On-Campus Undergraduate Student Handbook - Prescott College

Resident UndergraduateStudent Handbook2014-2015Rev. 9/9/14Prescott CollegeFor the Liberal Arts, the Environment, and Social Justice220 Grove AvenuePrescott, AZ 86301(928) 350-4500 • (877) 350-2100www.prescott.edu1

Handbook Disclaimer NoticePrescott College reserves the right, without notice, to modify the requirements for admission orgraduation; to modify the courses of instruction or programs of study; to cancel classes; to changetuition and other fees; to refuse admission or readmission to any student at any time; or to alter anyportion of this handbook and policies or procedures referred to herein. Students, faculty and staff of theCollege are responsible for all information and deadlines contained in this handbook. The onlinehandbook is considered the official Resident Undergraduate Handbook and can be found athttp://www.prescott.edu/handbook.Employment Disclaimer NoticePrescott College does not guarantee job placement to graduates upon program/course completion orupon graduation.© Prescott College, 20142

Table of ContentsTable of Contents .......................................................................................................................................... 31. Governance and Publications ............................................................................................................. 13Mission .................................................................................................................................................... 14Prescott College Inc. ............................................................................................................................... 14Board of Trustees .................................................................................................................................... 142014-2015 Prescott College Board of Trustees ...................................................................................... 14Faculty ..................................................................................................................................................... 15Prescott College Alumni Association (PCAA) .......................................................................................... 15Sustainability Department ...................................................................................................................... 15Student Governance ............................................................................................................................... 15Publications ............................................................................................................................................. 162. College Calendar & Important Events ................................................................................................. 17Calendar: 2014-2015 Academic Year ...................................................................................................... 18Community Assemblies ....................................................................................................................... 20Advising Fair ........................................................................................................................................ 20Degree Plan Workshop and Fair ......................................................................................................... 20Community Lunches ............................................................................................................................ 203. Policy & Compliance ........................................................................................................................... 21Family Educational Rights and Privacy Act (FERPA) ................................................................................ 22Protection and Disclosure of Student Records ................................................................................... 22Right to View and/or Amend Records ................................................................................................ 23Right to File a Complaint ..................................................................................................................... 23Notification ......................................................................................................................................... 23Financial Aid ............................................................................................................................................ 23Federal and Institutional Grants ......................................................................................................... 23Federal Direct Loans ........................................................................................................................... 23Private/Alternative Loans ................................................................................................................... 24Scholarships ........................................................................................................................................ 24Student Employment .......................................................................................................................... 243

Computing and Communications Acceptable and Responsible Use ...................................................... 24Acceptable and Responsible Use Policy .............................................................................................. 25Lost and Found Policy ............................................................................................................................. 264. Academic Policies ................................................................................................................................ 29Academic Integrity .................................................................................................................................. 30Sanctions ............................................................................................................................................. 30Academic Standing and Satisfactory Academic Progress ....................................................................... 30Good Standing ..................................................................................................................................... 31Academic Warning .............................................................................................................................. 31Academic Suspension ......................................................................................................................... 31Academic Probation ............................................................................................................................ 31Reinstatement of Satisfactory Academic Progress ............................................................................. 31Academic Standing following Leaves of Absence ............................................................................... 31Academic Standing following Academic Suspension .......................................................................... 32Limitations to Financial Aid Eligibility (Maximum Timeframe) ............................................................... 32Rank and Financial Aid ............................................................................................................................ 32LRU and RU Admissions Process ............................................................................................................. 32Roster for Courses ................................................................................................................................... 32Enrollment Status and Registration ........................................................................................................ 32Continuous Enrollment ....................................................................................................................... 32Registration ......................................................................................................................................... 33Authorization to Take Course(s) at a Host School .................................................................................. 33Student Eligibility Requirements:........................................................................................................ 33Student Responsibilities: ..................................................................................................................... 33Credit Load and Overload ....................................................................................................................... 34Entering Student Load Requirement .................................................................................................. 34Increase of Credits .............................................................................................................................. 34Leave of Absence (LOA)/Withdrawing from a Term ............................................................................... 34Withdrawal from the College .................................................................................................................. 34Readmission to the College..................................................................................................................... 35Credit/No Credit Awards ......................................................................................................................... 35No Credit ............................................................................................................................................. 354

Incomplete Courses ............................................................................................................................ 35Drop/Add ................................................................................................................................................ 36Withdrawal from Courses ....................................................................................................................... 36Repeating Courses .................................................................................................................................. 36Auditing Courses ..................................................................................................................................... 36Letter Grades and Grade Point Average (GPA)....................................................................................... 36Change of Evaluation .............................................................................................................................. 37Tuition and Fees ...................................................................................................................................... 37Fees (not tuition)..................................................................................................................................... 37Exceptions Committee ............................................................................................................................ 37Academic Transcripts .............................................................................................................................. 37Graduation Certification ......................................................................................................................... 38Fees and Submission of Documents ................................................................................................... 38The Forms ........................................................................................................................................... 385. Academic Definitions & Procedures ................................................................................................... 39Advising ................................................................................................................................................... 40Course Agreement .................................................................................................................................. 40Course Description .................................................................................................................................. 40Consortium Agreements ......................................................................................................................... 40Conversion Portfolio ............................................................................................................................... 40Capstone Graduation ePortfolio ............................................................................................................. 41Education Portfolio ................................................................................................................................. 41Enrollment Periods ................................................................................................................................. 41Narrative Evaluation Process .................................................................................................................. 42Full-Time Status and Part-Time Status .................................................................................................... 42Grade Point Averages ............................................................................................................................. 42Independent Studies ............................................................................................................................... 43Independent Study Contracts ............................................................................................................. 43Independent Studies—Guidelines for Approval ................................................................................. 43Independent Study – Approval ........................................................................................................... 44Independent Study—Risk Management ............................................................................................. 44Teaching Assistantships .......................................................................................................................... 465

Completion of Orientation ...................................................................................................................... 47Orientation is a Graduation Requirement .......................................................................................... 47Orientation is a Prerequisite for Field Courses ................................................................................... 47Credit for Students Who Transfer Orientation Courses Mid-Block .................................................... 47What Students Need To Understand When Leaving a Field-Based Orientation Course .................... 47Math and Writing Certification ............................................................................................................... 48Math Certification ............................................................................................................................... 48Writing Certification I: Basic College-level Writing Proficiency .......................................................... 48Writing Certification II: Three Courses Designated “Writing Emphasis” ............................................ 48Writing Certification III: Upper-Division Research Paper .................................................................... 49Explanation of Writing Emphasis (WE) ................................................................................................... 49Guidelines for WE courses: ................................................................................................................. 49Writing Certification III: the Research Paper .......................................................................................... 49Minimum Requirements ..................................................................................................................... 50Additional Guidelines .......................................................................................................................... 50Writing Certification Questions and Answers ......................................................................................... 51What is writing certification at Prescott College? How are writing certification I, II and III different?............................................................................................................................................................ 51What are the deadlines for completing Writing Certification I, II and III? .......................................... 51Writing Certification I ...................................................................................................................... 51Writing Certification II ..................................................................................................................... 51Writing Certification III .................................................................................................................... 51May I begin work on writing certification II before completing writing certification I? ..................... 51What are writing emphasis courses? .................................................................................................. 51When will writing emphasis courses be offered? ............................................................................... 52Can I transfer writing emphasis courses from other colleges?........................................................... 52What is the writing certification III research paper that becomes part of my permanent file?......... 52Who is an appropriate mentor for a WE course or independent study? ........................................... 52Can an independent study count as a WE course? ............................................................................. 52Can a non-WE course be designated as writing emphasis?................................................................ 52Can my senior project count as one of my WE courses? .................................................................... 52Who do I talk to if I have questions about writing certification I, II and III? ....................................... 536

6. Services for Students .......................................................................................................................... 55One Stop Center ...................................................................................................................................... 56Mental Health Services ........................................................................................................................... 56Access and Disability Support Services ................................................................................................... 56Academic Standards and ADA Accommodation Statement ............................................................... 57Accommodation Process for Students with Disabilities ..................................................................... 57Temporary Disabilities ........................................................................................................................ 58Student Accident and Sickness Insurance ............................................................................................... 58Student Housing / Student Activities / Student Union Board ................................................................. 58Student Union—Student Involvement and Student Governance .......................................................... 58Event Announcements ............................................................................................................................ 59Room Scheduling / Events ...................................................................................................................... 59Postings ................................................................................................................................................... 59Student Judicial Affairs / Student Conduct Policy ................................................................................... 59Office of the Dean ................................................................................................................................... 60The Library and Learning Commons ....................................................................................................... 60Printing, Scanning, and Photocopying in the Library .............................................................................. 60Academic Support Resources ................................................................................................................. 61Prescott College Learning Commons .................................................................................................. 61Writing Center ................................................................................................................................. 61Tutoring ........................................................................................................................................... 61World Languages Initiative ............................................................................................................. 61Reference Librarians ....................................................................................................................... 61Email ........................................................................................................................................................ 61Office of the Registrar: Lower Rosewood Building (One Stop Center) ................................................... 61Financial Aid: Lower Rosewood Building ................................................................................................ 61Business Office: Lower Rosewood Building ............................................................................................ 62Service Center: San Juan Building ........................................................................................................... 62Bookstore ................................................................................................................................................ 63Audio-Visual Loan Program: Ponderosa Building (next to ITV classroom) ............................................. 63Transportation (Field Operations, San Juan building) ............................................................................ 64Campus Security...................................................................................................................................... 657

Student Clubs and Organizations ............................................................................................................ 657. Student Conduct & Honor Conscience ............................................................................................... 69Honor Conscience ................................................................................................................................... 70STUDENT CONDUCT POLICY.................................................................................................................... 70SECTION I. GUIDING PRINCIPLES ......................................................................................................... 70SECTION II. SCOPE ............................................................................................................................... 70SECTION III. REACH .............................................................................................................................. 70SECTION IV. RESPONSIBILITIES OF DUAL MEMBERSHIP ..................................................................... 70SECTION V. DISCIPLINARY OFFENSES .................................................................................................. 711. Scholastic Dishonesty .................................................................................................................. 712. Illegal or Unauthorized Possession or Use of Weapons ............................................................. 713. Sexual Assault or Nonconsensual Contact/Sexual Harassment .................................................. 71Violations of Sexual Harassment Policy ...................................................................................... 72Consensual Relationships between Employees and Students .................................................... 73Reporting..................................................................................................................................... 73Rights of Complainant ................................................................................................................. 73Rights of Accused ........................................................................................................................ 74SEXUAL HARRASSMENT DISCIPLINARY PROCEDURES: ............................................................... 744. Threatening, Violent or Aggressive Conduct .............................................................................. 745. Theft, Property Damage, and Vandalism .................................................................................... 756. Disruptive or Disorderly Conduct ................................................................................................ 757. Illegal or Unauthorized Possession or Use of Drugs or Alcohol .................................................. 758. Verbal Assault, Defamation and Harassment ............................................................................. 769. Hazing and Anti-bullying ............................................................................................................. 7610. Falsification ............................................................................................................................... 7711. Abuse of Prescott College disciplinary system, including but not limited to: ........................... 7712. Unauthorized Use or Misuse of College Facilities ..................................................................... 7713. Violation of Federal or State Laws ............................................................................................ 7714. Insubordination ......................................................................................................................... 7715. Violations of College Rules ........................................................................................................ 77SECTION VI. SANCTIONS...................................................................................................................... 78Search of Students’ Property .......................................................................................................... 798

SECTION VII. DISCIPLINARY PROCEDURES: ......................................................................................... 79Complaint ........................................................................................................................................ 79Notification and Determination of violations that warrant Disciplinary Meeting .......................... 79Notification and Determination of violations that warrant Disciplinary Hearing by Panel ............ 80Disciplinary Panel ........................................................................................................................ 81Administrative Interim Suspension ............................................................................................. 81SECTION VIII. APPEAL PROCEDURES ................................................................................................... 81Rules for Honoring Campus and Community .......................................................................................... 82Statement of Respect for Diversity ......................................................................................................... 83Notice of Nondiscrimination Policy ........................................................................................................ 83Student Grievance Procedures ............................................................................................................... 83Academic Grievance Procedures ........................................................................................................ 83Nonacademic Grievance Procedures .................................................................................................. 84DRUG-FREE WORKPLACE AND CAMPUS POLICY .................................................................................... 85EFFECTS OF DRUGS AND ALCOHOL ..................................................................................................... 85HEALTH RISKS ASSOCIATED WITH THE USE OF ALCOHOL .................................................................. 85Long-Term Risks .................................................................................................................................. 86HEALTH RISKS ASSOCIATED WITH THE USE OF DRUGS ...................................................................... 86Alcohol Use at the College .................................................................................................................. 87College Functions ............................................................................................................................ 87Off-Campus College Functions ........................................................................................................ 87Risk-Management Guidelines ......................................................................................................... 88Alcohol—State Laws and Regulations ................................................................................................. 88SANCTIONS .......................................................................................................................................... 88STATE AND FEDERAL SANCTIONS ................................................................................................... 89CONVICTIONS FOR DRUG-RELATED OFFENSES ................................................................................... 89DANGER SIGNALS INDICATING A DRUG OR ALCOHOL PROBLEM ....................................................... 89COUNSELING ....................................................................................................................................... 89ARIZONA AREA RESOURCES ................................................................................................................ 90Missing Student Notification Policy ........................................................................................................ 908. How to Graduate from Prescott College ............................................................................................. 91A Unique College — A Unique Graduation Process ................................................................................ 929

Designing a Study/Graduation Program ............................................................................................. 92Choosing courses and independent studies (IS) ............................................................................. 92Selecting a Graduation Area ........................................................................................................... 93Timeline and Checklist for Graduation ............................................................................................... 93Time Limits for Completing Degree or Program Requirements ......................................................... 95Changes to Degree Requirements ...................................................................................................... 95Awarding of Double Undergraduate Degree ...................................................................................... 95Minimum Requirements for Double Undergraduate Degree ......................................................... 95Degree Plan ......................................................................................................................................... 96Developing a degree plan and submitting it for evaluation ........................................................... 96Degree Plan Workshop ................................................................................................................... 96Forming an Individual Graduation Committee (IGC) ...................................................................... 96Designing a Degree Plan: Competence and Breadth Areas ............................................................ 96Qualitative Standards ...................................................................................................................... 97Liberal Arts and the Undergraduate Learning Goals ...................................................................... 97Determining Full-course Equivalents and Lower- and Upper-Division Transfer Credits ................ 97Format Options ............................................................................................................................... 97Format I — Competence/Breadth .............................................................................................. 98Format II — Competence/Double Breadth ................................................................................. 98Format III — Double Competence .............................................................................................. 98Bachelor of Fine Arts (BFA) and Bachelor of Science (BS) Degrees ................................................ 99Degree plan standards ........................................................................................................................ 99Exceptions to Standards .................................................................................................................... 100Degree Plan Guide ................................................................................................................................ 100Graduation ePortfolio ........................................................................................................................... 102Graduation ePortfolio Process Guide ................................................................................................... 102Capstone Packet: Designing, Approving, and Completing the Senior Project ...................................... 102Timelines ........................................................................................................................................... 103Capstone Packet ................................................................................................................................ 103Capstone Packet/Senior Project Planning Workshop ....................................................................... 103Writing the Narratives ...................................................................................................................... 103I. Competence Description Narrative ............................................................................................... 10410

II. Senior Project Description ............................................................................................................ 104Instructions for Using the ePortfolio to Document Mastery of Undergraduate Learning Goals ......... 104Competence within the Specific Field(s) of Study ............................................................................ 105Humanities and Arts Knowledge ....................................................................................................... 105Global Cultural Literacy ..................................................................................................................... 105Civic Engagement .............................................................................................................................. 105Ecological Literacy ............................................................................................................................. 106Skills for Inquiry, Analysis, and Synthesis .......................................................................................... 106Skills for Self-direction and Lifelong Learning ................................................................................... 106Carrying Out a Senior Project ................................................................................................................ 106Capstone Packet Summary ................................................................................................................... 106Model Narrative Description of Competence ....................................................................................... 1089. Graduation Requirements for Students Entering Prescott College Prior to Fall 2014 (ignore paginationof this section)........................................................................................................................................... 11110. Area Information and Resources ........................................................................................................ 113DIRECTIONS, LODGING, & AREA ATTRACTIONS .................................................................................... 114Travel Logistics: ................................................................................................................................. 114Shuttle Service: ................................................................................................................................. 114Directions to Prescott College (From Phoenix): ............................................................................... 114Directions to Prescott College (From Flagstaff): .............................................................................. 114Lodging: ............................................................................................................................................. 115Things to Do in Prescott, AZ .................................................................................................................. 115LOCAL RESTAURANTS .................................................................................................................... 115Coffee & Tea Shops ................................................................................................................... 115Restaurants: .............................................................................................................................. 116HISTORY & QUICK REFERENCE .......................................................................................................... 117LOCAL ATTRACTIONS ........................................................................................................................ 117Hiking Trails and Outdoor Recreation: .......................................................................................... 117Camping: ....................................................................................................................................... 117Short Hikes/Bikes, Picnic Areas, Canoeing/Kayaking, & Camping ................................................ 117Grand Canyon: .................................................................................................................................. 118FOR MORE IDEAS .............................................................................................................................. 11911

Prescott & North Central Arizona: ................................................................................................ 119Flagstaff & Northern Arizona: ....................................................................................................... 119Phoenix & Central Arizona: ........................................................................................................... 120Tucson & Southern Arizona: ......................................................................................................... 12112

Resident Undergraduate1. Governance andPublications13

MissionThe mission of Prescott College is to educate students of diverse ages and backgrounds to understand,thrive in, and enhance our world community and environment. We regard learning as a continuingprocess and strive to provide an education that will enable students to live productive lives of selffulfillmentand service to others. Students are encouraged to think critically and act ethically withsensitivity to both the human community and the biosphere. Our philosophy stresses experientiallearning and self-direction within an interdisciplinary curriculum.Prescott College Inc.Prescott College, Inc. is a nonprofit corporation composed of all registered and matriculating students,members of the Alumni Association who have contributed during the current year to the College’sAnnual Fund, full-time faculty, full-time employees, and members of the Board of Trustees. TheCorporation meets two times each year during the College’s Community Meetings. The duties of theCorporation are to further the mission of Prescott College; to elect members of the Board of Trusteesfrom those persons nominated by the Board of Trustees; to advise the Board of Trustees in matters ofconcern to the Corporation; and to vote on any changes in the bylaws or mission statement of theCollege. The officers of the Corporation are the president (Chief Executive Officer [CEO]) of the College;chair of the Board of Trustees; four vice presidents (two shall be the trustees elected by the studentbody, another by the Staff Assembly, and the fourth by the Alumni Association); the secretary (facultytrustee); and the treasurer (treasurer of the Board of Trustees).Board of TrusteesThe Board of Trustees is the governing body of the College and has full legal, fiduciary, and policyresponsibility for all its actions. The board selects, hires, and evaluates the president of the College,approves the annual operating and capital budgets, approves all acquisition and disposal of real estate,approves all debt financing by the College, oversees the endowment and all investments of the College,authorizes tuition and fees annually, establishes and leads major fundraising efforts of the College,approves all policies of the institution, and approves degrees and honorary degrees uponrecommendation of the faculty. The board meets at least three times each year. The board is a nationalbody whose members are selected by a nominating committee of the board and elected by corporationmembers. Among the Board membership are four persons appointed or elected by their constituentbodies: two students (one from an on campus resident program, and one from a limited residencyprogram), one from the faculty, and one from the staff.2014-2015 Prescott College Board of TrusteesRichard AchGerald SecundyWalt Anderson (secretary, faculty trustee)Elizabeth Schwartz (Resident UndergraduateGeoff Barnardstudent trustee)Dan Boyce (chair)James P. Walsh (vice chair)Peter EvansShawna Weaver (limited-residency studentMary Ortontrustee)Michael RooneyKen Ziesenheim (treasurer)14

The president is assisted in general management of the institution by the President’s Circle: thepresident; the executive vice president for academic affairs; the chief advancement officer; the chieffinancial officer; the dean of the resident degree programs; the dean of the limited residency programs;the dean of enrollment management; the associate dean of enrollment management; the director ofauxiliary services; the director of facilities; the director of human resources; and the director of thelibrary.FacultyThe faculty at Prescott College are teachers/scholars dedicated to the mission of the College. They striveto create a balanced learning environment for their students through theory and application of theory inan authentic setting. Their off-contract time is often used to expand and update knowledge in theirrespective fields of study. Faculty at Prescott College consider their own learning process an ongoingexperience. Prescott College faculty serve as advisors and mentors to students and seek to establishsupportive relationships to facilitate mutual academic growth.Prescott College Alumni Association (PCAA)All graduates, former students, and former faculty are eligible for membership in the PCAA. The alumniassociation elects its own members of the board of directors and, in coordination with the alumni office,organizes alumni gatherings and trips and provides resources and networking services. The PCAA worksclosely with the College to support its goals, assists in fundraising, and helps to continue a connectionamong alumni, the College, and current students. Further information on the PCAA may be obtainedfrom the alumni office or through the Prescott College Alumni Web site athttp://www.prescott.edu/alumni/index.html.Sustainability DepartmentPrescott College is committed to creating environmentally responsible and socially just practices in ouroperational and academic activities. This is part of our core values, with a triple bottom line sense ofsustainability that places priority on the health and integrity of people, the planet, and prosperity. Oursustainability commitment can be seen in our new buildings, land management, food services, energyand water efficiency, and waste management; as well as our governance, human resource practices, andinitiatives to improve diversity and inclusion. The College strives to improve its sustainable policies andpractices through the Sustainability Department and cross-college Sustainability Council. Studentparticipation in sustainability initiatives is encouraged and supported through hands-on involvement inapplied project-based learning, in many cases as student-directed projects with funding awards from theSustainability Fee.Student GovernanceThe Student Union consists of all students accepted and enrolled at the College. The Student Union isthe main forum for discussion and debate by students regarding issues and policies. The Student Unionalso supports and sponsors a variety of activities and organizations for students. (For more details onstudent governance consult Section 6: Services for Students).15

PublicationsAlligator Juniper is a literary journal, launched in 1995. It is produced annually by faculty and advancedwriting and literature students. Alligator Juniper includes fiction, nonfiction, poetry, and photographyselected in national and student contests. Since its inception, the journal has won numerous awards.Students at the undergraduate level have the rare opportunity to work on a national literary journal.Interested students should enquire about prerequisites for the Literary Journal Practicum course.Transitions is a magazine designed to inform alumni, students, parents, and friends about the PrescottCollege community. Articles included in Transitions reflect the mission of the College and its programareas. Subjects can include the arts, the environment, social justice, sustainability, education,psychology and human development. Student submissions are encouraged. Students are welcome tosubmit photos taken in the course of their studies. Contact the Coordinator for Integrated AdvancementCommunications at pr@prescott.edu or 928-350-4506.The Raven Review is an award winning, student-run, independent newspaper (not an official publicationof Prescott College), published in the Newspaper Journalism Practicum course. The paper covers issuesof interest to the Prescott community and readers throughout the Southwest. News items, featurestories, and editorials written by student journalists appear alongside the work of regionally andnationally recognized professional journalists. The Raven Review is distributed at over 130 locationsaround Prescott, Prescott Valley, and Chino Valley as well as by subscription. Student contributions areencouraged. For more information contact The Raven Review at raven@prescott.edu.Prescott College Photo and Video Archive Projects – Each year Prescott College offers scholarshipopportunities to students who submit outstanding photos, video and sound pieces to the Marketing andPublic Relations office. Photos are used in materials promoting the College, in various Collegepublications, and on its website. Students interested in these opportunities should contact theCoordinator for Integrated Advancement Communications at pr@prescott.edu or 928-350-4506.The Journal of Sustainability Education (JSE; http://susted.com/) is a peer-reviewed, open access transandinterdisciplinary e-journal. Each issue includes research and practice feature articles, professionaland news reports of projects and initiatives, opinion pieces, announcements of educational and researchopportunities, and book and other media reviews. JSE encourages submissions from educators active ina wide variety of settings: public and private K-12 schools; higher education; early childhood education;environmental, outdoor and experiential education; community organizing and education; residentialand nonresidential treatment and therapy programs; as well as informal and non-traditional educators.JSE serves as a forum for academics and practitioners to share, critique, and promote research,practices, and initiatives that foster the integration of economic, ecological, and social-culturaldimensions of sustainability within formal and non-formal educational contexts. JSE is housed by TheInstitute for Sustainable Social Change and The Prescott College PhD Program in SustainabilityEducation. JSE publishes Media Reviews, Opinions, Brief Reports and Case Studies on a rolling basis.Please contact the editor directly with ideas or ready submissions: Larry Frolich, editorjse@gmail.org16

Resident Undergraduate2. College Calendar &Important Events17

Calendar: 2014-2015 Academic YearCollege Holidays 2014-2015 (College Offices Closed)Labor Day Monday, September 1, 2014Indigenous Peoples’ Day Monday, October 13, 2014Veterans’ Day Tuesday, November 11, 2014Thanksgiving Wednesday–Friday, November 26-28, 2014Winter Break Wednesday, December 24, 2014—Friday, January 2, 2015Martin Luther King Jr. Day Monday, January 19, 2015Presidents’ Day Monday, February 16, 2015Spring Break Monday–Friday, March 9-13, 2015Intercultural Day Friday, April 3, 2015Memorial Day Monday, May 25, 2015Independence Day Friday, July 3, 20152014 Fall Term: August 26—December 12, 2014Fall Block:Continuing Students August 26—September 19, 2014New Student Orientation August 24–September 19, 2014New Student Advising August 25, 2014New Student Registration August 25-26, 2014Student Directed Days September 22-26, 2014Fall Semester:All Students September 29–December 12, 20142015 Spring Term: January 13—May 8, 2015Spring (“Winter”) Block:Continuing Students January 13–February 6, 2015New Student Orientation January 11–February 6, 2015New Student Advising January 12, 2015New Student Registration January 12-14, 2015Student Directed Days February 9-13, 2015Spring Semester:All Students February 17 (Tuesday)–May 8, 20152015 Summer Term: May 18—August 6, 2015Summer Block 1 May 18-June 12, 2015Summer Block 2 June 15-July 10, 2015Summer Block 3 July 13-August 6, 2015Registration DatesFall 2014 April 24-30, 2014Spring 2015 November 6-13, 2014Summer 2015 February 25-26, 2015Fall 2015 April 15-22, 2015Drop/Add Deadlines18

