise statement of the problem. Superficial questions in the case
may not penetrate real dimensions of the problem. Distinguish between the symptom
such as high labor turnover) and the cause (such as low pay) of the problem. Even though
the symptom (such as a physical alteration) may need treatment, preventive remedies
must be directed toward the cause of the problem.
4. Elaborate on the problem statement in such a way as to show (a) which incumbent(s)
must take some kind of action, and (b) why some kind of action must be taken at this
particular time.
5. Describe alternative decisions or course of action that can be taken. These become
hypotheses that require testing by marshaling evidence available in the case material.
6. Raise questions concerning the various hypotheses providing the reasoning that moves
toward evaluation. These crucial questions constitute the heart of an analysis in terms of
goal and priority assessments.
7. A useful evaluation model includes two types of assessments, (a) cost-benefits of a
particular action versus (b) testing such evaluations against accepting/rejecting that
decision.
8. Organize the evidence so as to substantiate a specific recommendation, while stating
conclusions clearly. Point out further actions that, if made, would improve the situation or
prevent a recurrence. Non-crisis management is related to the question: What might we
have done to reduce the probability of this problem?
9. Completion of the recommendations may require the specifications of method of followthrough
and monitoring for control during the changeover. Specifications can include
processing standards, signaling mechanisms, and possible corrective actions.
A Four-Part Approach To Case Study Analysis
This outline format can be a guideline for both the written report and oral presentation of a case
study analysis.
PART I. SYNOPSIS
Background Information
Overview of Case and Problems
PART II. DEFINITION
Key Factors and Issues
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Roles of Key Players
PART III. ANALYSIS
Key Concepts or Models
Internal and External Environment
Stakeholder Perspectives
Decisions Made – Actions Taken
Anticipated Outcomes – Actual Results
PART IV. CONCLUSIONS & RECOMMENDATIONS
Results – Positive and Negative
What Are Likely Consequences
How Would You Have Handled Situations, Problems and People
What Are Your Recommendations – What Would You Implement
Questions to Ask while Analyzing a Case Study
What worked and what didn‘t?
Were there unintended consequences from decisions and actions taken?
Did you agree or disagree with decisions/actions? Why?
Do you have additional information about the organization on which the case was based?
(Example: current news in the media). Could this new information change any of the
decisions or actions taken? How?
Group Projects and Activities
The Purpose of Academic Groups
Educational research has demonstrated that shared-learning activities raise student understanding
and achievement. Students can better develop higher-order thinking skills, such as analysis,
evaluation, and synthesis by working in groups. Further, assigning and evaluating group projects
help students to:
Learn how to work together in a team environment – positive interdependence.
Understand group processes, including process management, conflict management,
synergism, collaboration, resource utilization, individual accountability, shared
knowledge, cooperation, planning and problem solving.
Effectively and efficiently develop oral and written presentation skills.
Be better prepared for social interaction at work.
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Explore and integrate a broader range of ideas and expertise.
Respond to different learning styles.
Supplement the knowledge of the faculty member.
Develop a sensitivity to and awareness of cultural and gender diversity.
Guidelines for Study Group Activities
When engaged in classroom small group activities, the following guidelines should be followed:
When considering the formation of study groups, try to bring as much diversity as
possible to the group. Vary the group make-up for different activities, so that the
same students are not always in the same group.
Select a spokesperson/leader for the group for keeping the team on task and for reporting
back to the full class the findings, conclusions, and recommendations of the group. The
spokesperson may also serve as the recorder for the group or select another group
member to record key information.
Select a timekeeper for the group. Most small group activities should not exceed twenty
minutes. The timekeepers‘ task is to keep the team moving forward toward assignment
completion within the allotted time frame.
During the course, students are encouraged to try to participate in as many small group
roles as possible – spokesperson, recorder, or timekeeper.
Solicit the faculty member‘s assistance at any time the study group is unable to stay on
task or is unclear of the assignment or purpose.
A Quick Idea for a Learning Group Activity and Presentation
Form a learning group (2-4 members). Select a topic similar to one of the following: ethical
issues related to technology, privacy issues, or new uses of technology for the future.
Collaboratively research the topic and prepare a presentation (20 minutes, including time for
questions). For your research, you can use conventional libraries, the Internet, or computer
databases. If the research material is available in class (text, articles, video, etc.) the presentation
can be done the same class meeting. Use transparencies, flip charts, handouts or computer based
materials such as PowerPoint. Prepare copies of your group‘s outline for the entire class. All
members of the group must participate in the presentation. A group grade for both content and
presentation style will be awarded for this assignment.
Student Peer Review and Feedback on Written Assignments
Review is a process in which a student reads (or hears) the writing of a classmate and gives
constructive feedback to the writer. This may be done in pairs or small groups. Review can be a
powerful and empowering experience for both the reader and writer. Both the reviewers and the
writer need to approach the peer review process as one of providing constructive criticism.
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Forms may be developed by the faculty member to assist students in this process (Does the paper
address the assignment? What is the thesis? How is the thesis developed? What would help in the
defense of the thesis? What information is missing? How does the choice of words affect the
paper? Does the conclusion do more than echo the introduction/thesis? Does the conclusion
leave you with a lasting impression? Who is the audience for this paper? What is the writer‘s
tone or attitude toward the subject? Is this tone appropriate? What do you suggest that would
make this paper stronger?)