Fall 2014Block: August 27, 2014Semester: October 3, 2014Spring 2015Block: January 14, 2015Semester: February 23, 2015Summers2nd dayof each blockStudent-Initiated Withdraw DeadlinesFall Block 2014 September 5, 2014Fall Semester 2014 November 21, 2014Spring (Winter) Block 2015 January 30, 2015Spring Semester 2015 March 27, 2015Summer Blocks 2015Block 1: June 5, 2015Block 2: July 2, 2015Block 3: July 30, 2015Tuition Due DatesFall 2014 July 3, 2014Spring 2015 December 5, 2014Summer 2015 May 1, 2015Risk Management Review for Independent Study Contracts & Capstone Packets (Due to Steve Pace)Due 2 weeks prior to add/drop deadlinesIndependent Study Contracts due to RegistrarSee add/drop deadlines aboveCapstone Packet (formerly known as Senior Project Application) due to RegistrarSee add/drop deadlines aboveDegree Plan due to AdvisorsFor December 2015 Graduation March 28, 2014For May 2016 Graduation November 14, 2014For December 2016 Graduation March 27, 2015Independent Study Contract WorkshopsMonday, September 22, 2014, 10:30 a.m.-noonCrossroads Community RoomMonday, October 20, 2014, 3:30-5:00 p.m. Crossroads 202Monday, February 9, 2015, 10:30 a.m.-noonCrossroads Community RoomMonday, March 2, 2015 3:30-5:00 p.m. Crossroads 202Degree Plan WorkshopsMonday, September 22, 2014, 1:00-2:30 p.m.Crossroads Community RoomWednesday, October 1, 2014, 3:30-5:00 p.m. Crossroads 202Monday, February 9, 2015, 1:00-2:30 p.m.Crossroads Community RoomWednesday, February 18, 2015, 3:30-5:00 p.m. Crossroads 202Capstone Packet/Senior Project Planning WorkshopsTuesday, September 23, 2014, 9:00-11:00 a.m.Crossroads Community RoomWednesday, October 22, 2014, 3:30-5:00 p.m. Crossroads 202Tuesday, February 10, 2015, 9:00-11:00 a.m.Crossroads Community Room19

Wednesday, March 4, 2015, 3:30-5:00 p.m. Crossroads 202Advising Fairs: Crossroads Community Room, 3:30-5:00 pmSpring 2015 Wednesday, November 5, 2014Summer 2015 Wednesday, February 25, 2015Fall 2015 Monday, April 13, 2015Degree Plan Fairs: Crossroads Community Room, 3:30-5:00 pmWednesday, November 5, 2014 for students submitting plans for Spring 2016Wednesday, March 4, 2015 for students submitting plans for Fall 2016Community AssembliesCommunity meetings are a forum for discussion of issues affecting the life of the College. Policy is not setduring community meetings, but community members may use these occasions to share their opinions. Thecollege administration uses the meetings to seek open dialog and advice on issues confronting thecommunity . Meetings are held once per semester during the academic year. Community Assemblies areopen to all employees, students, alumni, and the general public.Advising FairAn advising fair is held for students each term prior to registration to help students plan their courses forthe next enrollment period. Faculty advisors, Financial Aid staff, and Registrar staff are available to answerquestions.Degree Plan Workshop and FairPrior to submitting a degree plan, all students are expected to attend a degree plan workshop and a degreeplan fair. Degree plan workshops are held each semester. The degree plan fair is held once per semester.Students are able to seek advice from faculty members in all academic programs.Community LunchesPrescott College Community Lunches are a time for us to meet as a community. The gatherings are heldweekly and serve as a time to share announcements, get questions answered and appreciate outstandingaccomplishments. All members of the Prescott College Community are welcome to attend this free lunch.20

Resident Undergraduate3. Policy & Compliance21

Family Educational Rights and Privacy Act (FERPA)Prescott College strives to comply fully with the Family Educational Rights and Privacy Act of 1974 (asamended). This federal law was designated to protect the privacy of education records, to establish theright of students to inspect and review their education records, to provide guidelines for the correction ofinaccurate or misleading data through informal and formal hearings, and to submit an explanatorystatement for inclusion in the education record if the outcome of the hearing is unsatisfactory.Protection and Disclosure of Student RecordsPrescott College accords all the rights under the Act to students who are declared independent. No oneoutside the College shall have access to, nor will the institution disclose any information from, a student’srecords without the prior written consent of the student, except: to persons or organizations providingstudent financial aid; to accrediting agencies carrying out their accreditation function; to persons incompliance with a judicial order; and to persons in an emergency in order to protect the health or safety ofstudents or other persons. All these exceptions are permitted under the Act.Education records do not include employment records (except where an enrolled student is employed as aresult of his or her status as a student), alumni records, student health records, or records of instructional,administrative, and other personnel which are the sole possession of the maker and are not accessible orrevealed to any individual except a temporary substitute.Within the Prescott College community, only those members, individually or collectively acting in thestudents' educational interest, are allowed access to student educational records. These include personnelin the Financial Aid, Business, Admissions, and Registrar’s offices, Academic Deans, advisors, and faculty,within the limitations of their need to know.Directory Information: At its discretion, the College may provide Directory Information in accordance withthe provisions of the Act to include:• student name• home and local addresses• email and web site addresses• all phone numbers• date and place of birth• photographs• fields of study, including competence, breadth, and primary degree/program area• dates of attendance and full-time/part-time status• all degrees earned and awards received• anticipated graduation/completion date• advisor(s) name(s)• recently attended previous educational institution(s)• participation in officially recognized activitiesStudents may request to withhold Directory Information (“Directory Hold”) by notifying the Office of theRegistrar in writing. Directory Holds will be removed from students’ records when they graduate orwithdraw from the College.22

Right to View and/or Amend RecordsPrescott College students have unrestricted access to their own records, and may have copies made of theirrecords at their own expense, except for the following: in cases of outstanding debt to the College; orcopies of transcripts from previously attended institutions.Students who believe that their education records contain information that is inaccurate or misleading, orotherwise in violation of their privacy or other rights, may discuss their concerns informally with theRegistrar and/or with the academic personnel involved. If the decisions are in agreement with the student'srequest, the appropriate records will be amended. If not, students will be informed by the Registrar of theirright to file an “academic grievance” which will serve as a formal hearing. See Student GrievanceProcedures for details on that process.Right to File a ComplaintA student alleging College noncompliance with the Family Educational Rights and Privacy Act may file awritten complaint with the Family Compliance Office, U.S. Department of Education, 400 Maryland Avenue,S.W., Washington, D.C. 20202-5920; Phone: 1-800-872-5327;http://www2.ed.gov/policy/gen/guid/fpco/index.html.NotificationPrescott College informs students about the Family Educational Rights and Privacy Act in each semester’senrollment materials.Financial AidThe Financial Aid office processes student financial assistance through federal financial aid which includesgrants, loans, and student employment. Students must re-file the FAFSA every academic year (after January1st). Students should file online at www.fafsa.ed.gov. The Financial Aid office can offer assistancethroughout the application process.The following types of financial aid are available to qualified applicants:Federal and Institutional GrantsGrants are need-based and do not have to be repaid. Students are automatically considered for federal andPrescott College need-based grant funds by completing the FAFSA.• Federal Pell Grants• Federal Supplemental Educational Opportunity Grants (FESOG)• Federal LEAP Grant• Prescott College GrantFederal Direct LoansLoans are borrowed funds that must be repaid with interest. Students are automatically considered forfederal student loans by completing the FAFSA. The College participates in the William D. Ford FederalDirect Loan Program. The following loans are offered through this program:• Federal Direct Subsidized and Unsubsidized Stafford Loans• Federal Direct Parent Loan for Undergraduate Students (PLUS) Loan23

• Federal Direct Graduate PLUS loanPrivate/Alternative LoansA private/alternative loan is a credit based educational loan. Terms and conditions are set by individuallenders. Students unable to qualify on their own may need to obtain a co-borrower/co-signer. Studentsmay borrow up to their established Prescott College cost of attendance less any other financial aid fundsand resources. For more information on private loan lenders, visit www.prescott.edu/apply/financialaid/general/types-of-funding.htmlScholarshipsThe College offers a number of institutional scholarships each year. Most are renewable from year to yearprovided students maintain Satisfactory Academic Progress and continuous enrollment. Some examplesinclude:• Admissions Scholarships• Prescott College Endowed Scholarships• National and Community Service Education MatchesThe Prescott College Endowed Scholarship Application is made available to students in the spring of everyyear.Students are also encouraged to do their own scholarship searches. Visitwww.prescott.edu/apply/financial-aid/scholarships/outside-scholarships/index.html for a listing ofreputable scholarship searches.Student EmploymentThe College offers two types of employment opportunities for students:• Federal Work Study• Prescott College Work StudyVisit www.prescott.edu/finaid/student-employment.html for more information on employmentopportunities available on campus and in the Prescott community.Computing and Communications Acceptable and Responsible UseComputer resources available to students, faculty, staff and the community Prescott College lab and librarycomputers are available for the academic use of our students, staff and faculty. The College provides thefollowing resources:• ITV Classroom• Video Lab• GIS Computer Lab• Digital Lab• Online Virtual Computer Lab• PCs and Macs located in the Library24

Acceptable and Responsible Use PolicyThis policy establishes the boundaries of acceptable and responsible use of Prescott College’s computingand communication resources, including but not limited to computers, networks, electronic data, electronicmail services, electronic information services, voice mail, telephone services, and other related computingfacilities.Prescott College-owned computing equipment, networks, services, and resources are provided for thepurpose of conducting academic related activities and are therefore considered the property of PrescottCollege. As owner of such property, Prescott College has the right to access information on the system thatis stored, sent, created or received by students, alumni, faculty, or staff including electronic mail, at will andwithout notice. Computing system users should have no reasonable expectation of privacy.Users are obligated to make reasonable efforts to protect Prescott College computing systems from beingdamaged or used in an illegal or unethical manner, or in any way that would reflect poorly on the characterof Prescott College. This policy provides a general description of prohibited uses of Prescott Collegecomputing resources, and how to report violations. However, this list is not intended to be comprehensiveand does not limit the activities that Prescott College prohibits.1. Viewing of sexually explicit materials is prohibited and it is a violation of Arizona Revised Statutes13-3507, “...to place explicit sexual material on public display”.2. Using information technology resources for purposes other than research or instructional purposesis prohibited. Computing resources may not be used for commercial purposes or personal gain. Useof computer services for any commercial purpose, partisan political purpose or for any unlawfulpurpose is prohibited.3. Records containing information directly related to a student are confidential and protected frompublic disclosure by the Family Education Rights and Privacy Act (FERPA). Employees are prohibitedfrom accessing any such records or disclosing or distributing their contents in any mannerinconsistent with federal and state law, and Prescott College regulations.4. Making, distributing, or use of unauthorized copyrighted material, including software applications,proprietary data, and information technology resources is prohibited. This includes but is notlimited to software, movies, music, photos, books, and any other electronic materials protected byinternational copyright law.5. Abusing or misusing computing resources that cause damage, system interruptions, or harassmentto other persons is prohibited.6. Activities that unreasonably tax computing resources or go beyond their intended use areprohibited.7. Borrowing, lending, falsifying, allowing, or facilitating the unauthorized access to use of PrescottCollege computing resources by a third party is prohibited.8. Obtaining user ID’s and/or passwords of other persons in order to use College or College-relatedcomputing resources, or impersonating another person on a computing resource is prohibited.9. Using electronic media to harass or threaten other persons, or to display, design, copy, store, draw,print, or publish obscene language or graphics is prohibited.10. Using College computing resources to gain or attempt to gain unauthorized access to computingresources either inside or outside of the College is prohibited.25

11. Intercepting or attempting to intercept or otherwise monitor any communications not explicitlyintended the active individual without authorization is prohibited.12. Copying, reading, accessing, using, misappropriating, altering, publishing, or destroying computerfiles, data, documents, or other files of another individual or attempts to do so, without thepermission of that individual or authorized administrator is prohibited.13. Violating the terms and conditions of software license agreements for software distributed by theCollege by giving, lending, selling, altering, or leasing such media or software to others for theirown use is prohibited.14. Interfering with the operation of the College’s information technology resources by deliberatelyattempting to degrade or disrupt resource performance, security, or administration operationincluding, but not limited to, intentionally introducing any computer virus or similar disruptive forceinto any computer resource is prohibited.15. Attempting to alter or connect to any computing or networking components, including, but notlimited to, bridges, routers, servers, wireless access points, and phones on the College networkwithout approval is prohibited.16. Installation or alteration of wiring, including attempts to create network connections, or anyextension or retransmission of any computer network services without approval is prohibited.Violations of this policy should be reported immediately to the Dean of Resident Degree Programs, HumanResources, or the Office of the Provost. Violations of this policy will result in appropriate disciplinary action,which may include loss of computing privileges, suspension, termination, or expulsion from the College, andlegal action.Lost and Found PolicyThe library is the central lost and found for the Prescott Campus. Any items of significance found on thePrescott Campus should be brought to the library. The library’s front desk staff will make every effort tocontact the owner of an item if it is clearly marked with name or contact information. Other items will beretained in hopes the owner will come by and claim the item. Twice a year (generally around graduation)the library will send out a campus-wide email reminding the PC community to check the library for anyitems they may have lost. Unclaimed items may be given away to the PC community (on the stipulation thatif someone recognizes the item as theirs, it should be returned to them) or donated to local charitableorganizations. If items arrive near the end of the term, they will be held through the next term.Some examples:• Food and drink will be discarded immediately.• Clothing will be tagged with date found.• Computer accessories (cables, jump drives, chargers, etc.) without owner ID, will be tagged withdate found. The circulation supervisor will access any jump drives to see if the owner can beidentified.• Books, papers, notebooks, costume jewelry, etc. without owner ID will be placed on lost and foundshelf at front desk.• College ID cards, driver’s licenses, credit cards, passports, etc. – the library will call and/or sendemail to student and place item in a secure location.26

• Items of monetary value such as cash, jewelry (not costume jewelry), computers, cameras, iPods,keys, backpacks, wallets, purses, cell phones, etc. will be tagged with date found, and stored.Patrons must describe their missing item before receiving it. For very valuable items, a campuswideemail may be sent out. Library staff may contact someone in a cell phone’s contacts toattempt to discover the owner.People looking for lost items may also leave their name, contact information, and a description of themissing item with the library so they can be notified if and when the item is found. The Library is notresponsible for lost items being returned, or for items claimed by other than the rightful owner.27

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Resident Undergraduate4. Academic Policies29

Academic IntegrityAcademic work is evaluated on the assumption that the work presented is the student’s own, unlessdesignated otherwise. Anything less is unacceptable and is considered academically dishonest. Specificterms related to Academic Dishonesty are defined below:Cheating: Using or attempting to use unauthorized materials, information, or study aids in any academicwork submitted for credit.Plagiarism: Submitting academic work for credit that includes material copied or paraphrased frompublished or unpublished works without documentation.Fabrication: Deliberately falsifying or inventing any information or citation in academic work.Facilitating Academic Dishonesty: Knowingly helping or attempting to help another violate the College’spolicy on academic dishonesty.Falsifying qualifications: Deliberately misrepresenting oneself and/or one’s professional qualifications,credentials, or experiences.If a faculty member, instructor, adjunct, or mentor suspects a student may be engaged in academicdishonesty, then the following process will be followed to determine what, if any, action should be taken:1) The faculty member, instructor, adjunct, or mentor will meet with the student and discuss thesituation in an effort to resolve the problem.2) If the meeting does not resolve the situation, a follow-up letter will be sent by the faculty member,instructor, adjunct, or mentor to the Dean of Limited Residency Programs, reviewing theallegations, the student’s response, any pertinent documentation, and the outcome andrecommendations.3) If necessary, a second meeting will take place involving the student, the faculty member, instructor,adjunct, or mentor, and the Dean of Limited Residency Programs. This meeting will review all of thedocumentation, allegations, and prior discussions to determine appropriate sanctions, if any.4) A resolution, including any sanctions, will be conveyed to the student in writing by the Dean ofLimited Residency Programs. This decision ends the investigation.5) In the event that the student believes that the investigation and/or the sanctions are unwarranted,he/she may submit an appeal to the Provost. This appeal must be filed in writing and receivedwithin 15 days of the Dean of Limited Residency Programs’ ruling. No further appeals will beaccepted and the Provost’s decision is final.Sanctions: If it is determined that a student has violated the academic integrity code, possible sanctionsinclude: no credit for the assignment; no credit for the course or the term; suspension from the college.Academic Standing and Satisfactory Academic ProgressAcademic Standing is calculated at the end of each semester by dividing the cumulative number of creditsearned at the College by the cumulative number of credits attempted at the College. Incomplete grades donot count toward credits earned. The Academic Standing categories include: Good Standing, Academic30

Warning, Academic Suspension, and Academic Probation. The definitions for each category follow. Alldocuments pertaining to Academic Warning, Academic Probation, and Academic Suspension are filed withthe Office of the Registrar.Good StandingStudents who have successfully completed at least 65% of all credits attempted at the College haveachieved Satisfactory Academic Progress and are considered in good academic standing.Academic WarningStudents who have not successfully completed at least 65% of all credits attempted will be placed onAcademic Warning. Students on Academic Warning are eligible to receive financial aid. Students onAcademic Warning are in danger of being placed on Academic Suspension if they do not achieveSatisfactory Progress in the subsequent term. Students on Academic Warning are strongly encouraged toseek academic advisement, tutoring, or other services to assist with achieving academic success.Academic SuspensionStudents who have had two consecutive terms of being on Academic Warning will be placed on AcademicSuspension. A student on Academic Suspension may not enroll and, therefore, will be withdrawn from theCollege per the Continuous Enrollment policy, unless a probationary status is granted. (See below.)Consequences of Academic Suspension:• Student may not enroll;• Student is not eligible to receive financial aid;• Student may not be employed in work-study position; and• Student may not serve as a student representative in official positions at Prescott College (onacademic or administrative committees).Academic ProbationAcademic Probation is granted by the appropriate dean and/or designated committee. A student who hasbeen academically suspended must petition to be placed on Academic Probation in order to re-enroll. Thepetition must include the support of the student’s advisor/core faculty, and indicate a plan to return toacademic good standing. Students requesting Academic Probation must also petition the Financial Aidoffice if they wish to receive aid during Academic Probation. A student who does not achieve SatisfactoryAcademic Progress in the term following the probationary term must petition again to continue onProbation. Failure to do so will result in Academic Suspension and the consequences outlined above.Reinstatement of Satisfactory Academic ProgressIn order to be removed from Academic Warning, Academic Suspension, or Academic Probation, a studentmust achieve Satisfactory Academic Progress, as defined above, by the end of each term.Academic Standing following Leaves of AbsenceStudents on Academic Warning who take a leave of absence will remain on Academic Warning when theyreturn, unless they have submitted coursework that returned them to good standing. Students cannotavoid Academic Warning or Suspension/Probation by taking a leave of absence.31

Academic Standing following Academic SuspensionStudents returning from Academic Suspension will be on Academic Probation for their first term back.Students must meet the standards of Satisfactory Academic Progress by the end of that term to be eligibleto re-enroll and/or receive financial aid funding for a subsequent term. Students must also petition theFinancial Aid office to determine financial aid eligibility.Limitations to Financial Aid Eligibility (Maximum Timeframe)The maximum timeframe for the completion of a degree is limited by federal regulations to 150% of thepublished length of the degree program. All undergraduate programs at the College require 120 – 128semester credits. Therefore, undergraduate students may receive funding for up to 192 semester credits.The maximum number of credits includes all attempted credits at PC and any transfer credits that apply tothe student’s program of study.Rank and Financial AidRank, also known as grade level, is used in determining financial aid awards. The College uses the followingscale, based on semester credits, to determine rank:0 to 29 credits = Freshman30 to 59 credits = Sophomore60 to 89 credits = Junior90 credits or greater = SeniorLRU and RU Admissions ProcessStudents who wish to transfer from the RU to the LRU or vice versa, must apply for admission to the newprogram and must meet the academic requirements of the new program in order to graduate. Tuition paidfor one program may not be transferred to another program.Roster for CoursesInstructors are provided a roster of all students enrolled in their classes at specified dates for eachenrollment period by the Office of the Registrar. Instructors are required to verify that studentsparticipating in the class are officially enrolled. A student whose name does not appear on an instructor’sroster is not officially enrolled and will not receive credit for the class.Enrollment Status and RegistrationContinuous EnrollmentStudents must remain continuously enrolled once they matriculate. “Continuous enrollment” is defined asbeing (a) registered for credit(s), or (b) on an approved leave of absence. A student who: fails to re-enroll inthe next term, or fails to request and receive an approved leave of absence, or fails to re-enroll at thecompletion of an approved leave of absence, will be withdrawn from the college and must apply forreadmission. Students who participate in an exchange program with one of the College’s educationalpartners do not have to apply for leaves of absence.32

RegistrationStudents register for classes/credits by submitting a signed enrollment agreement form each term. TheOffice of the Registrar provides the registration materials and enrollment agreement prior to the beginningof the next term.• The enrollment agreement and registration materials contain information regarding academic andadministrative policies, including tuition, fees, deadlines, course prerequisites, etc. By signing theenrollment agreement, students acknowledge that they understand and will abide by thesepolicies.• Students may register for classes, independent studies, and other learning experiences only if theyare free of all debts to the College, including accounts with the business office and the library.• Failure to enroll: Students who fail to enroll or to apply for a leave of absence do not comply withthe Continuous Enrollment policy and will be withdrawn from the College. Also see Leave ofAbsence policy and Withdraw from College policy.• Late registration: Students registering after their assigned registration date will be charged a latefee.Authorization to Take Course(s) at a Host SchoolStudents may be eligible to take courses at another accredited institution (“host school”) subject to thecriteria below.Student Eligibility Requirements:• Students must obtain approval of the transferability of coursework before the course is taken atanother institution in order for the work to be applied toward a Prescott College degree.• Students must provide a copy of the course description(s) from the college/university catalog orschedule for review, include a statement as to how it fits in the student’s degree plan, and why itcannot be taken at Prescott College.• If a student wishes to use financial aid while enrolled, they must be simultaneously enrolled for aminimum of six credits at Prescott College for the term in which they wish to receive financial aid.• For study abroad courses/programs, students will not be required to be simultaneously enrolled atPrescott College.• If a student wishes to receive financial aid through Prescott College, the host school of their choicemust be regionally accredited and approved for Title IV Aid funding.• Approval forms must be signed by the student’s faculty advisor/core faculty prior to students’attendance at the host school. Relevant forms are available on the website or from the FinancialAid and Registrar’s offices.Student Responsibilities:• Student must be in, and maintain, Satisfactory Academic Progress (Good Standing) as outlined inthe All College Catalog for the relevant academic year. (See Academic Standing.)• If using financial aid through a consortium agreement, students must be enrolled in the number ofcredit hours approved in the agreement at the time of financial aid disbursement.• Students must complete a Transcript Request form at the Host School. Be sure to check the optionon the Transcript Request Form for “Hold for Current Grades” for the consortium term. Ultimately,33

it is the student’s responsibility to have official transcripts sent to Prescott College. Failure to do sowill result in a hold being placed on financial aid for the following term.Credit Load and OverloadFulltime enrollment for RU students consists of 12-16 semester credits. Overload equals 17 or more credits.Entering Student Load RequirementRU students must enroll full-time and complete a full-time load in their first enrollment period.Increase of Credits• A student wishing to increase/add or decrease/drop the amount of credits enrolled for the termmust submit written notification to the Office of the Registrar. The effective date of the drop or addis the date that the written notice is received in the Office of the Registrar.• Decrease of credits: Student may be entitled to a refund on the decreased portion of creditsdepending on the effective date of the dropped credits. See Refund Policy. Note: Decreasing creditsmay affect financial aid eligibility. Consult the Financial Aid Office.• Increase of credits:o Requests to add courses or credits must be received in the Office of the Registrar.o Overload credits (17 credits or more by the published drop/add deadline dates) must bepre-approved. Students who are approved to enroll for more than full-time credit loads areobligated to pay tuition for the additional credit(s). Note: Overload credits will not berecorded until payment arrangements are finalized.• Drop/Add forms can be found on the College’s website.Leave of Absence (LOA)/Withdrawing from a Term• Students wishing to take a break from their studies or to further educational or personal goals mayrequest a leave of absence (LOA).• Students wishing an LOA must submit a written, signed notification (Application for Leave ofAbsence) to the Office of the Registrar, and comply with all required procedures stated on theform.• The effective date of the LOA is the date that the written notice is received in the Registrar’s Office.• An LOA extends for one term. A student may request and be approved for an additional term, for amaximum of two consecutive terms of LOA.• Withdrawing from the term: Students requesting an LOA after the term in which they are currentlyenrolled has started but before the term has ended, are considered to be “withdrawing from theterm.” The effective date of LOA/term withdrawal will determine whether or not a student isentitled to a refund of “refundable/not-attempted” credits. [See Refund Policies.]• Forms for Leave of Absence/Withdrawal can be found on the College’s website.Withdrawal from the College• Students wishing to withdraw from the College must submit a written notification to the Office ofthe Registrar. The effective date of the withdrawal is the date that the written notice is received inthe Office of the Registrar.34

• The effective date of withdrawal will determine whether or not a student is entitled to a refund.(See refund policy.) A student will be determined to be withdrawn from the College if she/he hasnot been continuously enrolled. (See Continuous Enrollment Policy.)New students have until the end of orientation to give written notice of their intent to withdraw.Application and orientation materials fees will not be refunded.Financial aid recipients who stop attending and/or participating in their coursework must officiallywithdraw. The Financial Aid Office is required by federal regulation to calculate the amount of funding thestudent received compared to what the student actually “earned” based on the portion of the enrollmentperiod the student completed. This calculation may result in a financial obligation for the student. Suchfinancial obligations may include immediate repayment of student loan funds to their lender, a balanceowed to the College, and/or a debt owed to the U.S. Department of Education.Forms for Leave of Absence/Withdrawal can be found on the College’s website.Readmission to the College• Students must apply for readmission to the college if their matriculation is terminated for anyreason. (Also see Continuous Enrollment.)• An application for readmission must be submitted to the Admissions Office, accompanied byapplicable fees, and other documentation supporting the application. Contact the AdmissionsOffice for complete application instructions.• Students who are readmitted to the College must adhere to the policies, procedures, andguidelines that are in place during the first enrollment period of re-admittance.Credit/No Credit AwardsThe full amount of credit established for each course will be awarded to each student who successfullycompletes that course. Students who do not satisfy course requirements and who have not officiallywithdrawn will receive a no credit (NC) or an incomplete (I). See the separate policies governing each ofthese options.No CreditFailure to complete a course or failure to attend a course for which a student is registered will result in nocredit for the course. Receiving no credit in a course modifies the credits earned but does not modify thecredits attempted in a given enrollment period. This may adversely affect a student’s academic standing.Incomplete CoursesWhen extenuating circumstances prevent a student from completing the required work in a class, anincomplete (I) may be assigned. The following conditions apply:• An “I” may be assigned only if a student has completed at least 75% of the class requirements.• An “I” is assigned by an instructor. The instructor will contract with the student regarding the workto be completed and the deadline for its submission.35

• The deadline for converting an incomplete to credit is the final day of the next term (summerexcluded). This one-term deadline applies whether or not the student is enrolled in the deadlineterm. The instructor may establish a deadline earlier than the College’s maximum deadline.• Courses not completed by the maximum deadline will automatically receive no credit (NC).Drop/AddStudents may drop and/or add classes during drop/add periods. The drop/add period begins on adesignated date following the official registration period and ends on the second day of a block or at theend of the first week of a semester. The drop/add periods are subject to the published refund schedule of100% through the second day of block and 50% from the third day of block through the end of the firstweek of the semester. Once the block or semester begins, the instructor’s signature must be obtained inorder to add or drop any class. The drop/add form must be submitted to the Office of the Registrar by theabove deadlines; the change becomes effective when posted by the Office of the Registrar. No registrationchanges will be made after the drop/add period, without the approval of the Exceptions Committee.Dropping classes may affect financial aid eligibility. Students should consult the Financial Aid Office beforedropping classes.Withdrawal from CoursesA student who elects to withdraw from a class after the close of the drop/add period may do so bycompleting appropriate procedures. A withdrawal form, available from the Office of the Registrar, must becompleted, signed by both the student and the instructor of the class, and submitted to the Office of theRegistrar by the withdrawal deadline. The withdrawal deadline is the end of the second week of a block andthe end of the sixth week of a semester. A withdrawal is noted with a “W” on the student’s transcript.Withdrawing from a course may affect academic standing.Repeating CoursesAs a general rule, students are allowed to repeat courses in situations where they previously received nocredit. The original posting of no credit will remain on a student’s transcript. In some academic programs(e.g., Arts & Letters), selected courses may be repeated for credit. Consult advising documents for details.Auditing CoursesPrescott College does not allow students to audit courses.Letter Grades and Grade Point Average (GPA)If a student desires a letter grade, s/he must request it on the narrative evaluation form or the course willbe evaluated on a credit/no credit basis. Because students can choose whether or not to receive lettergrades, Prescott College does not automatically calculate grade point averages (GPA). Students should beaware that some forms of financial aid require a GPA and should plan accordingly.Some schools do not accept credit/no credit course work in transfer and admission. Students areencouraged to think carefully about their plans for future study and to research possible graduate schoolsbefore deciding whether or not to request letter grades. To request a letter grade at a later date, a studentmust petition the RU dean and the appropriate instructor for a change of evaluation.36

Change of EvaluationA student may request an evaluation change by petitioning the RU dean and the appropriate instructor.Changes may include the following: lower division to upper division, letter grade to credit, credit to lettergrade, incomplete to credit/letter grade, no credit to credit. If the RU dean and instructor grant the request,the instructor must submit a signed change of evaluation form to the Office of the Registrar. Requests foran evaluation change must be made within one enrollment period from the end of the course. A requestafter that time period will not be granted without the approval of the Exceptions Committee.Tuition and FeesTuition is charged based on the number of credits enrolled for in an enrollment period. Refund dates arebased on the enrollment period. Tuition and fees are established with the College budget each year and arenot negotiable. The tuition and fees for each academic year are published each term in registrationmaterials.Tuition payments or payment arrangements must be received in the Business Office by the tuition duedate. A student may petition the Registrar for late enrollment, subject to payment of tuition and a lateenrollment fee, and based upon space availability, up to the close of the add/drop period. Arrangementsmust be made regarding payment of any outstanding balance from a previous term prior to re-enrollment.Registration will not be processed if a student owes money to the College and has not made paymentarrangements.Fees (not tuition)• Student Activity Fee: Charged every term. (See registration materials.)• Health Insurance: Charged every term. Waiver with proof of own insurance. (See registrationmaterials.)• Orientation Fees: Charged first term of enrollment only. (See orientation materials.)• Replacement Diploma: $10 (Charged upon request for duplicate diploma.)• Sustainability Fee: $50/term• Course Fees: Listed in registration materials and vary by course.• Technology Fee: $115/term.• Recreational/Fitness Fee: $55.50 (Fall and Spring Term).NOTE: Should a student’s account go to collections, the student will be responsible for any collection andlegal fees associated with the collection process.Exceptions CommitteeStudents who miss published deadlines (for example, independent study contract, degree plan, graduationapplication, or capstone packet), or who are seeking an exception to other academic policies, must appealto the exceptions committee. Exception forms can be found on the Prescott College Website. Theexceptions committee meets regularly and notifies students regarding the status of their appeal by e-mailsent to the student’s Prescott College email account.Academic Transcripts37

The Prescott College transcript is a student’s academic record. An official transcript includes a listing of allwork attempted, credits awarded, letter grades if requested, and a transcript key describing the Collegeacademic system. A narrative evaluation for each course credited may also be requested.Original study contracts and original evaluations are retained electronically in the internal files of PrescottCollege. Course evaluations become part of the student’s permanent record.Students may request their Prescott College transcript via MyPrescott at a minimal cost. Requests must bemade via the on-line request form at least four weeks in advance of the date needed. Please note: PrescottCollege cannot send out copies of transcripts from other schools. Students must request transcript copiesdirectly from that school.An official transcript is usually sent directly to the school, firm, or agency designated. It is sent in a sealedenvelope and should not be opened by the student. Most institutions will not accept opened or unofficialcopies. A student may view their “unofficial” transcript on MyAcademicServices via MyPrescott.In compliance with the Family Educational Rights and Privacy Act of 1974, transcripts may be issued only atthe written request of the student. Parents may request a student’s transcripts only if they candemonstrate with federal income tax documents that the student was their legal dependent for the mostrecent tax year.No transcript will be issued for any student or former student whose financial obligations to PrescottCollege have not been satisfied.Graduation CertificationFees and Submission of Documents1) A fee is charged to all graduates to cover the cost of graduation.2) If the degree plan, capstone packet, or evaluation of the senior project is submitted after theindicated deadlines, graduation will be delayed.The FormsFor students’ convenience, all forms (e.g., drop/add, petition to graduate, independent study contracts,etc.) are available in the Office of the Registrar and online at http://www.prescott.edu/currentstudents/index.html.38

Resident Undergraduate5. Academic Definitions &Procedures39

AdvisingEach new student is assigned an advisor upon admission to the College. The primary function of the advisoris to provide academic guidance as the student begins to plan and implement a program of study. It is alsocommon for advisors to offer their advisees personal and academic support, general advice, and a mentorexperience. The advisor must sign each student’s registration form each enrollment period, indicating thatthe advisor has seen the intended course of study and has discussed with the student how selected coursework fits into a comprehensive plan. The advisor also maintains a continuing record of the student’s workand conducts periodic academic reviews. The student shares responsibility for maintaining contact withher/his advisor. It is important that a student’s advisor is a person with whom the student cancommunicate easily. Advising needs include academic progress, career goals, personal feelings, living skills,individual learning methods, etc. The advisor automatically serves as the chair of the advisee’s individualgraduation committee.A student may change advisors by completing a change of advisor form (available in the Office of theRegistrar) and obtaining the signatures of both the former advisor and the new one.Course AgreementBecause we value co-creation of knowledge, student ownership, self-direction, and personalization oflearning, faculty and student, through a combination of course syllabus and agreement, commit to a sharedunderstanding of course goals and expectations. The agreement may be in the form of a course contract,letter of intent, or other means of individualized communication.The purpose of the combined syllabus and agreement is to:1) emphasize and encourage the process of learning;2) allow students to adapt educational experiences to their own needs and previous learning;3) clarify what learning is to take place and illuminate a path to follow;4) communicate faculty expectations;5) prompt students to take responsibility for their own learning and become self-directed;6) encourage accountability on the part of students and instructors.Course DescriptionThe registration packet includes a brief narrative description of each course offered by the ResidentUndergraduate in that term. Courses are listed by the block or semester in which each is offered.Consortium AgreementsA Consortium Agreement makes it possible for admitted Prescott College students to receive financial aidwhile attending Prescott College (the parent school) and another school (the non-parent school) at thesame time. Students interested in doing a Consortium Agreement must enroll in at least one PrescottCollege class to be considered for the agreement. Coursework taken at the non-parent school must betransferable to Prescott College. Students interested in doing a Consortium Agreement should visit with afinancial aid counselor for more details.Conversion Portfolio40

The Conversion Portfolio is used to document structured education that occurred in a non-accreditedsetting such as the military, continuing education, and extended seminars and workshops. Students enrollfor a 4-semester credit Lower Division course on the Moodle platform and pay a $250 evaluation fee. TheConversion Portfolio includes a course description or syllabus identifying what the student studied, when,where, with whom, and for what number of contact hours (those hours actually spent in a classroom, instructured “class time” with the teacher). Contact hours are documented by transcript, certificate, or someother verification of completion. The student writes a one to two page learning summary for each course.The student can ask for one Lower Division semester credit for every 15 documented hours of structuredlearning. There is a maximum of 25 semester credits that can be requested for this process. The foursemester credit Conversion Portfolio course is for Lower Division credits only – no letter grade is given.Credits granted in the conversion process also cannot be given letter grades.Capstone Graduation ePortfolio(Applies to students entering the college in Fall 2013 or later.)Students begin writing and collecting materials for their Capstone Graduation ePortfolio in the First YearExperience Course. Instructions for creating and writing the graduation ePortfolio are covered as part ofthat course. Students are expected to develop and enhance their ePortfolios throughout their degreeprogram.Education PortfolioThe Prescott College portfolio, also called a learning journal, is usually presented in written form. Itprovides a method by which a student organizes personal and academic experiences coherently. Thematerial contained in the portfolio provides a basis for evaluation and feedback to the student from others.The portfolio is primarily a teaching and learning tool, as well as a means of documenting the learningprocess. Consequently, most faculty members require students to maintain a “working” portfolio for eachcourse. The content and nature of course portfolios vary considerably. The individual course portfolio andother materials, such as personal journals, statements of learning goals and objectives, essays, exams,photographs, drawings, letters, awards, etc., become part of the student’s cumulative portfolio.While the format of the portfolio may vary from student to student, it should be far more than a merescrapbook or collection of lecture notes. Instead, the portfolio should express the student’s independentthought and development as experienced through each activity. The document should also reflect anintegration of learning, experience, and personal perspective in ways that effectively communicate thestudent’s growth to others.The student’s portfolio is not a research or term paper. It is retained by the student and serves as aninteractive channel between the student and the academic community to show evidence of growth andexperience, as well as academic achievement.Enrollment PeriodsA term comprises two enrollment periods: a block and the subsequent semester. The fall term consists offall block and fall semester; the spring term consists of winter block and spring semester; and the summerterm consists of four summer blocks. If the student wants to enroll full-time and is a financial aid recipient,41

s/he is required to register for at least 12 credits in the term to receive the full financial aid awarded.Tuition and fees paid for a specific enrollment period cannot be applied to other enrollment periods. Parttimeenrollment for financial aid recipients requires enrolling for six to eight credits in the term.Students normally enroll in two terms each year, but may choose to enroll in all three. If a student isreceiving federal financial aid s/he must check with the Financial Aid office regarding the number ofenrollment periods for which financial aid can be distributed.Anyone having questions with regard to terms/enrollment periods, or any aspect of registration, shouldconsult with the Office of the Registrar.Narrative Evaluation ProcessEach narrative evaluation includes the following:1) A course description that thoroughly explains to any reader the material covered, the expectationsregarding student performance, the time involved, the methods used, and the evaluation processfor the course. Careful examination of the course description may determine how comparable it isto another institution’s course offerings. The course description submitted with the contract can beused for credit transfer purposes.2) The student provides a personal assessment of the work completed. This should be a summation ofthe ongoing self-evaluation contained in the student’s portfolio. The student should arrange tomeet with instructors at the end of the enrollment period so they may assess the outcome of thework done. The student evaluation should explicitly state what the student accomplished and howwell it was accomplished. The evaluation must be submitted electronically using the NarrativeEvaluation form available online.3) The instructor formally reports the extent and quality of the student’s learning through a facultyevaluation. This evaluation indicates specific work the student did while participating in the course,the quality of the student’s work (especially as related to the student’s personal goals), andsuggested areas for improvement or direction. An upper- or lower-division credit designation is alsoassigned. Instructors may award no credit if a student has not submitted sufficient material forevaluation or has not participated in the course.4) For Writing Emphasis courses, the instructor will comment on writing proficiency in the narrativeevaluation.Full-Time Status and Part-Time StatusStudents registered for 12-16 credits in a term are considered full-time for tuition purposes. Studentsregistered for less than 12 credits in a term are considered part-time for tuition purposes. In assessingstudents’ eligibility for financial aid, however, 12 credits/term = full-time, 8 credits/term = half-time, and 4or less credits/term = less than half time.Grade Point AveragesGrade Point Averages (GPA) are calculated only if a student requests letter grades for at least 90% of his orher Prescott College coursework. A statement of GPA will be sent out when requested in writing by a42

student; however, the GPA is not part of the student’s permanent record or transcript. GPA is calculatedbased on letter grades only (does not include “CR” grades).Independent StudiesIndependent Study contracts need to be submitted by the Independent Study Contract due dates posted inthe RU calendar and the registration packets. Students submit Independent Study contracts to theiradvisor. Students should keep a copy for their records.Independent Study ContractsWe encourage students to take an active role in the design and implementation of their learning.Independent studies are courses of study designed largely by the student, in cooperation with one or morefaculty members. An independent study should be an intense academic undertaking involving the studentdeeply in the subject matter. It is designed as carefully as a regular course and involves responsibleparticipation from the student and the instructor. This type of study is limited only by the imagination andexpertise of the participants. Independent studies can be individual, or group, involving several students ina seminar, a research project, or a community service effort.Students are involved in directing and individualizing their learning through writing a contract for eachindependent study. Students and instructors negotiate objectives, activities, and criteria for evaluation. Thecontract writing process is integral to Prescott College’s educational philosophy for a number of reasons.Contracts enable advisors to monitor independent study and activities. In addition, sections of the contractbecome part of the student’s permanent transcript; therefore, it is important that all contracts be wellplanned and clearly written.Independent Studies—Guidelines for Approval1) Completed independent study contracts should be submitted to advisors by the independent studycontract due dates posted in the Prescott College calendar and the registration packet. Studentsshould plan enough advance time for the instructor and advisor to review and sign the proposedstudy. (No independent study contracts will be accepted after the due dates).2) Students in their first enrollment period may not register for an independent study without anapproved exception.3) The proposed independent study may not duplicate a regularly scheduled course unless thestudent can demonstrate an urgent need for the study as a requirement for graduation. If such anexception is granted, every attempt should be made to have the independent study instructor bethe instructor of the regularly scheduled course. Rarely will an independent study be approved thatduplicates a regular course, especially if the course is scheduled for the same academic year inwhich the independent study is being proposed.4) There should be a solid rationale for the proposed independent study. While an independent studymay fall outside the competence or breadth areas, it should make sense in the context of thestudent’s overall program of study. The advisor is the principle resource for the student indetermining how independent work might make the student’s program stronger and moreinteresting.5) The independent study should be credible and valid from an academic standpoint. An independentstudy is an opportunity for a highly creative, and perhaps unorthodox, academic investigation. The43

content and learning processes of the independent study are meant to be at least as rigorous asclassroom-based learning.6) The intensity of the instructor-student relationship during independent work necessitates acomfortable rapport between the individuals involved. The first choice for an independent studyinstructor should be a regular faculty member who is qualified and available, and with whom thestudent is comfortable. If no regular faculty members meet the criteria, an adjunct instructor maybe used.7) All adjunct instructors must provide documentation of their qualification to teach the proposedindependent study before the contract will receive final approval. Documentation should include acurrent résumé or curriculum vitae. The use of an adjunct for an independent study must beapproved by the advisor.8) For a four-credit study, students are expected to complete approximately 180 hours of work. Astudent on campus should meet with the instructor one to three hours each week for a semesterclass and two to five hours each week for a block class. If the student is a nonresident, the meetingswill take place at the beginning and end of the study. Additional phone consultation or emailcorrespondence during the semester or block is also expected. A study log should be included inthe student’s learning portfolio.9) Prescott College shows respect for other cultures by educating students to be sensitive to, andaware of, intercultural issues. Students planning studies involving intercultural contact must havereceived credit for a class incorporating intercultural issues, or demonstrate cultural sensitivityneeded to succeed in the proposed study. These requirements help students have a successfulexperience while being sensitive to the host culture. Documentation is required as part of theindependent study contract (available online).Independent Study – ApprovalEach step of the approval process must be completed before going to the next step.1) A student who is planning to conduct independent study may register for an independent studyduring the formal registration period with or without a contract.2) The fully executed contract must be submitted by the posted deadline. If not, the student isdropped from the course.3) A student may add an independent study until the end of the drop/add period only with a fullyexecuted contract.4) The student submits the independent study contract and, if required, the approved riskmanagement review and intercultural forms, to the advisor.5) Independent studies are approved by the student’s advisor.6) The Office of the Registrar accepts the proposed Independent Study contract if it is properlycompleted and signed. The student attaches any additional documentation such as mentorcredentials and approved intercultural forms and risk management forms.7) Independent studies do not have course budgets, and therefore, do not have access to Collegevans, College laboratories and studios, or College equipment such as stoves, tents, or other outdoorgear.Independent Study—Risk Management44

Forms to be reviewed by the Risk Management officer must be submitted to the Risk Manager two weeksbefore the independent study deadline. (see Calendar)To simplify and clarify the process whereby Prescott College assesses the potential risk to students andlegal risk to the College, the following descriptions and guidelines are presented. Off-campus independentstudies and senior projects that require review are commonly approved only if they meet specific criteria.Projects requiring review can be divided into the following types, each carrying varying levels of potentialrisk:Foreign travel or educational exchanges in foreign countries.Examples: History of Art in Europe; Spanish Intensive in Hermosillo, Sonora; Comparative Agroecology inCosta Rica; Outdoor Education Institution in Scandinavia; or Hemp Production and Politics in Canada.Criteria – Many variables influence potential risks to students engaged in foreign study. These variablesinclude the student’s judgment and cultural sensitivity, region of the world, gender, activities, supervision,travel plans, mode of travel, whether the student is alone or not, etc. Foreign studies are reviewed on acase-by-case basis. The better the study is planned, prepared for, and structured, the more likely it willsatisfy the safety committee’s review. The committee does not approve studies taking place in regions ofpolitical upheaval or war, or in areas where Americans are generally treated with hostility. The mentor forthe study should be prepared to vouch for the safety of the project.Human services independent studies that involve direct face-to-face contact or phone contact withclients require malpractice insurance.Examples: Work in group homes, shelters, community agencies; individual, group, and relationshipcounseling situations; and crisis hotlines.Courses, internships, or jobs in which a reputable institution (other than Prescott College) conducts fieldactivities and takes responsibility for risk management.Examples: Internship with Colorado Outward Bound, Sierra Club internship at Claire Tappaan Lodge, workexperience with Naturalists at Large, internship with Utah Avalanche Forecast Center, WildernessEmergency Technician training with SOLO, Arctic Cod study with Scripps Institute, program development forspecial populations with Breckenridge Outdoor Education Center.Criteria – Risks associated with these studies are managed by the sponsoring institution. Prescott Collegeassesses the institution’s reputation. Students must present the committee with a letter ofacknowledgement of the scope, responsibilities, and duration of the study, and a statement that thestudent and the actions of the student are covered by the institution’s liability insurance. We also requirethat a copy of the cover sheet (showing the limits of liability coverage) of the institution’s insurance policybe sent to Prescott College. This documentation is attached to the independent study contract form andfiled in the Office of the Registrar.Field-based studies or research projects involving limited and specified non-technical backcountry travel.45

Examples: Fire ecology study on Mesa Verde, snow distribution adjacent to clear cuts on Apache NationalForest, or gap analysis study of Pronghorn habitat on the Navajo Army Depot.Criteria – These projects are assessed with respect to field site locations, communication in the event of anemergency, sampling methods, appropriateness of the activities involved, and outside support. Theseprojects are approved when they are deemed sensible and of low potential risk. Otherwise, they are eitherrejected or conditionally approved with specific stipulations added.Group independent studies involving wilderness travel in nontechnical, possibly remote, terrain.Examples: Orientation route reconnaissance in Sycamore Canyon, wild and scenic criteria survey in GrandCanyon National Park, or integrated geographical study of the Colorado Plateau on mountain bikes.Criteria – Suitability of the activities for the group involved, emergency communication, and support are theprimary safety considerations for these types of studies. The standard of rigor encountered on Orientationis used as the upper limit of acceptability. Therefore, students engaging in such independent studies mustdemonstrate commensurate outdoor skills, maturity, and judgment. Solo travel is not permitted and aminimum group size is generally three students.Technical activities in compliance with the Activity Specific Guidelines contained in the Faculty FieldManual and conducted under on-site supervision of an approved Adventure Education facultymember(s).Examples: Big Wall climbing techniques, whitewater kayaking instructor’s practicum, or avalanche study ofSan Francisco Peaks.Criteria – Independent studies involving technical activity require supervision by a designated member ormembers of the Adventure Education Program faculty or other qualified faculty members. The RiskManager is responsible for approving the suitability of these studies, proposed activities, and thequalifications of the supervising faculty member(s).Independent studies involving the following types of activities will not be approved:• Solo travel in remote locations (more than an hour’s hiking distance from a communication point).• Internships with institutions that do not carry liability insurance to cover our students and theactions of our students.• Unsupervised technical activities or technical activities supervised by unapproved faculty members.• Activities of any sort deemed inappropriate for the level of competence or maturity of anindividual, group, or member of a group.• Any activity for which the College feels unable or unprepared to assess the level of risk.• Activities in which regular and periodic communication between students and a Prescott Collegeapproved faculty representative cannot be assured.Teaching AssistantshipsA student may gain academic credit for serving as the teaching assistant for a scheduled course. Teachingassistants can take on a range of responsibilities, from elements of the design of the curriculum to the46

support of course logistics. The learning objectives for the teaching assistant need to be developed inconsultation with the course instructor through the process of developing an independent study contract.The course description shown on the narrative evaluation form will be the same as the description for thecourse unless the student and instructor develop an alternative description. For students seeking to assist acourse in Adventure Education, an additional application process is required. See the Adventure EducationProgram Coordinator for the application form. Prescott College does not pay students to serve as teachingassistants.Completion of OrientationOrientation is a Graduation RequirementSuccessful completion of Orientation is required for graduation from Prescott College. Some students maycomplete the course they begin, while others may transfer, due to extenuating circumstances, to anotheroption of Orientation at some point during the enrollment period. Either way, credit earned satisfies therequirement for graduation. If a student does not meet the requisite number of “contact days,” or does notsubmit ample work, they may not receive credit at all. The student then will have one year to repeatOrientation.Orientation is a Prerequisite for Field CoursesIt is important to distinguish between field-based orientations such as “Wilderness,” “Stewardship,” and“Yoga” Orientation and the non-field-based “Community Based” Orientation (CBO). The field-basedOrientation courses satisfy a prerequisite for many field courses, while CBO does not. Students originallyenrolled in CBO, or those removed from a field-based course and formally transferred to CBO, will notcomplete this prerequisite for future field courses and must receive permission from the Dean or instructorof the specific course to register for such courses in the future. Students who enroll in a field-based courseupon arrival to Prescott College and subsequently do not complete a field-based Orientation will likely beremoved from the course and asked to register for a non-field-based course.Credit for Students Who Transfer Orientation Courses Mid-BlockEach option for Orientation is a separate course with distinct course title and course number. Credit for aparticular section will be assigned to students at the end of Orientation based on which course they spentthe majority of days in or by the discretion of the Orientation Director. For example, a student onWilderness Orientation who has gained backcountry skills and has been a positive influence on the groupbut leaves the course after re-supply would still earn credit for Wilderness Orientation. Similarly, a studentevacuated on day three who joins CBO, will likely earn credit for CBO. Students who are removed from afield-based course for motivational reasons, regardless of how many days spent with a field group, mayearn CBO credit rather than field credit.What Students Need To Understand When Leaving a Field-Based Orientation CourseStudents who are removed from their field-based orientation course will be responsible for:• Self-care associated with an incurred injury – particularly if planning to return to the field.• Housing while back in Prescott.• Mandatory meeting with Orientation Director and Dean, or their delegate(s), to outline theappropriate course of action within the context of the student's particular needs.47