Student Review and Feedback on Oral Presentations
Audience Response Feedback
Many of the same guidelines and techniques discussed in reader-based feedback on written work
apply when students are asked to provide peer feedback to other students making oral
presentations. It is important to note that students are not formally qualified to evaluate the
presentation but can certainly provide audience response feedback. The faculty member, along
with the students, needs to establish clear ‗ground rules‘ on giving constructive feedback before
proceeding. Many times students can use the same oral evaluation form that the faculty member
is using and give it to the presenter. This more informal audience feedback can be invaluable to
the presenter in identifying whether his/her purpose was clear, the material was understood, and
the audience was involved and interested.
Approaches to Course Assignments and Activities
Evaluating Research Studies
When evaluating research studies, it is recommended that students review more than one source
for each topic. The analysis and research design should be evaluated first. Next, the
development, testing, and implementation of the finding should be assessed. On a final note, it is
suggested that students review the research studies with skepticism. The following questions
may provide a useful framework.
What other research has been published on this topic?
o What did those studies find?
o How are these studies relevant to the present research topic?
What is the hypothesis of this study? What is to be researched?
o Is the hypothesis clearly and directly related to the previous research?
o Is the hypothesis stated in such a way that it is clear as to exactly what is to be
done in the present study?
What is the research methodology and design?
o What type of design was used for this study?
o Why was this design the best choice given the hypothesis?
o Are there any practical or ethical constraints that led to the use of this design?
o What are the independent variables employed? Do these variables embody the
questions asked in the hypothesis?
o Do the dependent variables/measures employed flow from the hypothesis?
o Why were the particular subjects chosen for this research study?
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What results are expected from the present study?
o Is one able to determine why these particular predictions are being made?
o What questions does the study answer or provide evidence for?
o What questions are not answered?
o Are the statistical measures/tests appropriate to the research design?
o If a statement is made about ―statistical significance‖ or ―reliability‖ are the terms
used correctly for the type of research?
What are the limitations of this study?
o How well did the researcher(s) control for confounding variables?
o Is the research study ―generalizable‖? Why? Why not?
o What could/should have been done differently?
o What changes should be made for the next study in this line of research?
The Academic Journal
An academic journal is a series of essays, written by the student in the first person, journal
format. The objective of these writings is to complete the learning loop by integrating the
readings, theories, exercises, cases, and discussions with the daily, real world experiences of the
student. The entries should not be a mere rehashing of ideas revealed in class but instead
demonstrate a higher level of integration and understanding. In courses, as in the real world, the
experiences, theories, and discussions are useless unless one thinks and reflects on them, assigns
meaning, and discovers practical applications.
The academic journal consists of weekly chronological entries, informally written.
Entries should contain the following items:
1. Reactions to class activities, readings, and discussions, including actual feelings about
these things, as well as thoughts or opinions about them.
2. Attempts to make intellectual sense out of these ideas, theories or hypotheses by forming
one‘s own opinions; what works – what doesn‘t, why?
3. An integration of the concepts and theories presented in this class with experiences
outside of the classroom.
When listening to class discussions and reading course materials, the student may want to note
in the journal ideas, reactions, questions and concerns that arise. Writing might also include
responses to instructor questions, reflections on personal experiences, or responses to
presentations or material in the media. A comfortable, ―letter-writing‖ language can be used.
First attempts at journal writing may feel awkward. Some students may only concentrate on
writing about how things should be or defending their own reactions or experiences. While the
thoughts and opinions portion of a journal is important, the feelings part is also crucial. Some
students may have little experience in accessing feelings and may need to overcome the sense
that feelings are of less value than thoughts. It can be helpful to reflect on what might have given
rise to the feelings.
Any journal writing may be submitted for instructor review and feedback. The journal should be
kept in a three-ring binder so that pages can be removed and submitted for review.
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Student Course Attendance & Participation Self-Appraisal
Name: ____________Course: __________ Date: ___________
This appraisal form is to be used to evaluate your in-class attendance and participation. Please be
as objective as possible. Remember you are evaluating yourself. How involved were you in both
class discussions and group activities. Circle the correct number that you think best describes the
value to be assessed in each area. Total the score at the bottom of the form to give your overall
attendance and participation level.
Attendance:
0 = Missed more than one class
20 = Missed one class
40 = Did not miss any classes!
1. Based on number of class absences. 0 20 40
Group Involvement: Low High
2. Showed involvement in the group discussions 0 1 2 3 4
3. Was open-minded and listened to the comments of others 0 1 2 3 4
4. Asked pertinent questions 0 1 2 3 4
5. Lead group discussions 0 1 2 3 4
6. Served as spokesperson for the group, at least once 0 1 2 3 4
7. Helped summarize at appropriate points 0 1 2 3 4
8. Drew out quieter group members 0 1 2 3 4
9. Was prepared for group discussions 0 1 2 3 4
10. Participated freely and cooperated to assist 0 1 2 3 4
Class Involvement: Low High
11. Came prepared to each class 0 1 2 3 4
12. Showed involvement in class discussions 0 1 2 3 4
13. Asked pertinent questions in class 0 1 2 3 4
14. Helped clarify and/or summarize issues 0 1 2 3 4
15. Brought materials to share with class 0 1 2 3 4
16. Cooperated in creating a supportive learning environment 0 1 2 3 4
Total Attendance, Group and Class Participation Points: _____________
95-100 = Excellent, 90-95 – Good, 80-90 = Average; 80-Below = Needs Improvement
90