• Completing assignments and contact hours for Orientation via CBO or an Independent Studymentored by the Course Director.• Gathering belongings at the time of evacuation and being present at the de-issue to support courseclean up.• Re-enrolling in non-field-based courses if registered for a course requiring Wilderness Orientationas a pre-requisite.Math and Writing CertificationMath and writing are basic learning skills and, as such, are part of the degree requirements at PrescottCollege. Before new students arrive, the Registrar reviews every student’s transcripts to determine if theyhave fulfilled the math certification and/or writing certification part I based upon the criteria set forth.Math CertificationMath certification must be completed prior to enrolling for the senior year.Students may satisfy the Math certification requirement in one of four ways:1) Successful completion of an Applied Algebra, Math for the Liberal Arts, or Calculus course atPrescott College. [Note: Math Skills Review and Statistics for Research do not satisfy therequirement.]2) Successful completion (“C” or better) of a college-level (College Algebra or higher) mathematicscourse taken at another regionally accredited college or university. Other college-level mathematicscourses may satisfy the math certification requirement pending review of course descriptions.3) Successful completion (“C” or better) within five (5) years of entering Prescott College of aPrecalculus or Calculus course taken in high school.4) A qualifying score of four (4) or better on the Advanced Placement (AP) Exam in Calculus. NOTE:There is no option to test out of the math requirement.Writing Certification I: Basic College-level Writing ProficiencyAny of the following may be used to satisfy Prescott College’s Writing Certification I requirement:• Writing Workshop at P.C.;• equivalent course at another accredited institution (with grade of C or better);• a score of AP 3 or higher in AP English;• in rare instances, a Prescott College faculty member may nominate a student who possessesexceptional writing skills to take a certification exam.Writing Certification II: Three Courses Designated “Writing Emphasis”• At least one of these courses must be in the competence. WE courses may be LD or UD. WCI is aprerequisite or co-requisite for a WE course.• A maximum of two courses from another accredited institution could potentially be transferred in,based on successful completion (B or better) and review of course description to document thatformal writing was a significant component of the course. The course must be sophomore level orhigher; English 102 or equivalent first-year seminar or course would not meet this requirement. TheWriting Certification Task Force reviews transfer courses twice per semester and approves thosethat meet the criteria for writing emphasis transfer credit. Transfer criteria and application48

deadlines are clearly described in the application process, which is communicated to students viaemail each term.Writing Certification III: Upper-Division Research PaperThe Writing Certification III Research Paper is written in an Upper-Division course or Independent Study inthe student’s competence or breadth area. The WCIII can be written in the context of one of the three WEcourses, or the WCIII can be negotiated in a different course or IS contract with a faculty member orapproved instructor. The WCIII must be completed before beginning the senior project. Students do nothave to complete all WCII courses before completing WCIII.Explanation of Writing Emphasis (WE)Goal of WE classes: Students will write well and appreciate good literature and writing within their fields.Objectives of WCII:• Students will practice the skill of analyzing the technical merit of disciplinary literature in multipledisciplines.• Students will practice writing skills appropriate to multiple disciplines, as determined by facultymember(s).• Students will develop their writing skills through multi-draft writing assignments (peer reviewing isencouraged as a means for students to develop editing skills and improve their own writing).• Students will receive feedback about their writing from faculty throughout the course and in thefinal evaluation. A given WE class may not meet all of the WCII objectives.Guidelines for WE courses:• Faculty evaluation in any writing emphasis course includes an evaluation of the student’s writingand feedback on writing throughout the course.• Designated courses incorporate multi-draft writing assignments.• It is up to the advisor and student to work together to ensure a balance of literature and technicalwriting skills within the competence area.• Ideally, 33% of the campus-based classes within each program will be WE.• Faculty teaching WE classes will be given the freedom to design their classes in ways that achievethe WE objectives; a recommendation, not a requirement, is a minimum of two writingassignments per course and a minimum of 15 pages of formal writing (i.e. polished writing in thestyle of a particular discipline).• WE classes must be taught by appropriate faculty member or instructor.• Peer review work is suggested.• Faculty may require WCI as a prerequisite for any WE course.• A literature course offered through any of our academic programs may qualify as one of thesecourses. ** Other examples of possible WE courses, in addition to those offered in Arts & Letters: Nature’s Voice:Reading and Writing About Natural History; Ideologies of Nature; World Religions; Holy BooksWriting Certification III: the Research Paper49

The following requirements and guidelines apply to the Writing Certification III research paper, whichbecomes part of each student’s permanent file. See the Writing Certification: Questions and Answerssection for information about writing certification I, writing certification II, writing emphasis courses,deadlines, and other issues related to the writing certification requirements at the College.Minimum RequirementsType of Writing: The paper must be a thesis-driven research paper.Upper Division: The paper must be written in the context of an upper-division Prescott College WritingEmphasis (WE) course or independent study in the competence or breadth area.Research/Documentation: The paper should reflect the correct documentation style (e.g., MLA, APA,Chicago Style, etc.) as well as the appropriate research methods for the content area. Consult with yourfaculty mentor if you have questions. Typically, formal research requires you to use and evaluate a varietyof reliable sources, including juried periodicals, books, and juried internet sites (e.g., using journaldatabases like EBSCOHOST). Most faculty ask you to include an annotated bibliography or appendix,indicating your sources and research methods.Faculty Evaluation: The paper must be evaluated by a member of the PC Faculty, an Instructor, or a VisitingInstructor. In some cases, when the content area is appropriate, a Prescott College librarian may serve asthe mentor. Adjunct faculty members are not responsible for WE courses or for Writing Cert III papers.Length: The paper must be at least 2,500 words in length, excluding bibliography, appendices, and workscited pages.Cover Sheet/Where Final Draft Goes: The appropriate Writing Certification III cover sheet (in Registrar’sOffice), signed by the faculty mentor, must be attached to a final copy of the paper. The paper must beturned in to the Registrar, where it will then be placed in the student’s permanent file.Deadline: The WCIII paper must be approved and on file before the Senior Project can be registered.Additional Guidelines• Complete the Writing Certification III paper well before the deadline. Failure to meet the deadlinewill result in delayed graduation.• It is typical for a Writing Certification III Research Paper to go through numerous drafts before itmeets satisfactory standards. Plan ahead and allow the mentor plenty of time to work on thepaper. It is unacceptable to ask a mentor to do a rush job or to pressure a mentor to approve aresearch paper so that the student may meet a deadline.• The research should reflect a thorough investigation of the subject matter. Some mentors andprograms may have special research requirements (e.g., a printout of the full literature search, aminimum number of sources, etc.). Regardless, the College encourages a combination of primaryand secondary sources (including books, periodicals, and internet sources).• The WCIII paper should be free of grammatical and stylistic errors and exhibit upper-divisioncompetence in writing. It should also reflect a senior-level ability to analyze, synthesize, and doresearch in the student’s competence or breadth area.50

Writing Certification Questions and AnswersWhat is writing certification at Prescott College? How are writing certification I, II and IIIdifferent?As part of your liberal arts education, we want to ensure that you have strong critical writing and criticalthinking skills by the time you graduate. Writing certification I is basic college writing proficiency, usuallyaccomplished through freshman composition/literature transfer credit or through Prescott College’sWriting Workshop course. (See the Registrar’s Office for a handout about writing certification I for detailsabout other options for completing this requirement.)The writing certification II requirement allows you opportunities to hone your writing skills, particularlyyour ability to analyze and synthesize the technical merit of literature in multiple disciplines, to integrateand document research, and to articulate your ideas clearly and effectively. This requirement is satisfactorycompletion of three designated writing emphasis (WE) courses. Writing Certification III is a formal,appropriately documented research paper, completed in the context of an upper-division WE course inyour competence or breadth area. This research paper will be included in your permanent file.What are the deadlines for completing Writing Certification I, II and III?Writing Certification I: Must be completed before you turn in your degree plan; however, since writingcertification I is a prerequisite or co-requisite for writing emphasis courses, you should completecertification I as soon as possible.Writing Certification II: All three of your WE courses must be completed before you graduate, preferablybefore you begin your senior project.Writing Certification III: Your writing certification III research paper must be completed before yousubmit your capstone packet. NOTE: Students in the past who have not been attentive to these deadlineshave had to postpone their graduation. Meeting these deadlines is ultimately your responsibility, not thatof your IGC.May I begin work on writing certification II before completing writing certification I?Writing certification I is a prerequisite or co-requisite for all WE courses. We advise you to complete yourcertification I requirement in your first enrollment period. In some instances, students entering the Collegeare allowed to concurrently enroll in writing workshop and another lower-division WE course.What are writing emphasis courses?Writing emphasis courses have more substantial critical writing and revision assignments (e.g., multiplepapers rather than informal journal or portfolio notes), revision loops, including peer editing, and mayinclude one or more research papers. These courses may be designated as either lower or upper division.Short critical essays, position papers, abstracts and commentaries, field reports, etc. are appropriate andprovide excellent opportunities to engage in the process of organization and articulation of analyticalthought. Some of your WE courses, however, will require some level of research and documentation. Somecourses, which require extensive reflective or creative writing but little formal critical writing, may notcount as WE credit. Criteria for WE:51

1) Suggested 15 pages of primarily formal critical writing;2) At least two different assignments;3) Revision loops integrating instructor/peer feedback;4) Some research and formal documentation; and5) Mentorship by appropriate faculty member or instructor. (Adjunct faculty have no responsibility forWE grading).When will writing emphasis courses be offered?Several courses designated as writing emphasis (WE) will be offered by each program during everyenrollment period (block + semester). You must complete at least three, one of which must be upperdivision. The College recommends that at least one course be done in your competence.Can I transfer writing emphasis courses from other colleges?Writing certification I may be completed at another institution (usually through a freshman English orcomposition class). A maximum of two writing emphasis courses may be transferred in based on successfulcompletion (B or better) and review of course description. The courses must be sophomore-level or higher.What is the writing certification III research paper that becomes part of my permanent file?Although you will write several research papers in the context of the three WE courses and other courses,you will choose one substantially researched, appropriately documented essay to include in yourpermanent file as a demonstration of your competence in writing and research. This paper must be done inan upper-division WE course or independent study in your competence or breadth area and must meet allother criteria detailed in the explanation of “Writing certification III: the research paper” section of thishandbook.Who is an appropriate mentor for a WE course or independent study?Only Prescott College full faculty members and instructors, and in some instances College librarians, areeligible to teach or mentor WE courses and independent studies. Adjunct faculty are not responsible forany WE duties, and are not eligible except under special circumstances and with permission of the writingcertification coordinator.Can an independent study count as a WE course?While we prefer that you complete your WE requirements in the context of WE-designated courses, insome instances you may designate an independent study as WE, assuming that you have an appropriatementor, that mentor is willing to let you designate the independent study as WE, and you meet the otherWE criteria.Can a non-WE course be designated as writing emphasis?We strongly encourage you to complete all your writing certification II and III requirements in the contextof WE courses to ensure the most effective preparation. In special circumstances, however, and with acompelling rationale, you may designate a non-WE course as writing emphasis, assuming that you have anappropriate mentor, that mentor is willing to let you designate the course as WE, and you meet the otherWE criteria.Can my senior project count as one of my WE courses?52

No. Writing certification II and III are designed to prepare you for your senior project, not serve as asubstitute for it. The advanced skills in critical writing, research, and documentation that you develop andhone in your WE courses help prepare you for this culminating project of your competence.Who do I talk to if I have questions about writing certification I, II and III?Questions can be addressed by your advisor, individual graduation committee, Office of the Registrar, orthe Coordinator of Student Academic Success.53

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Resident Undergraduate6. Services for Students55

Prescott College provides essential services and programs that promote and ensure an effective living andlearning environment for students. The following resources help students take advantage of the manyopportunities available at the College and to attain their full potential as students and members of thecommunity.One Stop CenterIn Fall 2014, Prescott College will be implementing Phase One of a One Stop Center in Lower Rosewood toimprove the efficiency and effectiveness of student service provision. Because all students interfaceregularly with the Registrar’s Office, Business Office, and Financial Aid, the area that houses those keyfunctions will now absorb many of the functions formerly housed in the Office of Student Life. Thisintegrated One Stop Center will include a student “Answer Center,” which will be able to provide basicinformation on where to find forms and documents, as well as answer questions on financial aid,registration and student account status. The Answer Center will be available by mid-October 2014.The Peer Education & Resource Center (P.E.R.C.) will be active in Fall 2014 and will include limited walk-inhours for students at the One Stop Center. P.E.R.C. encourages students' success by providing informationand support to the Prescott College community.The One Stop will also house the Advising Center, where faculty will be available throughout the day toprovide academic advising on a walk-in basis, as well as by appointment.The One Stop Center houses:• Registration (928-350-1102)• Student Billing (928-350-4000)• Financial Aid (928-350-1111)• Veterans’ Services (928-350-1108)• Career Services (see websites: www.saltmoney.org and workstudy.prescott.edu)• Academic Advising (928-350-1011)Mental Health ServicesShort-term, confidential counseling and referral services are available at no charge to all students. TalkOne2One offers 24/7 counseling support for all of our resident and limited residency students. Studentscan call 1(855)760-5654 to reach Prescott College Mental Health Services any time. Three counselingsessions are provided free of charge, with referral services provided to local counselors who accept studenthealth insurance. In addition, staff and faculty can call the same number for unlimited consultations on anystudent issue. Rich Lewis (928-350-1301) is the liaison to Talk One2One.Access and Disability Support ServicesPrescott College is committed to providing for the needs of enrolled or admitted students who havedisabilities under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of1990 (ADA). Prescott College prohibits and actively discourages discrimination against individuals withdisabilities.56

The College is committed to make services available for any student who can document a disability underSection 504 or the ADA. College policy calls for reasonable accommodations to be made for students withdisabilities on an individualized and flexible basis. It is the responsibility of students with disabilities torequest available assistance.Academic Standards and ADA Accommodation StatementPrescott College has an institutional commitment to provide equal educational opportunities and access forqualified students with disabilities in accordance with state and federal laws and regulations, including theAmericans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. Under the ADA,students requesting ADA accommodations must be able to perform the “essential academic and technicalstandards of the program”; providing ADA accommodations must not fundamentally alter the program orcompromise the essential elements of a course or curriculum, nor does it weaken the academic standardsor integrity of a course. Accommodations are an alternative way to accomplish the course requirements byeliminating or reducing disability-related barriers; accommodations “level the playing field”, they do notprovide an unfair advantage.Documentation of disabilities as well as advocacy for reasonable accommodations is handled through theLibrary and Learning Commons. Reasonable accommodations offered are based on the nature of thedisability and the academic environment. Prescott College promotes the development of academic andpersonal growth, life-long learning, academic integrity, as well as equal access to all programs, services,activities and courses for students. Rich Lewis (928-350-1301), Library Director, is the lead for ADAaccommodations and all questions and concerns should be directed to him as the ADA coordinator.Accommodation Process for Students with Disabilities• Students with disabilities who require accommodations to access College courses, programs,services, activities, and facilities must provide documentation of disability to appropriate personnelin a timely manner.• Disability-related documents are kept confidential and shared with College personnel on a limitedand need-to-know basis.• Based on the submitted disability documentation, the ADA coordinator will determine if thestudent is eligible for reasonable accommodations.• If the student is eligible for reasonable accommodations, the interaction between the disability andthe academic environment will be explored to determine possible reasonable accommodations.Consultation with faculty, staff, and outside professionals regarding essential elements andreasonable accommodations will occur as needed.• The student requesting accommodations will be notified of the process for the provision ofreasonable accommodations and all relevant activity will be documented in the student’sconfidential file.• Since the responsibility for provision of accommodations often involves instructors and students,instructors can contact the ADA coordinator with concerns or questions about reasonableaccommodations. Instructors are not expected to compromise or alter essential elements of theircourse or evaluation standards.57

• Students with disabilities are responsible for contacting the ADA coordinator if reasonableaccommodations are not implemented in an effective or timely way. The ADA coordinator workswith College personnel and students requesting ADA-related accommodations to resolvedisagreements regarding recommended accommodations. When needed, the ADA Officer isavailable to assist with resolution of disagreement and to assure institutional compliance with theADA.• Students with disabilities who believe they have been discriminated against on the basis of theirdisability may contact the ADA coordinator.• Each student bears the responsibility to submit requests for accommodations, auxiliary aids and/orservices in a timely manner.Temporary DisabilitiesServices are available to students with temporary disabilities to provide access to campus academicprograms and services. Assistance cannot be provided for tasks of a personal nature such as, but not limitedto, assisting with health care issues. Students must submit appropriate documentation of their condition tothe ADA coordinator.Student Accident and Sickness InsuranceAll students are required to have insurance coverage and are automatically enrolled in the Prescott Collegeinsurance program through Aetna. Students who have other insurance may waive this coverage by fillingout the online waiver located on the Student Life web page before the waiver deadline. A student wishingto waive coverage must provide documentation at the beginning of every academic year. Brochuresdescribing benefits, procedures and exclusions are available in hard copy or may be viewed on the PrescottCollege website in the Student Life section. Billing questions can be directed to the Business Office at (928)350-4000. For information on providers, claims and prescriptions, refer to the Healthcare and Insurance linkon the Student Life web page.Student Housing / Student Activities / Student Union BoardThe College requires campus housing for incoming first-time college students (“freshpersons”). Studentslive in furnished single and double rooms, prepare their own meals, and have additional meals providedthrough a meal plan from the Crossroads Café (required for first year students; optional thereafter).Smoking is not allowed inside and pets, alcohol, and drugs are prohibited. For rates, application informationor other questions regarding student housing, refer to the Residence Life & Housing section of the Collegewebsite at www.prescott.eduBill Barton, Coordinator of Housing & Student Activities (928-350-1006), is responsible for student housingas well organizing student activities and supporting the work of the Student Union Board. Bill’s connectionto the resident academic programs through the Dean of Resident Degree Programs, Steve Pace, allows foreffective coordination between the curriculum and the co-curriculum, for example, in the first yearexperience.Student Union—Student Involvement and Student GovernanceBill Barton is also the SUB liaison. Bill works with students to coordinate campus-wide events, dances, films,lectures, field trips, service projects, concerts, and other co-curricular events. Bill also serves as an58

administrative liaison for the Student Union Board (student governance), and other recognized studentorganizations.Student involvement at the College is encouraged, and is part of the College culture. There are manyavenues for student involvement and all enrolled students at the College are part of the Student Union. TheStudent Union Board (SUB) works closely with Bill Barton and Steve Pace, and is the main forum forstudents to discuss and debate College issues and policies. A student-led Board of Directors is appointed bythe student body. SUB meetings are held regularly throughout the semester and are frequently attended byCollege staff and administration. The SUB endorses and supports a variety of activities and student-runorganizations. All enrolled students pay an activity fee each semester. The fee is used to fund campus-wideactivities and support a variety of causes, including student groups, campus-based events, and communitybuilding projects. Students are encouraged to serve on various College-wide committees. Leadership andinvolvement opportunities are endless. See the list of Student Clubs and Organizations at the end of thissection for more information.Event AnnouncementsStudents should submit event announcements to the College's online calendar of events athttp://calendar.prescott.edu/index.php?com=submit.Room Scheduling / EventsVita Marie Phares (928-350-3216) supports on-campus events and coordinates the processes and calendarfor internal room scheduling. Please see the events webpage for room scheduling forms and emailaddresses: http://www.prescott.edu/community/events-meetings/index.html.Room use for activities is classified as “academic related” or “non-academic related.” Academic relatedactivities (class presentations, independent study presentations/performances, and senior projectpresentations/performances) are a first priority. Please request room space using the online event proposalform found on the Prescott College website.Any event considered a risk (private parties, band performances, certain art installations, etc.) may berequired to pay a refundable damage and security deposit. All student-related events must have a faculty orstaff sponsor present at all times. All students making room requests will be required to present theirstudent ID before a reservation is made. If College facilities are required for an academic or non-academicrelated event, club or organization, the student should attend an Event Planning Workshop first. Pleaseconsult the Prescott College calendar of events for specific dates and times.PostingsAll postings, including fliers, banners, announcements, employment opportunities, and items for sale mustbe approved and stamped at the One Stop Center (Lower Rosewood building). The use of tape, pins or nailsare damaging to building surfaces, therefore all fliers affixed to walls, windows and doors will be subject toimmediate removal.Student Judicial Affairs / Student Conduct Policy59

Most student behavioral issues arise in student housing among resident students. Bill Barton (928-350-1006) is responsible for initial resolution of such issues. Non-housing related behavioral issues are handledby the Dean of Resident Degree Programs, Steve Pace (928-350-2243), who works to ensure alignmentbetween the academic culture around student empowerment and responsibility and the processes usedwhen problems occur. (See Section 7, Student Conduct & Honor Conscience.)Office of the DeanThe office of the Dean of Resident Degree Programs is located in the Manzanita building. Students withpressing academic concerns are encouraged to seek immediate assistance from their advisor or HeatherKnowles, rather than from the dean. Heather Knowles is located in the One Stop Center (Lower RosewoodBuilding), 928-350-1011.The Library and Learning CommonsThe Library staff is dedicated to providing professional reference and instructional assistance to students. Afull range of services is offered, including individual instruction sessions, classroom sessions, Libraryorientations, and workshops. Instructional and informational handouts, as well as online tutorials, helpstudents navigate the Library and its resources.The Library's collection is designed to support and supplement the College's curriculum. Online access tothe Library catalog, journal databases, and other instructional/informational resources are available atwww.prescott.edu/library.Borrowing privileges for resident undergraduate students last for 3 weeks with the ability to renew booksup to 3 times (if there is no hold on the book).Books can be renewed through the Library's online catalog, atthe circulation desk, or by calling or e-mailing the Library. Overdue items are fined at a rate of $.25 per dayper item, up to $10 per item. Items not returned are billed at full replacement cost plus a $10 nonrefundableprocessing fee. All fines/charges must be paid in full by the end of the enrollment period inwhich they were assessed. Any unpaid balance will be forwarded to the business office for collection.Borrowing privileges can be revoked at the discretion of the Library staff for abuse of the system, policies,or procedures.Materials unavailable at the College or the other libraries in the Yavapai Library Network can be requestedvia Interlibrary Loan. Interlibrary Loan requests can be made at the Library, by email, phone, or throughdirect links from the Library's online journal databases. Prescott College Library does not charge for mostInterlibrary Loan requests unless they are overdue. Students are responsible for overdue fines of $1 peritem per day. Library, 928-350-1300 or circdesk@prescott.eduPrinting, Scanning, and Photocopying in the LibraryPrinting, scanning, and photocopying for students is available in the Library near the front circulation desk.Students create their own login at: print.prescott.edu. From here they can add money to their account,which can be used for photocopies and printing. Scanning is free. Print jobs may be sent to the printer fromeither on- or off-campus. Color printing is available at the Prescott College Service Center or at variouscommercial places in town.60

Academic Support ResourcesThe resources listed below can help students realize their educational goals.Prescott College Learning Commons provides one-stop learning support in these areas:Writing Center: offers feedback and advice on writing from professional writing coaches and web-basedresources. On-campus students may reserve an in-person appointment by going tohttp://www.prescott.edu/library/learning-commons. Low residency students may receive asynchronoushelp by emailing: writingcenter@prescott.edu.Tutoring is available for individual students. Contact Rich at rlewis@prescott.edu to discuss the specificareas you are looking for help with. The most common subject we tutor in is Math. However, other areascan be arranged.World Languages Initiative: supports students interested in studying any world language for credit, aspart of a study abroad experience, or for fun. Contact rlewis@prescott.edu for more information.Reference Librarians: offer help with finding books and online journal articles, work with students onresearch strategies, and then help format papers in a specific citation style...and more! Services are locatedin the Prescott College library or by emailing library@prescott.edu.EmailAll official electronic correspondence from Prescott College will be sent to a student’s Prescott Collegeemail address. Students should check their email regularly. If you forget your password, please emailelearning@prescott.edu for a reset.Office of the Registrar: Lower Rosewood Building (One Stop Center)The Office of the Registrar houses an accurate history of students' academic careers at Prescott College.Students register for classes in this location. The Registrar certifies graduation, issues diplomas, and setsand upholds academic policy. Registrar: 928-350-1102.• Beginning in Fall 2014, students and alumni will be able to order Official Transcripts online througha company called Parchment. This will allow for a significantly faster response time.• Students can also use My Academic Services to access Class Schedules and Unofficial Transcripts ondemand.Financial Aid: Lower Rosewood BuildingThe Financial Aid Office processes student financial assistance through federal financial aid and grants,loans, and student employment. Students must re-file the FAFSA form every academic year (after January 1when their taxes are completed). Students should file online at www.fafsa.ed.gov by early March for thecoming academic year. Financial Aid staff can be reached at 928-350-1111.• Through a contract with American Student Assistance (ASA), the Financial Aid Office providesstudents and alumni with help navigating Loan Repayment. Call ASA toll-free, 1.877.523.9473.61

• ASA also offers a service called SALT, which offers free money management tools as well as careerservices on their website, www.saltmoney.org. This is a free service for Prescott College studentsand alumni.Business Office: Lower Rosewood BuildingStudents can make tuition payments and receive printouts of their bills in this location. Business Office,928-350-4000Service Center: San Juan BuildingMail/ Personal Packages for Residents:Every Resident Undergraduate Student currently enrolled at Prescott College is issued a locking studentmailbox. Student mailboxes are housed within the Service Center, which is located on the first floor of theSan Juan Building.Student mail and small packages are distributed to student mailboxes throughout the course of the day.Students can check their student mailboxes 24 hours a day. For security purposes a valid photo id isrequired for all larger package pickup that cannot fit into a locking mailbox (no exceptions). Valid forms ofphoto identification include: Prescott College Student ID, Passport, or State Issued Driver’sLicense/Identification Card. Resident students should never use the physical address of their residencebuilding as their mailing or shipping address, as companies such as USPS, DHL, FedEx and UPS have notbeen contracted by Prescott College to deliver directly to our residence buildings. To avoid lost,undelivered, or returned mail/packages, resident students should always use the address format listedbelow:STUDENT’S FULL FIRST AND LAST NAMEPRESCOTT COLLEGE220 GROVE AVEPRESCOTT, AZ 86301The Service Center is responsible for providing mail and copy services to members of the Prescott Collegecommunity. It houses and maintains student mailboxes; offers a variety of fax and shipping services tostudents, faculty and staff; and provides quick and convenient copy solutions in color and black-and-white.The Service Center is open year-round, Monday–Friday, except on days the college is closed.Student mailboxes are terminated once a student graduates, withdraws, takes a leave of absence, orsubmits a mail forwarding request to the Service Center staff. Mail that is left behind after the studentshave left the College will either be forwarded, recycled, or returned to sender if a mail forwarding requesthas not been completed. Obtain mail forwarding requests (good for 90 days) at the Service Center at anytime. Students are urged to notify any and all correspondents of their change of address during that periodof time. Service Center, 928-350-2201 or servicecenter@prescott.edu62

BookstoreThe bookstore is now partnering with Follett Virtual Bookstores to provide textbooks to our students,starting with Fall Semester 2014. The online textbook store allows students to take advantage of theservices and convenience Follett brings to over 1,500 bookstores and their customers across NorthAmerica. The virtual bookstore will offer new and used textbooks, textbook rental programs, and digitaltextbooks on the website when available.The physical Prescott College general store will continue to be open on campus to offer logo merchandise,school supplies, art supplies, trail and field gear, snacks, gifts, student craft consignment and convenienceitems. Practicing our sustainable purchasing philosophy, many of our products are made from renewable,recycled materials and are responsibly manufactured. Because of our non-profit status, we are always taxfree.Business hours are posted on the door and vary seasonally. Phone orders are welcomed as wecontinue to place more items available for online purchasing. Major credit cards are accepted. Bookstore,350-4309 or bookstore@prescott.eduAudio-Visual Loan Program: Ponderosa Building (next to ITV classroom)The Prescott College Learning Technology Department maintains and makes available a limited amount ofaudio visual (AV) equipment in support of campus functions that involve academic instruction or officialbusiness. Equipment available includes laptops, PA and sound system equipment, web cameras, webmicrophones, etc.Who Can Check Out Equipment?Enrolled students and Prescott College staff and faculty can reserve and check out AV equipment. Pickup/drop off times are between 8:30 AM to 4:30 PM Monday – Friday. Weekend checkout items are to bepicked up by Friday at 4:30 PM and returned on the specified day and time.AvailabilityPrescott College provides AV equipment on a first come/first serve basis. The Prescott College LearningTechnology Department makes no express guarantee that any particular AV equipment is available. Whileefforts are taken to ensure equipment is current, functional and in ample supply, there are no guaranteesthat we will be able to meet all requests for any specific technology in every instance. Logging into Lend-Items will allow you to reserve equipment and see what is available. http://lenditems.appspot.com/login.jspCheckout DurationThe maximum duration for equipment check out is six days (144 hours). Once the equipment is returned,another reservation may be made assuming items are available for check-out and not reserved by otherusers. We understand that there are times when AV equipment is needed for consecutive days. We alsounderstand that when equipment is out for an extended period of time, others may not have access toequipment they need due to the limited supply of items.Checkout and Return Procedures63

Each item is checked out (assigned) to the person requesting the equipment. The person reserving theequipment must be the person checking the equipment out and is responsible for the equipmentregardless of who uses or returns the equipment. The reserving person is responsible for the care of theequipment until it is returned and checked back into inventory.Fees and Loss of PrivilegesLate fees will be charged for items that are returned more than a half hour past the reservation time. Arate of $5.00 per day begins accruing once the 30 minute grace period has expired. If items are notreturned within 14 days past the due date, the responsible person will be charged the entire replacementcost.Equipment that is returned damaged will result in the cost of the repair being charged to the responsibleperson, up to and including the entire replacement cost if the item is beyond repair. If an item is lost orbroken, the patron’s checkout privileges may be suspended until the cost of replacement or repair has beenpaid.For students, these fees will be applied to their student account. Unpaid fines can prevent students fromregistering for classes or receiving transcripts until the fees are paid in full. Privileges to check outequipment may be suspended until fines are paid. Privileges may be revoked if items are consistently lateor items are repeatedly damaged.For faculty and staff members, your department will be asked to pay for the repair. If an item is notrepairable then your department will be responsible for the replacement cost. Lending privileges are at thesole discretion of the Learning Technology department.Please contact the Learning Technology department if you have any questions about the policy for AVequipment, elearning@prescott.eduTransportation (Field Operations, San Juan building)Most uses of vans, trucks, and trailers are connected to field courses. The logistics of transportation –scheduling, issuing, and returning – are integrated into Field Operations under the leadership of RachelPeters, with the direct support of Martin Ziebell. Greg Lazzell and Facilities staff handle vehiclemaintenance. For van scheduling, please use the online form:http://www.prescott.edu/intranet/assets/facilities/van-request-embed.php. For training, please use theonline course: www.safetyserve.com/prescott/ (select new student, then click new student and use accesscode “prescottddc”). Behind-the-wheel trainings will be handled by Greg Lazzell (928-350-4302) or StevePace (928-350-2243).College vehicles are used for official College business only. Anyone driving vehicles for approved Collegeactivities must be registered with the Field Operations Department.All van drivers who transport passengers must:• Be a current employee or student• Be at least 25 years of age64

• Have a current, valid driver’s license for the last 7 years• Have an acceptable Motor Vehicle Record (records will be verified)• Have had previous 15-Passenger van driving experience• Complete the required driver questionnaire forms• Attend all required driver training sessions• Complete a behind-the-wheel evaluationCampus SecurityGreg Lazzell (928-350-4302) supervises campus security, which is provided weekday evenings until midnight(and on weekends depending upon event needs). The number to dial to reach campus security is 928-350-2222, or just extension 2222 from any on-campus phone. In the case of an emergency, dial 8-911.Student Clubs and OrganizationsThe following list represents active and recently-active student organizations. Get involved!Aztlan CenterThe Aztlan Center is to foster communication, understanding, and trust between all Prescott residents andact as a safe resource for Prescott's immigrant community.Contact: Todd Mireles at ernesto.mireles@prescott.edu or 517-881-6505BarnRaisers CollectiveThe BarnRaisers Collective is a student lead and operated group that empowers individuals to get involvedin socio-ecological based community development. A collective group to help promote and kick-startstudent-led initiatives around campus, centering on environmental sustainability but extending into anystudent endeavor.Contact: Jon Arndt at Jonathan.Arndt@prescott.edu, Angela Marcinik at Angela.Marcinik@prescott.edu,and BarnRaisers Collective at brc@prescott.eduBike ClubThe official student club for cycling activities that do not take place within an academic course.Contact: Bobbie Treadwell (student representative) at rtreadwell@prescott.edu, Paul Burkhardt (staffrepresentative) at pburkhardt@prescott.edu and Kurt Refsnider at kurt.refsnider@prescott.eduBook ClubReading for fun, education, and community building! The club meets once a month and is open to students,staff, faculty, and friends of Prescott College. To see past books and future meet-ups check out the club'sGoodreads site at: https://www.goodreads.com/group/show/133167-prescott-college-book-clubContact: Lisa Zander at lzander@prescott.eduButte Creek Restoration CouncilBCRC engages the Prescott College community, our surrounding neighbors, and the larger Prescottcommunity in projects that help to restore, enhance, and celebrate Lower Butte Creek as the centerpiece ofour expanding campus and a vital part of the Upper Granite Creek Watershed.Contact: Sarai Carter at sarah.carter@prescott.edu and Joel Barnes at jbarnes@prescott.eduCeramics ClubContact: Jen Chandler at jchandler@prescott.edu65

Consent in ActionLet’s talk about sex! And healthy relationships, communications, boundaries, and more. This group leadsworkshops, dialogues, and performance skits or talk about empowerment, choices, and consent.Contact: consentinaction@prescott.edu or Zoe Caras zoe.caras@prescott.eduCooking ClubContact: Will O’Neil at william.o’neil@prescott.eduDance ClubDance Club is to provide an open and inclusive space for the PC community to explore movement, selfexpression,and co-creation.Contact: Lucy Beckner (Student Representative): lucy.beckner@prescott.edu and Liz Faller (FacultyRepresentative): lfaller@prescott.eduFilm-making ClubContact: Robert Milligan at media.center@prescott.eduStudent FoodbankLocated in the Student Activity Center (AKA, the Wren building), the Prescott College Student Foodbank is aplace where any PC student can come drop off or pick up sealed, non-perishable/durable food items.Contact: Emily Breitbach at emily.breitbach@prescott.eduGarden club (Edible Campus Garden Club)The Gardening Club hopes to bring together students, faculty, and community members to grow food whilelearning together. We want to create a lasting infrastructure and a place for classes to come and learn. TheGarden Club meets every Wednesday at 4.Contact: edible-campus-gardens@prescott.edu and Mimi Eckhardt at mimi.amelia.eckhardt@prescott.eduGirls Climbing Day! (**unofficial club)Join a group of Prescott College women to go climbing on local challenges.Contact: Samantha Jones at samantha.jones@prescott.edu, Ellen Bashor at Ellen.Bashor@prescott.edu,Audrey Hamann at audrey.hamann@prescott.eduHelping Understand Bicycles (HUB)HUB - an inclusive do-it-yourself bicycle workspace where anyone (that means you!) can learn how to fixbikes at no charge or build your own.Contact: Alec Robinson at arobinson@prescott.edu and Samantha Jones at Samantha.Jones@prescott.eduJenner Farm CouncilA Council to keep up to date with the operations and upkeep of Jenner Farm. The Council seeks tocoordinate student involvement and cooperation with the on-site farms managers.Contact: Jon Arndt at Jonathan.Arndt@prescott.eduMeditation ClubTo offer students the potential benefits of meditation including physiological, psychological, emotional, andspiritual. Come meditate and be in community with one another.Contact: Hayden Chichester at hayden.chichester@prescott.edu and Grace Buford (Faculty Representative)at gburford@prescott.edu66

Men’s Group (**Unofficial Group)Join a group of Prescott College men to discuss masculinity in a safe and supportive space.Contact: William ‘Seamus’ Larson at William.Larson@prescott.edu and Willie Heineke atwilliam.heineke@prescott.eduMusic ClubContact: Bill Barton at bill.barton@prescott.edu or 928-350-1006.The Organizing Collective (The OC):Contact: Hayden Chichester at hayden.chichester@prescott.eduPrescott Chapter of the Wildlife SocietyPCTWS is a way for both students and members of the greater community to discuss issues evolving aroundwildlife management and conservation.Contact: Micah Riegner at micah.riegner@prescott.edu or Walt Anderson at wanderson@prescott.eduPrescott College Muppets Coed Softball TeamParticipates in the summer recreational city league of coed slow-pitch softball.Contact: Rich Lewis at rlewis@prescott.eduPrescott Jugglers and HoopersThe Prescott Jugglers and Hoopers Club provides an opportunity for learning, practicing, and sharingjuggling, hooping, and other circus arts, while providing camaraderie and exercise that is good for the bodyand the brain.Contact: Brad James at bjames@prescott.eduP.E.R.C. (Peer Education & Resource Center)P.E.R.C. encourages students' success by providing information and support to the Prescott Collegecommunity.Contact: Kristine Preziosi (KP) at kpreziosi@prescott.eduQueer Student UnionWe are a group open to gay/lesbian/bisexual/trans/queer students and allies dedicated to developing asafe, respectful, and politically responsible community within Prescott College.Contact: Miriel Manning at miriel.manning@prescott.edu and Grace Buford (Faculty Representative) atgburford@prescott.eduSki and Snowboard TeamPrescott College Ski and Snowboard Team is dedicated to bringing together students with shared interest inthe name of snow, gravity, and mountains.Contact: David Lovejoy at dlovejoy@prescott.eduStudent CouncilThe Student Council (SC) is made up of student representatives for each academic department includingrepresentatives for the Tucson Social Justice Semester, the Kino Bay Program, and the undecided and newstudents; they act as a body to foster communication across these separate entities in recognition ofindividual and collective needs.Contact: sc@prescott.edu67

Student Union Board (SUB)The Student Union Board endorses and supports a variety of activities and student-run organizations, and isresponsible for disbursing funds collected from student activity fees.Contact: SUB at su@prescott.eduStudent Arts CouncilWorking to involve Prescott College and the greater community through art appreciation and creation.Contact: Julie Comnick at jcomnick@prescott.eduUltimate Frisbee ClubA group made up of people from Prescott College, Embry-Riddle, and the city of Prescott. Mostly, thisconsists of pickup games, but occasionally we get it together and go to tournaments.Contact: Toy Andrews at toy.andrews@prescott.eduVeterans and Military Families ClubAn accepting and welcoming environment for veterans, active duty military, families and friends who areaffiliated with Prescott College as students, alumni, or employees.Contact: David Lovejoy at dlovejoy@prescott.eduVillage LifeAfrican inspired dance gatherings, drumming, and workshops.Contact: Liz Faller at lfaller@prescott.edu or (928)-350-2298Women’s Empowerment Breakthrough (WEB)A women’s empowerment group that plans events to raise awareness about feminist issues, holds anannual conference for teenage girls that is staffed by college women, and hosts year-round programmingand workshops at Prescott College and in the community at large.Contact: womensempowerment@prescott.eduWorld Action CollectiveThe mission of the World Action Collective Club is to help to promote and implement projects, events, andcampaigns to address ecological and social issues locally and abroad.Contact: Willie Heineke at william.heineke@prescott.eduWorld CaféThe World Café is an opportunity for students, staff, and community members to come together once aweek and hold conversations that matter.Ben Dowson at benjamin.dowson@prescott.edu68

Resident Undergraduate7. Student Conduct &Honor Conscience69

Honor ConscienceCommunity life and a successful experience at Prescott College depend on the commitment of eachmember of the community to a sense of responsibility for oneself and to other people. This commitment isrepresented by the Honor Conscience, which is a commitment to act with honesty, integrity, and respect.It is the responsibility of each individual in the College community to act with honesty, integrity, andrespect in personal, social, and academic relationships, and with consideration and concern for the entirePrescott College community and its members. All members of the Prescott College community areexpected to act according to the Honor Conscience.While we believe in allowing students to develop their own self-guidance and regulation, should a studentfail to do so, and exhibit behavior(s) that display disrespect for the Honor Conscience, the College will holdsuch students responsible for their behavior.STUDENT CONDUCT POLICYSECTION I. GUIDING PRINCIPLESPrescott College recognizes its students as responsible and dedicated people who are preparing to beglobal citizens. As members of the College community, students have responsibilities and dutiescommensurate with their rights and privileges. In this policy, Prescott College provides guidance to studentsregarding those standards of student conduct and behavior that it considers essential to its educationalmission. This policy also provides guidance regarding the types of conduct that infringe upon the fulfillmentof the College’s educational mission.SECTION II. SCOPEThis Student Conduct Policy applies to all students and student organizations at Prescott College.SECTION III. REACHThe Student Conduct Policy shall apply to student conduct that occurs on College premises including onlineplatforms (including online classes, e-mail and telephone communication), at College-sponsored activities,student organization sponsored events or in College Housing. At the discretion of the Conduct Officer (Deanof Resident Degree Programs or a delegate as appointed by the President of Prescott College), the Policyalso shall apply to off-campus student conduct (off-campus conduct should demonstrate concern for thehealth, safety, and welfare of community members and reflect students’ fitness to be a member of the localcommunity); when the conduct, as alleged, adversely affects a substantial college interest and potentiallyviolates a campus policy.Coordinator of Housing & Student Activities. The Conduct Officer delegates to the Coordinator of Housing &Student Activities, of Residence Life & Housing, the authority to develop and enforce rules and proceduresto address the unique needs and management of College premises under the control of the Coordinator ofHousing & Student Activities. Such rules and procedures shall be complementary to this Code.SECTION IV. RESPONSIBILITIES OF DUAL MEMBERSHIPStudents are both members of the College community, as well as citizens of the state and the largercommunity. As citizens, students are responsible to the community of which they are a part, and, as70

students, they are responsible to the academic community of the College and to other individuals whomake up the community. By upholding its Student Conduct Policy, the College neither substitutes for norinterferes with other civil or criminal legal processes. When a student is charged in both jurisdictions, theCollege will decide on the basis of its interests, the interests of affected students, and the interests of thecommunity whether to proceed with its disciplinary process or to defer action.SECTION V. DISCIPLINARY OFFENSESThe offenses listed below are given as examples only. Prescott College may sanction other conduct notspecifically included on this list.1. Scholastic Dishonestya) Plagiarism;b) Cheating on assignments or examinations;c) Engaging in unauthorized collaboration on academic work;d) Taking, acquiring or using test materials without faculty permission;e) Submitting false or incomplete records of academic achievement;f) Altering, forging or misusing a College academic record;g) Fabricating or falsifying data, research procedures, or data analysis;h) Deceiving the College and/or its officials.2. Illegal or Unauthorized Possession or Use of WeaponsPossession or use of firearms, explosives, dangerous chemicals, or other weapons, or likenesses ofweapons, on college property, at school-sponsored housing or at college-sponsored functions, exceptwhere possession is required by law.3. Sexual Assault or Nonconsensual Contact/Sexual Harassmenta) Any form of unwanted sexual attention or unwanted sexual contact.b) Sexual Harassment PolicyPrescott College prohibits and will not tolerate sexual harassment* of, and/or sexual violencetowards, our employees or students by members of our community (employees, students,supervisors, administrators, etc.), vendors, suppliers, consultants, contractors, or other persons ororganizations that work with our College. Sexual harassment undermines the quality and integrityof the academic and work environment by violating the mutual trust and respect that lie at theheart of our learning community and characterize the relationships that students have with theirteachers and mentors, and colleagues have with each other. The College is committed to providinga learning and working environment that is free from all forms of discrimination. Sexual harassmentis illegal under Title VII of the Civil Rights Act of 1964 and Title IX of the Education Amendments of1972.Inquiries concerning Title IX can be directed to the Title IX Coordinator: Christine Loftin, Director ofHuman Resources, 220 Grove Ave, Prescott, AZ 86301. (928) 350-4204,Christine.loftin@prescott.edu. Title IX inquiries may also be directed to the Office for Civil Rights:http://www.hhs.gov/ocr/71

*“Sexual harassment” throughout this document includes sexual violence unless otherwise noted.DEFINITIONS:Sexual Discrimination and Sexual HarassmentSexual harassment is one of many forms of illegal discrimination prohibited by the federal lawscited above. It arises out of an unfair use of power or authority by one person over another and/orfrom a lack of respect for others. Sexual harassment can involve persons in authority such asinstructors, mentors, or staff; or, it can involve colleagues or peers. Under Title IX, discrimination onthe basis of sex includes sexual harassment and sexual violence, e.g., rape, sexual assault, sexualbattery, and sexual coercion.• Sexual harassment is unwanted sexual attention of a persistent or offensive nature madeby a person who knows, or reasonably should know, that such attention is unwanted.• Sexual harassment includes sexually oriented conduct that is sufficiently pervasive orsevere to unreasonably interfere with an employee's job or student’s academicperformance, or creates an intimidating, hostile, or offensive working or learningenvironment, even if the harassment occurs outside of the school’s program.• Sexual harassment encompasses a wide range of conduct and behaviors and can bephysical and/or psychological in nature. An aggregation of a series of incidents canconstitute sexual harassment even if one of the incidents considered on its own would notbe harassing.• Sexual harassment can involve males or females being harassed by members of either sex.• Sexual harassment can be based on one’s sexual orientation.Violations of Sexual Harassment PolicyThough not a comprehensive list, it shall be considered a violation of the College’s sexual harassment policyfor any member of the community to:• Make sexual advances or request sexual favors if submission to or rejection of such conduct ismade, either explicitly or implicitly, a term or condition of an individual’s employment, education,performance or academic evaluation, or participation in College-affiliated activities.• Make sexual advances or request sexual favors if submission to or rejection of such conduct by anindividual is used as the basis for decisions related to that individual’s employment, education,performance or academic evaluation, or participation in College-affiliated activities.• Make sexual advances, request sexual favors, or otherwise discriminate on the basis of gender in amanner that has the effect of unlawfully creating an intimidating, hostile, offensive, or demeaningacademic or work environment.• Engage in any sexual contact with an individual who has not given consent, or commit any act ofsexual assault, public sexual indecency, or sexual abuse against an individual who has not givenconsent on College property or in connection with any College-affiliated event or activity.Employees and students of Prescott College are prohibited from harassing otheremployees/students whether or not the incidents of harassment occur on College premises andwhether or not the incidents occur during working hours. In addition, a person who is under the72

influence of drugs or alcohol will be considered unable to give valid consent if they cannot fullyunderstand the details of a sexual interaction and/or they lack the capacity to reasonablyunderstand the situation.• Act, recommend action, or refuse to take action in a supervisory position in return for sexual favorsor as a reprisal against an individual who has reported, filed a complaint regarding, or been theobject of sexual harassment.• Disregard, fail to investigate, or delay an investigation of allegations of sexual harassment when it isappropriate (or required) by one’s supervisory position.Consensual Relationships between Employees and StudentsThe College does not condone consensual romantic and/or physically intimate relationships betweenemployees and students (regardless of the duration). An apparently consensual romantic relationship maylead to sexual harassment or compromise other professional obligations, particularly if one of theindividuals in the relationship has a professional responsibility toward or is in a position of power orauthority with respect to the other.Members of the community who are involved with another member of the community for whom they havesupervisory or evaluative responsibilities are expected to immediately report their relationship to theirsupervisor, and must remove themselves from any decision-making processes involving their partner.Relationships that are not reported per this policy are not considered consensual and are considered to bein violation of this policy, and employees will be subject to appropriate sanctions, up to and including thepossibility of termination.ReportingA member of the community who believes that he or she may have been the victim of sexual harassment orsexual violence should consult with, or file a complaint with Christine Loftin, the Title IX Coordinator, or oneof the sexual harassment deputy coordinators (listed below). The College will respond to any report orcomplaint, formal or informal, of sexual harassment in a prompt and equitable manner. Allegations ofsexual harassment must be made in good faith.• Risk Management Officer(s)• Housing Coordinator• Coordinator of Student Academic Success• Dean of Resident Degree ProgramsRights of ComplainantEvery complainant of sexual harassment has the following rights:• The right to a prompt and equitable resolution• The right to present his or her case.• The right to have to a reliable and impartial investigation of complaints.• The right to file a criminal complaint.• The right not to be retaliated against for bringing forward a complaint.• The right for the complaint to be decided using a preponderance of the evidence standard (i.e., it ismore likely than not that sexual harassment or violence occurred).73

• The right to end any informal process at any time and begin the formal stage of the complaintprocess. Mediation is not appropriate in cases involving allegations of sexual assault.• The right to be notified, in writing, of the outcome of the complaint. The Clery Act requires thatboth parties be informed of the outcome, including sanction information, of any institutionalproceeding alleging a sex offense.• The right to appeal the verdict. Appeals will be directed to the President of the College.• Individuals with complaints of this nature also always have the right to file a formal complaint withthe United States Department of Education: Office for Civil Rights (OCR), 400 Maryland Avenue,SW, Washington, DC 20202-1100, Customer Service Hotline #: (800) 421-3481, e-mail: OCR@ed.govRights of AccusedAnyone accused of sexual misconduct will have the following rights:• The right to a prompt and equitable resolution.• The right to present his or her case in response to the accusations.• The right to have to a reliable and impartial investigation of complaints• The right for the complaint to be decided using a preponderance of evidence.• The right to be notified, in writing, of the outcome of the complaint. The Clery Act requires thatboth parties be informed of the outcome, including sanction information of any institutionalproceeding alleging a sex offense.• The right to appeal the verdict directly to the President of the College.SEXUAL HARRASSMENT DISCIPLINARY PROCEDURES:In the case of a sexual harassment, sexual assault, harassment, stalking or bullying formal complaint, areport will be generated when the issue has been reported. The victim will be asked to provide a writtenaccount of the incident. The alleged will also need to provide a written statement.1) An Investigator will be appointed to the complaint to conduct an impartial investigation andinterview with all parties involved. The investigation will be completed promptly and withoutunreasonable delay in the process.2) Identify which policies may have been violated.3) At the completion of the investigation all collected facts and interviews will be used by the Dean ofResident Degree Programs to make a decision based on the evidence collected.4) The decision will be presented to both the victim and the accused in writing.5) Both Parties have the right to file an appeal to the President of Prescott College.6) The President has the final decision making authority. No additional appeals can be made.Certain information concerning sexual harassment will need to be disclosed to be in compliance with TheClery Act and Title IX. Nevertheless, the College shall protect the confidentiality of the identities of andstatements made by individuals (parties and witnesses) involved in a report of sexual harassment to theextent permitted by law and to the extent that continued protection does not interfere with the College’sability to fully investigate allegations of misconduct brought to its attention and to take corrective action.Information will be disclosed strictly on a need-to-know basis to select employees.4. Threatening, Violent or Aggressive Conduct74

a) Assault, battery, or any other form of physical abuse of a student or college employee.b) Fighting or physical altercation.c) Conveyance of threats by any means of communication including, but not limited to, threats ofphysical abuse and threats to damage or destroy college property or the property of other studentsor college employees.d) Any conduct that threatens the health or safety of another individual one’s own self or anotherindividual. Threats to commit self-harm and/or actual incidents of self-harm by any student.5. Theft, Property Damage, and Vandalisma) Theft, attempted theft, vandalism/damage, or defacing of college property, college-controlledproperty, or the property of another student, faculty, staff member or guest.b) Extortion.c) Setting fires, tampering with fire safety and/or firefighting equipment.6. Disruptive or Disorderly ConductDisruptive Behavior, such as, interference with the normal operations of the college (i.e., disruption ofteaching and administrative functions, disciplinary procedures, pedestrian or vehicular traffic, or othercollege activities)a. Disruptive Classroom Conduct, such as,i. Engaging in behavior that substantially or repeatedly interrupts either the instructor’s ability toteach or student learning. The classroom extends to any setting where a student is engaged inwork toward academic credit or satisfaction of program-based requirements or relatedactivities, orii. Use of cell phones, MP3 players during scheduled classroom times.b. Disorderly Conduct in person or within e-learning platforms.i. Breach of peace on college property, within college courses, or at any college-sponsored orsupervised program.ii. Any in-school, online, or off-campus act considered inappropriate or as an example ofmisconduct that adversely affects the interests of Prescott College and/or its reputation (offcampusconduct should demonstrate concern for the health, safety, and welfare of communitymembers and reflect students’ fitness to be a member of the local community).7. Illegal or Unauthorized Possession or Use of Drugs or Alcohola) Use, sale, possession, or distribution of illegal or controlled substances, drug, alcohol or drug oralcohol paraphernalia on college property or at any function sponsored or supervised by thecollege.b) Being under the influence of illegal or controlled substances on college property, or at any collegefunction.c) Use, sale, possession, or distribution of alcoholic beverages on college property or at any functionsponsored or supervised by the college.d) Being under the influence of alcohol on college property or at any college function is alsoprohibited.75

e) No exception will be made for the use of medical marijuana, regardless of whether the student hasa medical marijuana registry card. Knowingly being in the presence of others violating this rule isalso prohibited.8. Verbal Assault, Defamation and Harassmenta) Verbal abuse of a student or college employee, or community members.b) Harassment by any means of any individual, including coercion and personal abuse. Harassmentincludes but is not limited to, written or verbal acts or uses of technology, which have the effect ofharassing or intimidating a person.c) Harassment based on sex, race, color, national origin, religion, sexual orientation, age, disability, orany other criteria protected by state, federal, or local law.9. Hazing and Anti-bullyinga) Any form of "hazing" and any act that endangers the safety of a student, or that destroys orremoves public or private property, for the purpose of initiation, admission into, affiliation with, oras a condition for continued membership in a group or organization. "Hazing" includes any methodof initiation or pre-initiation into a student club or any pastime or amusement engaged in withrespect to such a student group or student organization that causes, or is likely to cause, bodilydanger, physical harm, or personal degradation or disgrace resulting in physical or mental harm, toany student or other person attending the college.b) It is the policy of the College that bullying behavior by or against any member of the Collegecommunity, whether student, employee, faculty or guest, will not be tolerated. Violation of theanti-bullying policy can result in discipline, up to and including expulsion for students. While eachcircumstance is different, bullying is inappropriate, unwelcome behavior (which can be throughverbal or other communication, or physical contact) that targets an individual or group because of acharacteristic of the individual or group, whether protected by anti-discrimination laws or not.Prohibited bullying may be the result of repeated behavior or, if sufficiently severe, a singleincident; can be direct or indirect; and can be effectuated through verbal, physical, electronic, orother means.Conduct constitutes prohibited bullying when a reasonable person in the circumstances would find theconduct sufficiently severe, based on its nature and frequency, to create an environment which is hostile orintimidating and which unreasonably interferes with the work, educational or college opportunity, or isintended to cause or is reasonably foreseeable to cause physical, emotional, or psychological harm.Prohibited bullying behavior can take a variety of forms, and may include, but is not limited to, thefollowing examples:• Verbal abuse, such as the use of derogatory remarks, insults, and epithets; slandering, ridiculing, ormaligning a person or his/her family; persistent name calling; using an individual or group as thebutt of jokes;• Verbal or physical conduct of a threatening, intimidating, or humiliating nature;• Sabotaging or undermining an individual or group’s work performance or education experience;inappropriate physical contact, such as pushing, shoving, kicking, poking, tripping, assault, or thethreat of such conduct, or damage to a person’s work area or property; and inappropriate76

electronic communication, such as the use of electronic mail, text messaging, voice mail, pagers,websites, or online chat rooms in a threatening, intimidating, or humiliating manner.Bullying behavior violates the College’s Student Conduct Policy and its expectation that students willrespect the rights of others and help create a positive environment where diversity of people and ideas isvalued and tolerated.10. Falsificationa) Willfully providing college officials with false, misleading, or incomplete information.b) Forgery, falsification, alteration, or misuse of college documents, records, or identification with theintent to injure, defraud, or misinform.11. Abuse of Prescott College disciplinary system, including but not limited to:a) Failure to obey the summons of a disciplinary body or college official.b) Falsification, distortion, or misrepresentation of information before a disciplinary body or collegeofficial.c) Disruption or interference with the orderly conduct of a disciplinary proceeding.d) Attempting to influence the impartiality of a member of a disciplinary body prior to and/or duringthe course of the disciplinary proceeding.e) Verbal or physical harassment and/or intimidation of a member of a disciplinary body prior to,during, and/or after the disciplinary proceeding.f) Failure to comply with the sanction(s) imposed under the student conduct policy.g) Influencing or attempting to influence another person to commit an abuse of the disciplinarysystem.12. Unauthorized Use or Misuse of College FacilitiesUnauthorized entry into, unauthorized use of, or misuse of college property, including computers and dataand voice communication networks.13. Violation of Federal or State LawsViolation of federal, state, or local laws and college rules and regulations on college property or at collegesanctionedor college-sponsored functions.14. Insubordinationa) Persistent or gross acts of willful disobedience or defiance toward college personnel or securityofficers.b) Failure to comply with direction of college officials, faculty, staff, who are acting in the performanceof their duties.c) Failure to exit during fire drill or other evacuation drills.d) Failure to identify oneself when on college property or at college-sponsored or supervisedfunctions, upon request of college official or security officer acting in the performance of his/herduties.15. Violations of College Rules77

a) Violations by guest of a student on college property. Students are responsible for the actions oftheir guests.b) Violation of school safety regulations, including but not limited to: setting fires, tampering with firesafety and/or firefighting equipment, failure to exit during fire drill, turning in false fire alarmsand/or bomb threats.c) Smoking in classrooms or other college buildings or areas unless designated as a smoking area.d) Any violation of the student housing agreement, rules and regulations and/or the college housingstudent handbook.e) Any violation of the institution’s policies on the responsible use of technology, including but notlimited toi. The theft or abuse of computer, email, Internet or Intranet resources.ii. Unauthorized entry into a file to use, read, or change the contents of, or for any otherpurpose.iii. Unauthorized transfer of a file.iv. Unauthorized downloading of copyrighted materials in violation of law.v. Unauthorized use of another individual's identification and/or password.vi. Use of computing facilities to interfere with the work of another student, faculty member, orschool official.vii. Use of computing facilities to send obscene or abusive messages (including but not limited toe-mail, social media, online classrooms).viii. Use of computing facilities to interfere with normal operation of the school's computingsystem.ix. Cyber bullying.f) Failure to satisfy school financial obligationsThe above list is illustrative only, and Prescott College may sanction other conduct not specifically includedon this list.SECTION VI. SANCTIONSPrescott College may impose sanctions for violations of the Student Conduct Policy. The type of sanctionimposed may vary depending upon the seriousness of the violation(s). Prescott College reserves the right toimmediately impose the most severe sanction if circumstances merit.Although not exhaustive, the following list represents the types of sanctions that may be imposed upon anystudent or student organization found to have violated the student conduct policy:1) Warning: A notice in writing that a student has failed to meet some aspect of the school'sstandards and expectations.2) Probation: Probation is used for repeated violations or a specific violation of a serious nature as afirst course of action. The Conduct Officer or his/her delegate defines the terms of probation.3) Discretionary Sanctions: The student will be required to complete an educational service, attendcounseling, or have restricted privileges.4) Removal from Housing: The student will be immediately dismissed from school housing. Thestudent will be required to vacate the premises according to the terms of the sanction.78

5) Suspension: Separation of the student from the school for a pre-determined period of time. Thestudent may be able to return to school once specified conditions for readmission are met. Thestudent may not attend classes, visit college housing, use school facilities, participate in or attendcollege activities, or be employed by the school during his/her suspension.6) Expulsion: The student will be expelled from Prescott College immediately. The student will not bepermitted to continue his or her studies at the college and may not return to the college or tocollege-sponsored housing or activities at any time or for any reason.7) Restitution: Compensation for loss or damage to property leased, owned, or controlled by theschool. This may take the form of monetary or material replacement.The above list is only a general guideline. Some sanctions may be omitted, and other sanctions not listedabove may be used.Search of Students’ PropertyStudents have no expectation of privacy in their personal property while on campus. Prescott Collegereserves the right to search the contents of students' personal property or belongings at any time, whenthere is reasonable suspicion on the part of the College’s staff, that a risk to the health, safety, or welfare ofstudents and/or the school community exists, including searches pursuant to an investigation of potentialwrongdoing. This includes but is not limited to: vehicles brought onto property leased, owned or controlledby the school; backpacks; and clothing. This policy also applies to student property in school housing, aswell as student e-mail and/or computers.SECTION VII. DISCIPLINARY PROCEDURES:ComplaintAny member of the Prescott College community may file a complaint against any student for misconduct orfor otherwise being in violation of College policies.1) The complaint shall be prepared in writing or in an incident report and directed to the Dean ofResident Degree Programs or his/her delegate.2) The written complaint or incident report should include the nature of the offense, date,approximate time and location of incident. The name of the victim(s), offender(s), and anywitness(es) may be included.3) Complaints or incident reports should be submitted within 48 hours after the alleged violationoccurred unless there are extenuating circumstances requiring a longer timeframe.The Dean of Resident Degree Programs or a delegate may review and investigate the complaint, and upholddue process, to determine if the allegations have factual merit, to identify violations of the student conductpolicy, and to impose sanctions for such violations.In most situations, the accused will be given the opportunity to tell his or her account of the situation andto provide this information, in writing, unless Prescott College determines that the circumstances do notwarrant disclosure of some or all of the facts.Notification and Determination of violations that warrant Disciplinary Meeting79

1) The Dean of Resident Degree Programs or a delegate will choose to conduct a disciplinary meeting.Potential attendees include a student or students, and others who may have relevant information.The Student should receive advance notice, in writing, of the allegations and the reason for themeeting.2) After the meeting, the Dean of Resident Degree Programs or his/her delegate will determinewhether it is more likely than not that a violation occurred, and will render and communicate thedecision to the student in writing, which shall describe the violation and the sanctions imposed, ifany, and the student’s right to appeal. If the Dean determines that there was no violation, thatdecision will be documented in writing to the student as well.3) If a student fails to appear for the meeting, the Dean of Resident Degree Programs or his/herdelegate may make a determination of violations of Prescott College policies on the basis of theinformation available, and impose sanctions for such violations.Notification and Determination of violations that warrant Disciplinary Hearing by PanelIn some cases involving serious violations (including Sexual Harassment), the Dean of Resident DegreePrograms or delegate, hereby referred to as “Hearing Officer”, in his or her sole discretion, may choose toassemble a disciplinary panel to adjudicate the process.1) The Hearing Officer may immediately (before a hearing takes place) remove the student from thecampus community pursuant to an Interim Suspension until the Disciplinary Panel is convened. (SeeInterim Suspension).2) The Student should receive advance notice, in writing, of the allegations and the reason for themeeting. A student may forego attendance at the hearing and a determination of the sanction willbe made by the Disciplinary Panel.3) Hearings normally shall be conducted in private. The Disciplinary Hearing is an academic hearing,not a legal hearing. Therefore, legal counsel is not allowed at the hearing.4) The Student may be accompanied by one person (family member, friend, etc.) to provide support.This person cannot ask questions directly or speak during the meeting. The committee may prohibitfrom attending or remove any person who disrupts the proceedings of the committee.5) In Hearings involving more than one Student, the Hearing Officer, at his or her discretion, maypermit the hearing concerning each student to be conducted separately.6) The Disciplinary Panel may hear from any person who may have relevant information, and thePanel may review any documents presented to them.7) Pertinent records, documents, and written statements may be considered by the Hearing Officer athis/her discretion.8) The Disciplinary Panel may ask questions and may seek information not provided to it previously.9) The Disciplinary Panel may determine whether it is more likely than not that a violation occurred.The Panel should communicate to the Hearing Officer its decision and its recommended sanction, ifany.10) After the Hearing, the Hearing Officer will issue a written decision to the accused Student, whichidentifies the accusations and the panel’s conclusions, any sanctions, and the student's right ofappeal.80

11) In general, the accused should have access to the documentation reviewed by the panel; however,identifying names and information may be removed from the documentation when necessary toprotect other students’ privacy rights.Disciplinary PanelA Disciplinary Panel will consist of members of the college Administration, Campus Staff, Faculty or StudentBody. When students are permitted on the panel, the accused student should sign a form grantingpermission to release his/her educational records to a student serving on the panel. Failure to sign thepermission constitutes an agreement to have no student on the panel.Administrative Interim SuspensionStudents may be administratively suspended on an interim basis when:1) Serious allegations are being investigated.2) Serious allegations are pending before a disciplinary panel.3) In advance of a disciplinary panel hearing; or4) When a student potentially poses a threat of harm to himself, to others, or to property of thecollege or a member of the college community.During the interim suspension, students are denied access to college housing and/or to the school(including classes, labs, library) and/or all other school activities or privileges for which the student mightotherwise be eligible, as the Dean of Resident Degree Programs or designee may determine to beappropriate. This interim suspension period should last no longer than three business days, and the Dean ofResident Degree Programs or delegate may make reasonable provisions to provide for accommodations ofa student in school housing.The interim suspension is not to be considered disciplinary; it is a tool to separate potential adversariesuntil a reasoned decision can be made.SECTION VIII. APPEAL PROCEDURESStudents have a right to appeal disciplinary actions when they believe they have extenuating circumstancesor believe they have been treated in an arbitrary or biased fashion or without adherence to PrescottCollege policies and procedures.• During an appeal, the student should continue to obey the terms of the decision, e.g., a studentwho has been suspended from school may not be on school property; a student dismissed fromschool housing must leave in accordance with the directions indicated in the decision.• The student must write a letter of appeal in the student’s own words, addressed to the President ofPrescott College or his/her delegate. This letter must clearly state the extenuating circumstances orthe grounds for believing the decision was arbitrary or biased or that it was without adherence toPrescott College policies and procedures, and provide any supporting documentation. It must bedelivered to the President or his/her delegate within seven calendar days following the student’sreceipt of the decision.• Students should provide documentation to support the allegations of the appeal.81

• The President or his/her delegate may appoint an ad hoc committee to review appeals and make arecommendation regarding disposition of the appeal within 30 days of the date of receipt of theappeal. This committee will be composed of faculty or staff members not involved in making theinitial disciplinary decision.• The President and/or the committee may (or may not) decide to convene an appeal hearing. Thestudent will be notified in writing of the date and time of the appeal. The student is expected toattend the meeting, and failure to do so, for other than documented emergencies, may beconsidered forfeiture of the right to present further information regarding the appeal.• The student making the appeal may be provided an opportunity to address the committee inperson. The student may be accompanied by one person (family member, friend, etc.) as anobserver. The committee may prohibit from attending or remove any person who disrupts theproceedings of the committee.• The Appeal meeting is an academic hearing, not a legal hearing. Therefore, legal counsel is notallowed at the meeting.• Audio recording of the academic hearing is not permitted. Minutes of the meeting are confidential.• Following appropriate review and deliberation, the committee will report back to the President orhis/her delegate with its recommendation regarding its review of the appeal. The President orhis/her delegate will render a written decision on the appeal within thirty calendar days fromreceipt of the appeal. The decision will be final.Rules for Honoring Campus and Community1) Prescott College prohibits dogs or other animals in College buildings or left unattended in vehiclesparked on campus. Prescott Animal Control will be called to remove unattended dogs. Dogs andother animals are allowed in outdoor common areas of the campus, provided they are under ownercontrol, i.e., on a leash of reasonable length, and do not pose a hazard or threat to others. Dogs andother pets may not be left unattended at any time. The College recognizes the importance ofservice animals to those individuals who require their assistance and welcomes these animals in allareas of the campus.2) Demonstrate respect for Prescott College and others by keeping bikes outside of buildings andparked in the proper location.3) Respect the community and the environment by not smoking. Smoking is allowed in designatedareas and must be 50 feet from a doorway or window. Dispose of cigarette butts in a container, noton the ground.4) Be considerate of fellow students, faculty, and staff by finding alternate parking for vehicles whilein the field. Space is limited and those working and studying on campus need the space.5) Help build a positive reputation for Prescott College with the Prescott community by usingcrosswalks and traffic signals while on foot.6) Conserve the planet’s energy by closing doors, turning off lights, and turning down the heat and airconditioning in College buildings.7) Preserve our environment by using recycle bins and trash cans, and picking up after those whodon’t. “Leave no trace” is our ethic.8) All weapons are prohibited. Do not bring weapons of any kind to campus.82

9) Cooperate with the Prescott College community by getting all postings approved at the One StopCenter (Lower Rosewood building).Statement of Respect for DiversityThe mission of Prescott College is to “educate students of diverse ages and backgrounds.” Diversity includesgeographic factors, socioeconomic status, age, values, career histories, gender, disability, sexualorientation, dietary choices, religious affiliation, and culture and ethnicity. Prescott College encouragesstudents to become aware of and value the differences among people.Notice of Nondiscrimination PolicyPrescott College is committed to equal opportunity for its students and applicants for admission, withoutdiscrimination on the basis of race, color, creed, national or ethnic origin, sex or sexual orientation, age,disability, marital or parental status, status with respect to public assistance, or veteran status. This policyapplies to the administration of the College’s educational policies, financial aid program, or any otherprograms generally accorded or made available to students. The Dean’s Office is available to discuss andinvestigate matters concerning discrimination.Student Grievance ProceduresStudents may file a grievance in response to any perceived infringement of their rights, whether theperceived infringement is of their rights according to federal law, their rights as students according toCollege policies, or simply their personal rights to fair and humane treatment. Prescott College iscommitted to handling all grievances in a prompt and equitable manner. Conflicts occur every day andmany conflicts are resolved through effective and respectful communication. Prescott College encouragesall community members to make a reasonable effort to resolve conflicts informally before filing a formalgrievance. If a student needs assistance in resolving an academic or non-academic conflict, they shouldcontact Heather Knowles, Coordinator of Student Academic Success, who can refer the student to theperson best-suited to be of assistance.Grievances fall into two categories: academic and nonacademic.• Academic grievances might include conflicts over course evaluations, learning contracts, or grades,but could concern any academic matter in which a student believes he/she has been treatedunfairly or unreasonably. Students who believe they have grounds for an academic grievanceshould contact the Dean of the Limited-Residency Programs.• Nonacademic grievances might concern any instance of perceived mistreatment. Examples include,but are not limited to, sexual harassment or discrimination based on race, age, disability, sexualpreference, or any other unprofessional and/or illegal conduct on the part of a College communitymember. Students who believe they have grounds for a nonacademic grievance should contacteither the Dean of Resident Degree Programs.Academic Grievance ProceduresA student who believes his/her academic efforts have not been justly evaluated has the right to be heard.The problem may be the result of exchanges with the instructor, occurrences within the class, or the83

content of a written evaluation. All grievances should be initiated within the semester the alleged violationoccurred. The following are the steps to take:1) A student who is unsure whether his/her grievance falls under this description should consult withthe Coordinator of Student Academic Success.2) Once it is determined that the grievance is academic in nature, every effort should be made toresolve the problem informally. To accomplish this, the student is encouraged to talk directly withthe faculty member or mentor. (In exceptional circumstances where a dispute cannot or should notbe addressed informally, this step may be omitted.)3) If the student cannot resolve the issue with the instructor, they should then explain the situation tothe Program Coordinator of that area of study and ask for their assistance in working with theinstructor to resolve the issue. If that does not successfully resolve the issue, the student has theoption to file an academic grievance.4) If informal efforts are unsatisfactory or unsuccessful, a formal grievance may be filed with the Deanof Limited Residency Programs. The grievance should be in writing and should include the name ofthe respondent and a description of the specific incident(s) forming the basis of the grievance, anoutline of the informal steps taken to resolve the matter, and reference to the desired outcome(s)if appropriate. The formal grievance should be presented no later than 30 days after the studenthas knowledge of the problem.5) The complainant has a right to present witnesses or testimony if they so choose.6) The Dean will investigate and decide how the problem should be resolved, and will render adecision in a written summary to the student and the relevant faculty member or mentor.7) The Dean’s decision may be appealed in writing to Paul Burkhardt, the Executive Vice-President ofAcademic Affairs, who will make a ruling within 30 days of receipt of the appeal.8) If the complaint cannot be resolved after exhausting the institution’s grievance procedure, thestudent may file a complaint with the Arizona State Board for Private Postsecondary Education. Thestudent must contact the State Board for further details. The State Board address is 1400 W.Washington Street, Room 260, Phoenix, AZ 85007, phone # 602-542-5709, website address:www.azppse.govNonacademic Grievance ProceduresNon-academic grievances fall into 2 categories:I) general non-academic grievances, andII) sexual harassment grievances, which include sexual violence. Title IX regulations cover sexualharassment/sexual violence.1) A student who is unsure whether his/her grievance falls under the non-academic description shouldconsult with the Dean of Resident Degree Programs. For issues dealing with sexual harassment, thestudent should follow the Sexual Harassment Grievance procedure. Once it is determined thegrievance is nonacademic in nature, every effort should be made to resolve the problem informally.(If for any reason a dispute cannot or should not be addressed informally, this step may beomitted.)2) If informal efforts are unsatisfactory or inappropriate, a formal grievance can be filed with Dean ofResident Degree Programs. The grievance must be in writing and must include the name of the84

espondent and a description of the specific incident(s) concerning the grievance, an outline of theinformal steps taken to resolve the matter, and reference to the desired outcome(s), if appropriate.The formal grievance should be filed within 30 days after the student has knowledge of theproblem.3) The Dean or another appropriate College official(s) will determine if an investigation is appropriate.4) Any investigation will be conducted by the Dean of Resident Degree Programs; who may includeother relevant College officials in the process.5) The complainant has a right to present witnesses or testimony if they so choose.6) Based on the investigation, Dean of Resident Degree Programs will render a decision in a writtensummary sent to both parties.7) The student may appeal this decision to the college President, who will make a ruling within 30days of receipt of the appeal. This ends the College appeals process.8) If the complaint cannot be resolved after exhausting the institution’s grievance procedure, thestudent may file a complaint with the United States Department of Education: Office for Civil Rights(OCR), 400 Maryland Avenue, SW, Washington, DC 20202-1100, Customer Service Hotline #: (800)421-3481, Email: OCR@ed.govDRUG-FREE WORKPLACE AND CAMPUS POLICYThe use of illegal drugs and the abuse of alcohol on Prescott College properties or in facilities controlled byPrescott College are prohibited by college regulations and are incompatible with Prescott College’s goal ofproviding a healthy educational environment for students, faculty, staff, and guests. The followinginformation is provided in compliance with the Drug-Free Schools and Communities Act Amendments of1989.SOURCES: ARIZONA REVISED STATUTES §§ 4–101 TO –312; ARIZONA ADMINISTRATIVE CODE TITLE 19EFFECTS OF DRUGS AND ALCOHOLAlthough individuals often use drugs and alcohol to achieve a variety of effects on mind and body that arefound to be temporarily useful or pleasurable, drugs can be highly addictive and injurious. A person can paya price in terms of his or her physical, emotional, and social health.This can lead to risk taking behavior in regards to sexual health, the incidence of unwanted or unprotectedsex when one is under the influence of drugs or alcohol is significantly raised, and drugs can be the triggerfor violent crime. Economic and legal problems usually result when one tries to support a drug habit byresorting to crime. The dependence, illness, loss of job, and loss of family or friends that can result fromdrug or alcohol use and abuse can be tragic. In keeping with the mission of Prescott College and therequirements of state and federal law, Prescott College has adopted this program to ensure a drug-freecampus and workplace and to prevent the use of controlled substances and the abuse of alcohol.HEALTH RISKS ASSOCIATED WITH THE USE OF ALCOHOLShort Term Risks• Increased risks of accidents and injuries• Alcohol-related traffic accidents (the leading cause of death for teens)• Alcohol slows reaction time, decreases muscle coordination, and impairs vision.85

• Fatal overdose• Unconsciousness or blackout• Death by aspiration of vomit• Nausea• GastritisLong-Term Risks• Increased blood pressure• Increased risk of heart attack• Brain damage resulting in permanent psychosis• Cancer of the mouth, esophagus or stomach• Liver damage (cirrhosis, alcohol hepatitis, cancer)• Ulcers and Gastritis• Pancreatitis• Birth defects• In males – testicular atrophy and breast enlargement• In females – increased risk of breast cancer• Prolonged, excessive drinking can shorten life span by ten to twelve years.HEALTH RISKS ASSOCIATED WITH THE USE OF DRUGSAmphetamines (Crystal Meth, Speed, Uppers)• Malnutrition• Hallucinations• Dependence, psychological and sometimes physicalDeliriants (Aerosols, Lighter Fluid, Paint Thinner)• Permanent damage to lungs, brain, liver, bone marrow• Loss of coordination, confusion, hallucinations• Overdose causing convulsions, deathDepressants (Vicodin, Barbiturates, Tranquilizers, Methaqualone)• Confusion, depression, loss of coordination• Dependence, physical and psychological• Coma, death (caused by overdose)• Can be lethal when combined with alcoholHallucinogens (LSD, PCP, DMT, STP, Mescaline)• Hallucinations, panic, irrational behaviors (which can lead to increased risk of accidents, injuries)• Tolerance overdose leading to convulsions, coma, death• Possible birth defects in children of LSD usersIntravenous Drug Use86

• Places one at risk for HIV infection (the virus causing AIDS) when needles are sharedMarijuana and Hashish• Chronic bronchitis• Decreased vital capacity• Increased risk of lung cancer• In men – lower levels of testosterone and increase in abnormal sperm countStimulants (Cocaine, Adderall, Ketamine )• Painful nosebleeds and nasal erosion• Intense "downs" that result in physical and/or emotional discomfort• Tolerance and physical dependence can developNarcotics (Heroin, Morphine, Codeine, Opium)• Malnutrition• Hepatitis• Loss of judgment and self-control leading to increased risk of accidents, injuries• Dependence• Overdose leading to convulsions, coma, and deathAlcohol Use at the CollegeWhile the College’s alcohol policy reflects current interpretations of federal, state and local laws governingthe possession, distribution, and use of alcohol, it also expresses the College’s commitment to responsibledrinking and behavior. The following regulations apply to all functions sponsored by College groups on andoff campus. Non-College groups that use College facilities may not serve alcohol unless approved by theCollege.College FunctionsFor the purposes of this policy, “function” is defined as a gathering sponsored by Prescott College, or any ofits constituent groups, at which alcohol is served. The presence of alcohol at these functions creates a needto manage the activity with care and to be more concerned with the conduct of those present. Those whoplan to choose to attend functions where alcoholic beverages will be served and consumed must assumeresponsibility for the consequences of their actions.Off-Campus College Functions• College functions that take place off-campus at establishments licensed to sell alcohol are notgoverned by the College’s alcohol policy.• College functions that take place off-campus at locations not licensed to sell alcohol are governedby the College’s alcohol policy.• Federal, state, and local laws (and not the College’s alcohol policy) govern off-campus employeesponsored functions, such as class parties and field trips; however, sponsors have the right toprohibit alcohol consumption.87

• The Kino Center, Tucson Center, and field trips are considered on-campus and are governed by theCollege’s alcohol policy.Risk-Management Guidelines• Inform the group advisor or other sponsor of both planned activities and the person(s) responsiblefor the event at least 72 hours in advance of the event.• Focus on a theme rather than on alcohol.• When alcohol is served, encourage mature and responsible use. A general guideline is one keg per55 legal drinkers or one 12-ounce can of beer per hour, per person.• Designate officers or members who will not drink alcohol during the functions.• Sponsor activities that do not require driving afterwards if alcohol is served.• Help guests find escorts or transportation home if needed.• Call Security for assistance with on-campus emergencies.• Observe proper fire and building codes with respect to maximum occupancy.Alcohol—State Laws and RegulationsAll use and distribution of alcohol is subject to state laws and regulations, which include the followingduties and prohibitions:1) No person or organization may sell, furnish, or give alcoholic beverages to any person under theage of 21, except as otherwise permitted by law.2) No person under the age of 21 is allowed to consume or possess alcoholic beverages, except asotherwise permitted by law.3) No person authorized to sell or serve alcoholic beverages may consume such beverages while theyare so engaged or employed.4) No person or organization may serve or sell alcoholic beverages to any intoxicated or disorderlyperson, and such intoxicated persons shall not be allowed to remain on or about premises in whichalcoholic beverages are furnished for more than 30 minutes after the state of intoxication is knownor should be known to a person selling or serving alcoholic beverages.5) Any person or organization authorized to serve alcoholic beverages who has reason to questionwhether the person ordering or attempting to order alcoholic beverages is under the age of 21 shallrequire that person to show an identification card, which includes a photograph, proving that theindividual is at least 21 years of age.6) No person under the legal drinking age may misrepresent his or her age with the intent to induceanother to sell or serve alcohol contrary to law.7) No person may solicit another person to purchase, sell, or serve alcohol contrary to law.SANCTIONSPrescott College, in all actions, will seek to uphold local, state, and federal laws. Insofar as permitted bythese laws, Prescott College will apply sanctions that could lead to a student being fined, suspended, orexpelled, or an employee being disciplined, suspended, or dismissed for violation of Prescott College’sstandards of conduct. Students and employees may also be referred for prosecution. Disciplinary sanctionsmay include the completion of an appropriate rehabilitation program, at the student’s or employee’sexpense, if necessary.88

STATE AND FEDERAL SANCTIONSFederal penalties and sanctions for illegal possession of a controlled substance include the following:1) First conviction: up to 1 year in prison, fine of $1,000 to $100,000, or both2) Second conviction: at least 15 days and up to 2 years imprisonment, $5,000 to $250,000 fine, orboth3) After two drug convictions: at least 90 days and up to 3 years in prison, $5,000 to $250,000 fine, orboth. Special federal sentencing provisions for possession of crack cocaine include a mandatoryprison term of at least 5 years and up to 20 years, fine of up to $250,000, or both, for a firstconviction if the amount of crack exceeds 5 grams, for a second conviction if amount exceeds 3grams, and for a third or subsequent conviction if the amount exceeds 1 gram.Additional federal sanctions may also apply, including forfeiture of vehicles used to transport controlledsubstances; denial of federal benefits including student loans, grants, and contracts; and denial orrevocation of certain federal licenses and benefits.CONVICTIONS FOR DRUG-RELATED OFFENSESAny student convicted of any drug-related criminal offense must notify the Director of Financial Aid, inwriting, no later than five (5) days after such conviction, regardless of where the offense occurred. This isbecause under federal and state laws, any student convicted of a drug-related felony offense must bedenied all federal and state assistance, including Pell Grants. However, a criminal conviction shall not benecessary to find that a student has violated these standards of conduct, and Prescott College need not,and ordinarily will not, defer their own actions and sanctions pending the outcome of any criminalproceeding.DANGER SIGNALS INDICATING A DRUG OR ALCOHOL PROBLEMFollowing is a listing of classic danger signals that may indicate the presence of a drug or alcohol problem:• Abrupt changes in mood or attitude.• Decreased efficiency at work or at school.• Frequent absences, tardiness, and/or early departures.• Relationship problems with family, friends, and co-workers.• Unusual outbursts of anger and hostility.• Social withdrawal.COUNSELINGIf you observe any of these changes in yourself or another student, you are encouraged to talk with acounselor through the Talk One2One service, available 24/7 at 1-855-760-5654.In accordance with Clery Act regulations, College “Pastoral Counselors” and College “ProfessionalCounselors,” when acting as such, are not considered to be a campus security authority and are notrequired to report crimes for inclusion into the annual disclosure of crime statistics. As a matter of policy,the counselors are encouraged, if and when they deem it appropriate, to inform persons being counseledof the procedures to report crimes on a voluntary, confidential basis for inclusion into the annual crimestatistics.89

Abuse of alcohol or drugs can lead to dependency and addiction, with serious consequences for personalhealth and overall quality of life. There are drug and alcohol counseling, treatment, and rehabilitationfacilities available in the Prescott area where students and employees may seek advice and treatment.ARIZONA AREA RESOURCESThere are also organizations that may be contacted for help. The Alcoholism and Drug Abuse Hotline (1-877-437-8422) and the Cocaine Hotline (1-866-535-7046) are open 24 hours a day. The National Instituteon Treatment Referral Hotline (1-800-662-4357) is available from 8:00 a.m. to 2:00 a.m., Monday throughFriday and from 11:00 a.m. to 2:00 a.m. on weekends.Missing Student Notification PolicyIn accordance with the Higher Education Act, Section 485(j), Prescott College has established the followingprocedures regarding missing students. This policy applies only to students residing in campus housing.If College officials determine that a student for whom a missing person report has been filed has beenmissing for more than 24 hours, then within the next 24 hours the College will:• Notify the individual identified by the student to be contacted in this circumstance;• If the student is under 18 years old, notify a parent or guardian; and• In cases where the student is over 18 and has not identified a person to be contacted, notifyappropriate law enforcement officials.Students residing in campus housing are informed of this policy and given the option to provide confidentialcontact information for a person to be notified in the event the student is officially reported as missing.90

Resident Undergraduate8. How to Graduate fromPrescott CollegeNOTE: These updated guidelines apply to students entering the college in Fall 2014 and later. For guidelinesapplicable to students entering prior to Fall 2014, see section 9.91

A Unique College — A Unique Graduation ProcessIn 1966, Prescott College was established to be “The College for the 21st Century.” The founders created aneducational philosophy aimed at producing the leaders needed to solve the world’s growing environmentaland social problems. Self-direction, experiential learning, interdisciplinary and problem-orientedcurriculum, and commitment to high ethical values were the foundations of the new College curriculum.Graduation would be based on demonstration of competence and breadth of learning, rather than simplyon an accumulation of credits.In the ensuing years, we have expanded and built upon that philosophy. Today, graduation from PrescottCollege requires that a student choose the areas to be studied, design an individualized graduationprogram, learn the historical and theoretical foundation of the fields studied, understand the literature,gain skills and apply them to real problems, address the central ethical issues of our day, and demonstratethis learning before being awarded the undergraduate degree. In contrast to conventional higher educationpractice, a student does not graduate from Prescott College simply because s/he has followed a requiredcourse list, attended classes for a certain number of years, or accumulated specified credits.The spirit and substance of our graduation process is captured in the Prescott College mission statementand philosophy. Our goal is to graduate people who demonstrate:• Competence in subject matter and its application to real life situations.• A breadth of knowledge beyond major areas of study.• College-level skills of written communication and essential mathematics.• Self-direction in learning.• Integration of the practical and theoretical aspects of human experience.• Integration of the spiritual, emotional, social, scientific, aesthetic and intellectual aspects of thehuman personality.• Sensitivity to and understanding of one’s own and other cultures.• Commitment to responsible participation in the natural environment and human community.As students progress through the graduation process, it is important for them to keep this mission andphilosophy in mind. Students are encouraged to think of every aspect of the graduation process as anopportunity to grow intellectually, emotionally, socially, and spiritually, and to demonstrate that growth.The processes and the documents described in the following pages are intended to guide students througha graduation experience that will be a true expression of their educational achievement.This section of the handbook presents the material needed for students to be successful in designing andpursuing their own graduation program.Designing a Study/Graduation ProgramChoosing courses and independent studies (IS)When students first enroll at Prescott College, they work with their advisor in planning their program ofstudy. Students have the opportunity to explore different areas of interest and to design their owncompetence (major) and breadth (minor) areas, within the parameters outlined in this guide, and with thehelp and approval of their advisor.92

Each program provides advising documents, available on the College Web site, which outline requirementsfor competence and breadth areas. Some program areas grant considerable latitude in formulating degreeplans that fulfill individual needs and interests. Other highly specialized program areas have moreprescriptive competence and breadth requirements. Students may also choose to pursue studies that arenot outlined in the advising documents.Selecting a Graduation AreaA period of exploration is encouraged for first-time college students. It is important for students to selecttheir tentative competence and breadth* areas by the end of the second year. Students with two or moreyears of transfer credit are strongly encouraged to select competence and breadth* areas as soon aspossible. Advising documents assist students in developing competence and breadth* areas. Many singlediscipline and interdisciplinary competence and breadth areas are clearly described in these documents.Other interdisciplinary competence and breadth* areas may be created. In these instances, students createa new interdisciplinary field, which combines two or more disciplines through a unique synthesis. This is themost challenging option. Students must define a new area of study, by seeking the advice of facultymembers who are interested in the issues being addressed.A competence has to have coherence and structure. It must contain the elements and sequence of learningneeded for a student to become competent at the B.A. level. Breadth* areas, though less substantial, mustalso have coherence and structure. To guide students in developing effective competence and breadthareas, the faculty members have approved format options, as well as qualitative and quantitativestandards. Students must be enrolled a minimum of two years at Prescott College (16 four-credit courses)to fulfill the residency requirement.*Breadth is the default option, but under special circumstances, a student may work with his/her advisor tohave no breadth if his/her courses, outside the competence, demonstrate a broad and strong liberal artseducation. A student with no breadth must complete a minimum of 10 UD courses in the degree.The purpose of the following timeline and checklist for graduation is to aid students and advisors in seeingthe whole graduation process at a glance.Timeline and Checklist for GraduationNOTE: These updated guidelines apply to students entering the college in Fall 2014 and later. For guidelinesapplicable to students entering prior to Fall 2014, see section 9.This timeline and checklist is designed to help students plan a realistic schedule/calendar and to make theirindividual graduation committee (IGC) aware of the steps necessary for graduation. (Note for students whoentered Prescott College prior to Fall 2014: The Senior Project Application or SPA has been streamlined intowhat is now referred to as the Capstone Packet, described below.)STEP 1. Read “How to Graduate from Prescott College” (section 8). It is very important to start planningearly — upon arrival at Prescott College, if possible. Graduation programs require good planning.STEP 2. Meet with advisor. Choose tentative competence and breadth areas, review the relevant advisingdocuments, and consult with a faculty advisor. Pick up study log at the Office of the Registrar.93

STEP 3. Select IGC members. Recruit members for the individual graduation committee (IGC), whichincludes a student’s advisor and a second faculty member in one’s competence or breadth area. It isrecommended, but not required, that another student serve on the IGC.STEP 4. Writing Certification I. Complete writing certification I prior to submitting degree plan.STEP 5. Capstone ePortfolio. Students begin creating their electronic portfolios as soon as they begin takingcourses at Prescott College. This ePortfolio needs to be continuously updated to document the student’seducational outcomes and mastery of the Undergraduate Learning Goals. Advisor review and sign off onthe ePortfolio happens at the same time as the final degree plan, essay and senior project contract (knowncollectively as the Capstone Packet) are reviewed and approved.STEP 6. Complete a degree plan (DP). Before beginning this document, students are required to attend thedegree plan workshop, hosted by the dean’s office. With the IGC, write the degree plan and submit it toyour advisor for review by programs. Considerations—See the College’s academic calendar for appropriatedeadlines. It is often necessary to revise and resubmit the degree plan to your advisor until approved.Attach a current study log. You must complete a degree plan 18 months prior to your intended graduationdate.STEP 7. Submit Degree plan. Your advisor will file your approved degree plan with the dean’s office. Thedean’s office will send an approved copy to you and your advisor and will file the degree plan with theOffice of the Registrar. Writing Certification I must be completed prior to submission.STEP 8. Writing Certification II consists of three writing emphasis (WE) courses that students must completebefore they graduate, and ideally before they begin their senior project.STEP 9: Writing Certification III. The writing certification III research paper, usually written in an upperdivisionWE course in the competence or breadth area must be completed, approved, and on file beforestudents submit their capstone packet. (See complete writing certification guidelines in Section 5.)STEP 10. Finish math requirement. Complete math certification prior to final term. Students will be enrolledin a math certification course their final term if they have not completed this requirement by this deadline.STEP 11. Complete Capstone Packet (CP), and final degree plan. Before beginning this document attend aCP/Senior Project Planning workshop, hosted by the RU dean’s office. With IGC, develop CP. Secure IGCapproval. Begin this process a term in advance of the deadline, as this is a multi-draft document. Attach afinal degree plan.STEP 12: Final Degree Plan. The CP includes a “revised” degree plan. Students must have their IGC approveany amendments to their original degree plan and submit these amendments with the Capstone Packet.STEP 13. Submit CP to appropriate advisor for approval. Refer to the College’s academic calendar forappropriate deadline. Generally, students register for their senior project in their last term. The writingcertification III research paper must be on file before students can turn in their Capstone Packet.STEP 14. Complete any remaining requirements. Senior projects may not count toward WE requirements.94

STEP 15. Complete senior project and self-evaluation.STEP 16. Graduate. File a graduation petition with the Office of the Registrar the enrollment period prior tograduation.Time Limits for Completing Degree or Program Requirements• For incomplete coursework: Pending graduates or program completers will be held to theIncomplete Policy. See Incomplete Policy for eligibility and time frames. Pending graduates orprogram completers may petition for a maximum of one additional semester withapproval/support of course instructor(s). Uncompleted courses become No Credit after thesedeadlines. Students must then be readmitted and enroll for a minimum of 1 credit in order tocomplete their Prescott College degree. The exact enrollment requirement will be based on whatthe student needs to complete degree requirements.• For other requirements not related to coursework (e.g. research paper, thesis publication, updatedtranscripts, etc.): Pending graduates or program completers will be granted a maximum of 12months from intended grad date to complete the requirement(s). After that deadline, student mustbe readmitted to the College and enroll for a minimum of 1 credit in order to complete theirPrescott College degree. The exact enrollment requirement will be based on what the studentneeds to complete degree requirements.• These time limits do not override other policies applying to completing degree or programrequirements.Changes to Degree RequirementsStudents who are enrolled continuously follow the degree or program completion requirements in effectduring their first term of enrollment, as outlined in the All College Catalog. Students may choose to upgradeto a later catalog’s requirements, pending approval of their graduation committee/curriculumcommittee/thesis-dissertation committees. However, if they do so, they may not later revert to the earlierrequirements. To upgrade to a later catalog’s degree or program requirements, consult your facultyadvisor/core faculty about how to revise your degree or program plan.Students who are readmitted to a degree or other program are required to follow the requirements ineffect upon readmission. See Readmission to the College.Awarding of Double Undergraduate DegreeA double degree refers to the awarding of two different degrees (e.g. B.A., B.F.A.) for concurrent study by astudent in two degree areas. A double degree is different from a double competence, which is awarded to astudent engaged in two areas of study within one degree.Minimum Requirements for Double Undergraduate DegreeOverall, a double degree will require more coursework than a single degree. At a minimum, students willcomplete 150 semester hours for a double degree. A maximum of 8 courses may be used to count towardscompetence requirements of both degrees. Students pursuing a double degree are required to completeone breadth area, in addition to any program specific requirements for the liberal arts. General degreerequirements (e.g. writing, math) still are required but need only be satisfied once. The requirements for adouble degree will, in general, be determined by the student’s graduation committee.95

Degree PlanDeveloping a degree plan and submitting it for evaluationAt this stage, students will:1) Recruit their individual graduation committee (IGC).2) Meet with their IGC to produce the degree plan.3) Submit their IGC-approved degree plan to their advisor who forwards the plan for programevaluation.4) The advisor will file the approved plan with the dean’s office. Plans must meet certain qualitativeand quantitative standards, which are explained in this section and in program advising documents(available online). Most importantly, plans should reflect students’ interests and needs.The purposes of the degree plan are to allow individualization of graduation programs, to encourageplanning, to provide feedback needed to improve quality, and to help students fulfill graduationrequirements. Since each student designs a degree program, the College provides this quality controlprocess to assure that each student’s program meets competence-based and liberal arts standards. Sincechanges often occur after a degree plan is filed, a process is available to approve subsequent changes.Students’ degree plans must be approved and filed 18 months (three terms) before their intended date ofgraduation. The degree plan helps faculty guide students in choosing classes for their last three terms.Consult the College’s academic calendar for deadlines.It takes time for students to put together their plan and have it approved by their IGC and the programfaculty. Students should form their IGC at least two and one-half years before their intended graduationdate (two years for transfer students). Graduation will be delayed if the plan is not filed by the deadline forthe intended graduation date.Degree Plan WorkshopStudents are required to attend a degree plan workshop, hosted by the RU dean’s office, before they beginserious work on their plan. This workshop serves several functions: It orients students to theintentions/purpose of a degree plan, aids students in identifying appropriate IGC members, directs studentsto advising documents on the Web site, and helps students begin their first draft of the plan so that theirconferences with the IGC will be more efficient and constructive.Forming an Individual Graduation Committee (IGC)An IGC consists of the student, the student’s advisor, and another full-time faculty member. It is thestudent’s job to recruit the members. Students are encouraged, but not required to include a peer on thecommittee. Students should exercise judgment in these choices since the IGC has an important role inadvising, giving preliminary approval to all graduation documents, and supporting the student if problemsarise. Students should choose members who have the academic interests and experience to help them withthe competence and breadth areas they have decided to pursue. Students may not select persons withwhom a conflict of interest through a dual relationship might exist (e.g., partner, best friend, relative, etc.).Advisors have final authority in approving all individual graduation committees.Designing a Degree Plan: Competence and Breadth Areas96

It is students’ responsibility to design competence and breadth areas to meet their interests and needs.However, over the years, as students and advisors have worked to produce effective programs, advisingdocuments have been developed. They are intended to aid in creating quality programs. Students whodesign a unique program must define their graduation area and effectively document their proposedcoursework. Preliminary approval of the degree plan rests with the IGC; final approval rests with theadvisor.Qualitative StandardsIn the competence area, the plan must contain courses and independent studies that prepare the studentto demonstrate competence in that particular area. Whether the competence area is in a traditional field, isinterdisciplinary, or is in an original field developed by the student, each one will have a mix of theory,applied work, field study, studio work, and a senior project.The degree plan must list courses and independent studies that prepare the student to demonstrateliteracy, methodology, application, interconnection, and personalization of learning in his/her field of study.As students design their degree plan and write their brief competence description, they should carefullyexamine the criteria that they will be asked to address in their Capstone Packet (formerly known as thesenior project application). (See Senior Project section)The breadth area(s) may support the competence area(s). In no case, however, should the competence andbreadth areas be so closely related as to contradict the concept of a liberal arts education. If thecompetence area is not of an interdisciplinary nature, then the breadth area(s) should demonstrate thestudent’s ability to do interdisciplinary work.Liberal Arts and the Undergraduate Learning GoalsStudents must remember that the degree plan should reflect not just competence and breadth, but also, inboth its content and methodology, a sound liberal arts education. A strong foundation in the Liberal Artsprepares students to be lifelong learners, critical thinkers, and creative problem-solvers by engaging themin a broad, interwoven range of models of inquiry. This foundation of knowledge and skills allows studentsto understand societies and their histories, cultures, arts, aspirations, and challenges. It prepares studentsto find, evaluate, and analyze information, as well as integrate and synthesize the practical and theoreticalaspects of their learning. They develop an understanding of their obligation to respond to the needs of thegreater community of humans and the natural world.Determining Full-course Equivalents and Lower- and Upper-Division Transfer CreditsA Prescott College course of 4-semester credits is counted as one full-course equivalent. A three-creditcourse from a college or university using the semester system will be counted as a full-course equivalent. Afive-credit course from a college or university using the quarter system will be counted as a full-courseequivalent. Lower-division credit is freshman- and sophomore-level coursework (100 to 200 level, as well asall community or junior college work). Upper-division credit is junior- and senior-level coursework (300 to400 level). The Office of the Registrar is responsible for calculating transfer credits.Format OptionsPrescott College has four approved formats for presenting competence(s) and breadth(s). With theapproval of the IGC, students may devise a different option. Please note that all competences and breadths97

have minimum requirements; IGC faculty members or individual programs may require additional coursesbeyond the minimum to ensure competence. Degree plan templates are available on the Web site for thethree formats described below.Format I — Competence/Breadth• One Competenceo 16 courses (eight upper-division, including senior project)• One Breadtho Eight courses (two to three upper-division)• Additional studies in liberal artso Five to eight courses (flexible if overall qualitative and quantitative requirements are met)Minimum Total Full-course Equivalents• 32 full-course equivalents for all studentsMinimum Total Credits• 120-128 semester credits or equivalent quarter creditsFormat II — Competence/Double Breadth(Note: For some graduation areas, only 16-course minimums are allowed. Consult program advisingdocuments and IGC.)• One Competenceo 12 courses (six upper-division, including senior project)• Two Breadthso Six courses each (two upper-division per breadth)• Additional studies in liberal artso Five to eight courses (flexible if overall qualitative and quantitative requirements are met)Minimum Total Full-course Equivalents• 32 course equivalents for all studentsMinimum Total Credits• 120-128 semester credits or equivalent quarter creditsFormat III — Double Competence(Note: For some graduation areas, only 16-course minimums are allowed. Consult program advisingdocuments and IGC.)• Two Competenceso 12 courses each (six upper-division per competence, including one senior project percompetence) Note: you may have a combined 8-credit senior project rather than twoseparate ones.98

• One Breadth and/or additional liberal artso Five to eight courses (flexible if overall qualitative and quantitative requirements are met)Minimum Total Full-course Equivalents• 32 course equivalents for all studentsMinimum Total Credits• 120-128 semester credits or equivalent quarter creditsBachelor of Fine Arts (BFA) and Bachelor of Science (BS) DegreesThe Bachelor of Fine Arts (BFA) and Bachelor of Science (BS) degree options use variations on the singlecompetence and double competence formats, but have their own requirements. Please see the relatedadvising documents online for specific guidance for these options.Degree plan standardsAs students build their plan, it is important to realize that the quantitative standards do not stand bythemselves; rather, they are related to the quality of the program. Students demonstrate competence bycompleting an appropriate and sufficient array of courses. A strong program contains:1) a sufficient number of foundation courses (lower-division) that cover the theory, history, skills, andethics necessary for the competence and2) a sufficient number and balance of advanced courses. Half of the minimum courses in acompetence should consist of advanced level work (upper-division). Double competences require aminimum of one four-credit, upper-division senior project for each competence. Students withinterdisciplinary double competences may, with approval, design an integrated 8-credit, upperdivisionsenior project.As a guideline, approximately two or three courses in each breadth area should consist of advanced levelwork (upper-division). Otherwise, it would be hard to justify the claim of a breadth of knowledge at a B.A.level. In special instances, however, and with the approval of the IGC and breadth-area faculty, a studentmay have a breadth that compensates for lack of upper-division coursework with additional lower-divisioncoursework.Simply completing 12 to 16 courses does not produce a good competence, nor does completing six to eightcourses guarantee a strong breadth. A weak program may result from one or some combination of thefollowing:1) Lack of foundation coverage.2) Too many introductory-level, and too few applied and advanced courses.3) Several overlapping courses with very similar content.4) A “smattering” of courses that do not work together to build a coherent competence or breadth.5) Too few courses altogether. If courses are listed in more than one section of a degree plan, they willbe marked as cross-listed and the credit and full course equivalents will be counted only once.99

In general, programs with less than the appropriate minimum requirements, which constitute four years ofcollege work, lack quality and depth. At the same time, programs with more than minimum requirementsmay be weak for other reasons. Proposed degree plans exhibiting any of the weaknesses listed above willbe questioned by evaluating committees. Approval is not automatic simply because the plan meetsminimum quantitative standards; the IGC and program faculty may require coursework beyond minimumquantitative standards. Degree Plans are formally reviewed once in the Fall semester and once in the Springsemester.Exceptions to StandardsA student’s IGC may consider exceptions to any of these minimum standards based on compelling evidencethat the candidate has demonstrated an exceptional level of accomplishment in all of the qualitativestandards and other criteria for graduation. Exceptions must be explicitly requested by the IGC within thedegree plan and/or degree plan amendment document. Such requests will be reviewed and must beapproved by the Exceptions Committee. The request for exception must be signed by all IGC members andmust address the following:1) What standard has not been or will not be met.2) Why it has not been (or will not be) met.3) What rationale accounts for the lowered standard.Degree Plan GuideStudents should produce their degree plan in one of the formats listed above or a template available on theWeb site presenting the degree plan in a uniform format that allows it to be easily understood by thosewho will evaluate it. Upon completing the template, attach the degree plan cover sheet available on-line.The student and the IGC should edit the document to ensure that it is clear, neat, and free of errors. Alsoattach the most recent study log (available from the Office of the Registrar).1) Student should include his/her name, date the plan was produced, and intended date ofgraduation.2) Students should indicate the titles of their competence and breadth areas and the format they willuse in describing their program of study and summarize the total credits they will earn in college.Include a numerical summary of the plan. Indicate the total number of:a. Full-course equivalents that will be completed.b. Writing emphasis (WE) courses that will or have been completed.3) Describe each of the competence or breadth areas that are being proposed. Provide a paragraphdescription to help the evaluating program(s) understand the rationale, structure, and content ofthe plan. For a well-defined and prescribed area (like wilderness leadership) a short narrativeexplanation is necessary. Students should describe and justify a unique, self-designed,interdisciplinary competence or breadth. Students should include whatever information explainsthe rationale for their program and demonstrates that the program will lead to competence andbreadth of learning in the chosen area(s). These descriptions should concisely address thefollowing: literacy in the field, mastery of methodology, interconnection, application, andpersonalization of learning.100

4) List all credit-bearing work that has been completed or will be completed for each competence andbreadth area. Include all courses, independent studies, internships, practica, etc. For each courseindicate:a. Accurate titles.b. Date completed or anticipated date of completion.c. Where courses were taken.d. Credits — converted to full course equivalents.e. Whether cross-listed (only count credit and Upper/Lower division in one place).f. Whether introductory (lower-division) or advanced (upper-division).g. All writing emphasis (WE) courses, including the WE course in which the student plans towrite his/her writing certification III research paper. For transfer courses only include thosein which a grade of “C” or above, “pass” or “credit” were received. List courses inchronological order.Students should not include on the plan any work in which they have less than a C or other marks indicatingunsatisfactory or failing work. Remember that while writing certification I and math certification may becompleted at another college or through testing, all WE courses must be completed at Prescott Collegeunless formally approved by the writing certification task force. The IGC assists students with the numericalanalysis. A copy of the student’s study log, showing all credits received, is available from the Office of theRegistrar.5) List any supporting life or work experiences that contributed directly to the competence or breadthof education. Typical examples of this kind of experience would be living in another culture,supervised work that brought about significant college-level learning, and art or shows to which thestudent contributed. Such work can be documented by letters from employers, portfolios andjournals, printed programs, published articles, or any other verifiable proof and evaluation of thework claimed. This work may complement but not substitute for coursework.6) Describe the intended senior project. Provide a paragraph description of the proposed seniorproject. We are aware that senior project plans are preliminary at this point. The purpose here issimply to provide the program(s) that will be evaluating the plan with as much information as isfeasible at this point and to get the student thinking early about what they will do for their seniorproject. High quality senior projects which are capstone experiences that demonstrate a student’scompetence require thoughtful preparation in advance.7) Append additional information that might help the program(s) to understand the degree plan. Forexample, if the plan varies in some respect from the guidelines of minimum standards given, theIGC and the student must provide a justification. However, this should be brief and the plan shouldbe as simple and easy to evaluate as possible. Remember:a. Degree Plans are reviewed two times per academic year.b. Prior to submitting a degree plan for evaluation, students must have fulfilled the writingcertification I requirement.c. While students may not have fully developed their senior project at the time the degreeplan is being designed, they must provide a narrative describing their tentative plans.101

d. A copy of the degree plan will be placed permanently in the student’s graduation file.Students will be required to file formal amendments to the degree plan with their CapstonePacket (formerly, the Senior Project Application).Graduation ePortfolioStudents begin writing and collecting materials for their Graduation ePortfolio in the First Year ExperienceCourse. Instructions for creating and writing the graduation ePortfolio are covered as part of that course.Students are expected to develop and enhance their ePortfolios throughout their degree program. Advisorreview and sign off on the ePortfolio happens at the same time as the final degree plan, essay and seniorproject contract (known collectively as the Capstone Packet) are reviewed and approved.Graduation ePortfolio Process GuideStudents start the ePortfolio during their first enrollment period at Prescott College. The UndergraduateLearning Goals are organized in Tabs on the EPortfolio template. Students are required to uploadinstructor-approved artifacts from courses or significant life experience and link them to the appropriateUndergraduate Learning Goal. The Undergraduate Learning Goals are listed with definitions on theePortfolio template.• Introduction to ePortfolios: Students will be introduced to the ePortfolio and UndergraduateLearning Goals in their first semester at Prescott College. First Year students will be introduced tothe process within the context of Community in Common and Transfer students will be introducedto ePortfolios during Academic Orientation.• Courses: Undergraduate Learning Goals are associated with each Prescott College course. Studentsand instructors work together to identify artifacts from each class and link them to the ePortfolio indemonstration of specific graduation attributes.• Faculty/Instructors: It is the course instructor’s responsibility to review the submission of artifactsto the ePortfolio that are completed within his/her course.• Life Experience: Artifacts from an individual’s life experience may be uploaded and linked to theappropriate attributes identified by the individual. Some acceptable examples of experienceinclude: documentation of Peace Corps, AmeriCorps, volunteer opportunities and civicengagement; military service; internships; significant coursework from other institutions; artexhibitions; literary accomplishments. Consult your advisor for more ideas or assistance.• Artifacts: These artifacts represent the individual’s work and may include: videos, images, researchpapers, fiction, essays, and poetry.As a student progresses toward graduation, they upload an artifact for each Liberal Arts Attribute. If a morerecent and better artifact is created, the lesser artifact is replaced with the better one.Students periodically present their ePortolio to their advisor. A final check is done by the IGC at the sametime as Final Degree Plans are reviewed.Capstone Packet: Designing, Approving, and Completing the Senior Project(Note for students who entered Prescott College prior to Fall 2014: The Senior Project Application or SPAhas been streamlined into what is now referred to as the Capstone Packet, described below.)102

The senior project is the culmination of a student’s undergraduate college education. Through the CapstonePacket (CP), students:1) Write a full narrative definition of their competence(s).2) Fill out a senior project contract and cover sheet. The contract contains a detailed description oftheir senior project that demonstrates competence.3) Formally amend the degree plan if alterations have occurred. The CP is a multi-draft document thatmust be approved by the IGC.The senior project must be completed through the College as an independent study, and students mustearn a minimum of four upper-division credits per competence. Therefore, the CP fulfills two purposes:1) It is a planning document that the student and his/her IGC use to design and approve the substanceof the senior project.2) It serves as a special independent study contract that is submitted to the Office of the Registrarwhen the student registers for his/her senior project as a credit-bearing study. Students may notbegin their senior project without an approved CP and a writing certification III research papercompleted, approved, and on file in the Office of the Registrar. Students will be dropped from theirsenior project if they do not meet this deadline.TimelinesStudents should begin writing their CP in the semester prior to registering for their senior project. Moststudents register for the senior project during their last academic year. The project should be completed bythe date indicated on the contract.NOTE: The Capstone Packet, including the senior project contract and cover sheet, is available online.Capstone PacketThe Capstone Packet must be submitted by the CP due dates posted in the RU calendar. Senior Projectrelatedmaterials (Capstone Packets) are submitted to advisors. Students should keep a copy for theirrecords. (See How to Graduate from Prescott College for more CP details.]Capstone Packet/Senior Project Planning WorkshopStudents should attend a CP/SP Planning Workshop, hosted by the RU dean’s office, before beginningserious work on their CP. This workshop orients students more specifically to the intentions of the CP andprovides models and strategies for writing these narratives so that the initial draft, which is presented tothe IGC, requires fewer revision loops.Writing the NarrativesThe CP narratives provide an opportunity for students to convince the faculty of their competence in agiven area or areas and to articulate how their senior project is a culmination of competence. The CapstoneePortfolio allows students to demonstrate how their overall plan of study embodies a liberal arts educationand shows mastery of the Undergraduate Learning Goals. The narrative essays should be organized,persuasive, and specific. The competence description narrative section should be approximately 1,000 to1,500 words.103

I. Competence Description NarrativeStudents must define, describe, and document their competence in a narrative format addressingqualitative standards. All candidates for graduation must give evidence of their competence bydemonstrating:1) Literacy in the content of chosen areas such as:a. A working knowledge of the basic history of the field(s).b. Important individuals and their work.c. Major theories and their applications as found in the important books and articles.d. Research.2) Mastery of the methodology of the areas(s) including:a. A demonstrated capacity to use the research techniques, scholarly methods, leadershipskills, and artistic modes of expression that are commonly employed in the area(s).3) Interconnection and application of learning including:a. An ability to see relationships among the components of your education and ademonstrated ability to do work in the competence area(s).4) Personalization of learning:a. To include meaningful and original creative work.5) Demonstration of learning through the senior project:a. The senior project is a culmination of the student’s undergraduate studies. As a capstoneexperience, the senior project is intended to demonstrate competence.II. Senior Project DescriptionWithin the senior project contract form, describe the senior project in detail. Students have many optionsin creating their project:1) An independent research project designed to address a particular hypothesis, issue, or question.2) A major essay or research paper that demonstrates the student’s grasp of the essential knowledgebaseof his/her competence area and his/her original thinking about it.3) A play, film script, novel, photographic essay, cycle of poems, art exhibition, professional workshop,etc., in which relevant skills and competence are brought to bear.4) Expert certification acknowledging that a B.A. level of skills has been demonstrated in an internship,student teaching, or job.5) Any other means of demonstration proposed by the candidate and approved by the IGC.These examples illustrate that the senior project is a major undertaking, demonstrating the student’scompetence in his/her field(s) of study.When writing this contract, students should consider not only the description of the project, but also thegoals and objectives, their preparation to do this work, and the way the project is a culmination of theircompetence as well as a bridge to the work they hope to do after graduation (e.g., graduate school,employment, service, artistry, activism, etc.).Instructions for Using the ePortfolio to Document Mastery of UndergraduateLearning Goals104

A strong foundation in the Liberal Arts prepares students to be lifelong learners, critical thinkers, andcreative problem-solvers by engaging them in a broad, interwoven range of models of inquiry. Thisfoundation of knowledge and skills allows students to understand societies and their histories, cultures,arts, aspirations, and challenges. It prepares students to find, evaluate, and analyze information, as well asintegrate and synthesize the practical and theoretical aspects of their learning. They develop anunderstanding of their obligation to respond to the needs of the greater community of humans and thenatural world.In your personal ePortfolio, please link exemplary assignments (artifacts) to the page entitled with theappropriate Liberal Arts Learning Goal listed below. Use your best judgment to determine which artifactaddresses each goal. You may link multiple artifacts for each goal.This process should be repeated at the end of each enrollment period.Competence within the Specific Field(s) of StudyCompetence is shown through demonstrated ability in the content and methodology of the chosen field,including knowledge of the basic history, the important individuals and their work, the major currenttheories and their application, and demonstrated capacity to use the critical research techniques, scholarlymethods, leadership skills, artistic modes of expression, etc., employed in that area. Demonstration ofcompetence requires personalization, interconnection, and application of learning.Humanities and Arts KnowledgeAn appreciation of literature, language, and the arts provides the foundational knowledge needed topursue critical and creative approaches to reading, writing, problem-solving, communication, performance,and the making of art. A well-rounded understanding of the humanities and the arts supports thedevelopment of an informed aesthetic, effective communication and performance skills, and insight intodifferent cultural and artistic sensibilities, forms, contexts, and histories.Global Cultural LiteracyGlobal cultural literacy involves both an academic and a personal understanding of the depth of ourinterdependence as human beings and communities. It involves an awareness of the challenges that weface – and must address – as a global community. It requires the ability to critically analyze the ways thatpower is distributed within regions and societies, and to trace the historical roots and current reality ofsocial, political, and economic inequality. It involves knowing about diverse cultures of the world, aboutdifferences of gender and sexuality, race, religion, and ethnicity, and developing a relationship with oneselfand one’s own position within larger systems of privilege. To be literate in this area is to learn to listen,share and reciprocate, and to reach across borders of unequal power with critical awareness, humility, andcommitment.Civic EngagementCivic engagement requires a combination of knowledge, skills, and motivation that are applied with theintention of creating positive social change in communities ranging from local to global. It may involvepolitical or non-political activities of individual or collective concern that demonstrate personalization oflearning, ethical reasoning, and social action of potential benefit to the community.105

Ecological LiteracyEcological literacy is based on an understanding of unperturbed natural systems, and an examination ofhuman impact on the integrity of those systems and the diversity of life. Ecological literacy involvesexploring humanity's historic and current relationship with the natural world and the processes that sustainall life. It ultimately fosters healthy relationships between human communities and the natural world.Skills for Inquiry, Analysis, and SynthesisInquiry is a systematic process of exploring issues, facts, or works, through the collection and analysis ofevidence that result in informed conclusions or judgments. Analysis is the process of breaking complextopics or issues into parts to gain a better understanding of them; synthesis is the dynamic assembly ofdiscrete elements into new wholes or systems. Skills for inquiry, analysis, and synthesis include thecapacity to use research techniques, mathematics, and other qualitative and quantitative scholarlymethods as tools for learning in the competence(s) and the breadth(s).Skills for Self-direction and Lifelong LearningThe skills and dispositions involved in lifelong learning are curiosity, transfer, independence, initiative, andreflection. Lifelong learning depends on the ability to be a self-directed learner who integrates and appliesthese skills and abilities to improve her or his knowledge, skills, and competence to meet new challengesthroughout life.Carrying Out a Senior ProjectStudents complete their senior project like any Independent Study, under the direction of a faculty mentor.In rare instances where the senior project is supervised by an adjunct faculty, a full-time faculty membermust also evaluate the senior project. Although senior projects vary greatly, all result in some writtendocumentation. For research studies and scholarly projects, this may take the form of a formal researchpaper or substantive essay. For service projects, there may be reports of activities and evaluations byoutside supervisors. For fine arts and performing arts projects, there may be expert evaluations or juries.With the approval and recommendation of the supervising faculty, the formal written portion of the seniorproject may be submitted to the library for consideration as an addition to the College’s collection.Students will also be asked to contribute part or their entire project to the senior project archives.Capstone Packet SummaryThis is a guide to help students present their senior project in a uniform format that can be easilyunderstood by those who will evaluate it. Attach the narrative sections and the final degree plan to theformal senior project contract and cover sheet. Submit it to the IGC. Carefully edit the document to ensurethat it is clear, neat, and free of typographical errors, misspellings, etc.1) Provide a Capstone Packet cover sheet with the signatures of all IGC members approving the CPcontent and final degree plan.2) Provide a completed and signed senior project contract.3) Provide a narrative description of competence area(s). In the document title, include a very briefdefinition of the area and a short discussion of how the work within the competence meetsPrescott College’s qualitative criteria at the B.A. level. In a minimum of 1,000 to 1,500 words,address the following questions:106

a. How has the student demonstrated literacy in the content of this competence? In summaryform, the student should discuss his/her working knowledge of the basic history of the field,the important individuals and their work, and the major current theories and their applicationsas found in the important books and articles, research reports, etc., of the field.b. How has the student demonstrated mastery of the methodology of this competence area? Insummary form, the student should discuss his/her capacity to use the basic tools such asresearch techniques, scholarly methods, and artistic modes of expression, etc., that arecommonly employed in the competence.c. How has the student understood the interconnections between this competence area and therest of his/her learning? In summary form, the student should discuss his/her ability to seerelationships between this area and other components of his/her education, important ethicalissues facing the world, etc.d. How has the student applied this learning? In summary form, the student should discusshis/her demonstrated ability to work in the area, including independent studies, internships,practicum experience, employment, and the proposed senior project.e. How has the student personalized this learning? In summary form, the student should discusshow s/he has internalized the work so that it has acquired personal meaning. How has thestudent put his/her creative self into the work? What ethical and personal challenges has itoffered?4) Within the senior project contract form, provide a full narrative description and discussion of thesenior project as it relates to the competence area(s) described above. The senior project is theculmination of the student’s academic work and, as such, it completes the overall demonstration ofcompetence.a. Describe the senior project goals and objectives, venues, resources and subjects, specificactivities, timeline, evaluation process, and other relevant information.b. Indicate the form the senior project final report will take: thesis paper, research report, reportof completed project, article for publication, art exhibition, collection of poetry, theatricalperformance, etc. Briefly describe what this final report will contain (text, photos, illustrations,graphs and tables), anticipated length, and any other relevant information.c. Discuss how this project relates to the competence(s) as described above. For example, howmight it show the student’s knowledge of the area, his/her capacity to use its tools and skills toapply learning to real-world problems, to personalize his/her learning, etc.5) If substantial revisions to the degree plan have been made and approved, a copy of the final degreeplan should be included. Note: If significant changes in the substance of the degree plan haveoccurred, the IGC should resubmit the altered plan for another review to the same program(s) thatoriginally approved it. When the program(s) has agreed to the changes, the IGC can approve the CP.In addition to the need to have such changes approved by the program(s), there is also a need tohave accurate records in the Office of the Registrar. It is the student’s responsibility to notify theOffice of the Registrar via an approved degree plan amendment form if courses are to be changedor if any other changes are anticipated that would affect the student’s transcript.6) When the CP is completed, copies of these documents should be given to the IGC. A copy of thisdocument will be placed in the graduation file as part of the student’s permanent record.107

Model Narrative Description of CompetencePerhaps the most significant and challenging part of the CP is the description of competence, since itdemands that students not only reflect on but also persuasively convince their IGC and the faculty of theirability to define, describe, and demonstrate their competence in a chosen area. Below is an example ofnarrative description of competence:Competence: Writing and LiteratureLiteracy in the FieldAs T.S. Eliot points out, the literary artist must not only write, but must also apprentice himself or herself toa long and rich literary tradition. You can’t exist in a literary vacuum; no truly original work springs from avoid. My literary education has been two fold: I have attempted to work in many different genres (poetry,fiction, nonfiction, and scriptwriting), and I have supplemented my creative efforts with a rigorous study ofliterature—in the context of creative writing classes, in more straightforward literature courses, and ininterdisciplinary courses. Many of my creative writing courses (e.g., Forms of Fiction, Memoir, Short StoryCycle) have intentionally forced me to practice my craft while simultaneously examining the tradition of thegenre in which I was working. It’s not enough for me to attempt to write a short story cycle; I must alsostudy how writers as diverse as Chaucer, Hemingway, Louise Erdrich, and Joyce Carol Oates haveapproached the form. Courses such as Classical Myth, Vintage Verse, Shakespeare, and The World Novelhave grounded me in the literature that has survived the ages. As a potential professional writer, I haveread these texts as models of how to use literary form to explore a subject originally and profoundly. It’sbeen my goal throughout to understand not only the historical and social context which formed these textsbut also to examine how a Shakespearean tragedy, or an erotic poem by Sappho, or the dark parables ofKafka speak to the paradoxes of our own age. In such courses as Family Systems in Film and Literature, HolyBooks, and Women’s Literature, I have prompted myself to examine literature through the lenses ofpsychology, theology, and feminist theory.Mastery of MethodologyWhile I hope to write stories and novels, I have attempted in my competence to establish a foundation inmany different genres. I care deeply about the process and moral purpose of fiction, but I want mylanguage to be as distilled and resonant as a poem, and I want my narratives to have the veracity andintegrity of journalism. While my creative writing courses have been concentrated in fiction (i.e., SuddenFiction, Forms of Fiction, Short Story Cycle, and an Independent Study in South American Magical Realism), Ihave also worked methodically, both in classes and special workshops, on poetry. I have served for twoyears, both officially and unofficially, on The Raven Review, and have taken additional courses in Writing asPerformance and Scriptwriting, which have allowed me to see my stories as performable texts. I havehoned my critical writing skills in various literature courses, but at the heart of any creative writing degreeis the workshop method. All my creative writing classes revolve around this process. The workshop methodgives you what you cannot get by working alone as a writer: it provides a living, critical laboratory for yourwork. Submitting a story or essay to your peers for discussion offers you an immediate community of(hopefully) generous and honest readers who help you understand what may have been merely halfconsciousand/or ill-formed impulses in the first draft. The workshop forces you to become not just an108

intuitive writer, but an intentional one, not just a spontaneous “gusher,” but a disciplined craftsperson, and(with any luck) an artist. As a member of a workshop, you also hone your practical critical skills, examiningnot finished masterpieces but works-in-progress. You learn not only from your own mistakes but also fromthe successes and mistakes of others, and in the process you begin to develop your own aesthetic. My ownbody of work, such as it is, is immeasurably stronger because of this ongoing community. And the work andthe criticism of my mentors and the students from these classes will inform my future work. They are, asPrescott College President Dan Garvey stated at his inauguration, my “significant others.” They are thevoices in my head.InterconnectionsYou must, as a writer, not just understand literature but also understand the world. In order to write withauthority and wisdom, you must be insatiably curious. I have embraced my liberal arts education as a wayof knowing the world. In order to write about my characters, I must understand them psychologically,socially, ecologically, spiritually, and physically. My memoir of my father’s life is not just an biographicalstory; it is informed by my understanding of family systems theory, by my ethnographic field studies, and bymy marine biology course set in Kino Bay (near where my father was born). My poems are meditations onthe mating habits of sea grunion, the spiritual complexities of St. Paul, and the sheer sense of wonder Iexperienced kayaking around The Sea of Cortez with Dave Craig. My news stories for The Raven Reviewforced me to educate myself on local ranching politics, grazing rights, and the economic oppression ofNative Americans in Yavapai County. One of the rewards of being a writer is that you don’t always have tobe yourself; you get to, at least imaginatively, be a field biologist, a lawyer, a psychologist, a Yoga master, amember of the opposite sex. While my competence has been creative writing, everything I’ve done as astudent here continues and will continue, I hope, to feed into my life’s work.Application of LearningPulitzer-Prize winning historian David McCullough said in a recent interview, “The great thing about the artsis that they are applied. You can only learn them by doing them.” Writing, like other arts, is by its verynature experiential. All of my courses have allowed me the privilege of seeing myself as an artist. I haven’tbeen just writing stories, poems, essays, articles, and scripts as exercises. The stakes have always been high;everything I’ve written has been for keeps. Robert Frost once said, “I never write exercises. Sometimes Iwrite poems that fail, and then I call them exercises.” That is the way I have approached my competence.As I begin my senior project, I already have a large body of work, “a carcass for my imagination to feed on,”as Philip Roth says. I’ve written, revised, and polished my work. I’ve sent it out to editors of magazines andjournals. I’ve received fifty-five rejections, five of them with seriously encouraging notes on them, and oneletter that apologized for not accepting my sonnet. I have not “succeeded” yet by public standards, but I’veentered the arena, and I’ve received enough encouragement—from mentors, peers, and strangers—that Inow believe I have enough talent to be a working writer. Through such courses as Newspaper JournalismPracticum, Literary Journal Practicum, and Writers in the Community, and a teaching assistantship forWriting Workshop, I’ve also been given the opportunity to work as a semi-professional in my field. Mysenior project is a collection of stories—expanded from work begun in Short Story Cycle. My experience asan editor, a teaching assistant, a writer in many workshop classes, and a student of literature, particularly109

fiction, has prepared me to put together what I hope will be my first published book. (If not, I can alwayscall it an exercise.)Personalization of LearningIn The Art of Fiction, John Gardner argues that the process of literature is inevitably moral: “Unexpectedconnections begin to surface; hidden causes become plain; life becomes, however briefly and unstably,organized; the universe reveals itself, if only for the moment, as inexorably moral; the outcome of thevarious characters’ actions is at last manifest; and we see the responsibility of free will.” For me, writing isan intensely personal and spiritual expression of who I am. Even when I’m writing from the perspective ofan 80-year-old Argentine grandmother, I’m writing biographically. I cannot escape my obsessions. Writingpoetry, fiction, articles, and plays allows me to investigate the world in minute and visceral ways. And thisprocess forces me to test my own assumptions, to interrogate my own and my culture’s psyche, and toarticulate to myself an authentic vision of the world, however tenuous that may be. It makes me examinemyself, certainly, but the process is not, in the end, an indulgent one. For me, all art, especially fictionwriting (because it asks the writer to explore the inner lives of different people), is a constant lesson incompassion. When asked why he prayed, theologian and writer C. S. Lewis responded, “Not because I thinkit changes the world or because I think God listens, but because it makes me a better person.” I write—andI study writing and literature—for the same reason.110

Resident Undergraduate9. Graduation Requirementsfor Students EnteringPrescott College Prior to Fall2014(Note: see section 8 for grad requirements applicable to students entering the college in Fall 2014 andlater.)111

A Unique College — A Unique Graduation ProcessIn 1966 Prescott College was established to be “The College for the 21st Century.”The founders created an educational philosophy aimed at producing the leadersneeded to solve the world’s growing environmental and social problems. Self-direction,experiential learning, interdisciplinary and problem-oriented curriculum, andcommitment to high ethical values were the foundations of the new College curriculum.Graduation would be based on demonstration of competence and breadthof learning, rather than simply on an accumulation of credits.In the ensuing years, we have expanded and built upon that philosophy. Today, graduationfrom Prescott College requires that a student choose the areas to be studied,design an individualized graduation program, learn the historical and theoreticalfoundation of the fields studied, understand the literature, gain skills and apply themto real problems, address the central ethical issues of our day, and demonstrate thislearning before being awarded the undergraduate degree. In contrast to conventionalhigher education practice, a student does not graduate from Prescott Collegesimply because s/he has followed a required course list, attended classes for a certainnumber of years, or accumulated specified credits.The spirit and substance of our graduation process is captured in the Prescott Collegemission statement and philosophy. Our goal is to graduate people who demonstrate:• Competence in subject matter and its application to real life situations.• A breadth of knowledge beyond major areas of study.• College-level skills of written communication and essential mathematics.• Self-direction in learning.• Integration of the practical and theoretical aspects of human experience.• Integration of the spiritual, emotional, social, scientific, aesthetic and intellectualaspects of the human personality.• Sensitivity to and understanding of one’s own and other cultures.• Commitment to responsible participation in the natural environment andhuman community.As students progress through the graduation process, it is important for them to keepthis mission and philosophy in mind. Students are encouraged to think of every aspectof the graduation process as an opportunity to grow intellectually, emotionally, socially,and spiritually, and to demonstrate that growth. The processes and the documentsdescribed in the following pages are intended to guide students through a graduationexperience that will be a true expression of their educational achievement.This section of the handbook presents the material needed for students to be successfulin designing and pursuing their own graduation program.Designing A Study/Graduation ProgramChoosing courses and independent studies (IS)When students first enroll at Prescott College, they work with their advisor in planningtheir program of study. Students have the opportunity to explore different areas of interestand to design their own competence (major) and breadth (minor) areas, within the parametersoutlined in this guide, and with the help and approval of their advisor.88

Each program provides advising documents, available on the College Web site, whichoutline requirements for competence and breadth areas. Some program areas grantconsiderable latitude in formulating degree plans that fulfill individual needs and interests.Other highly specialized program areas have more prescriptive competence andbreadth requirements. Students may also choose to pursue studies that are not outlinedin the advising documents.Selecting a Graduation AreaA period of exploration is encouraged for first-time college students. It is important forstudents to select their tentative competence and breadth areas by the end of the secondyear. Students with two or more years of transfer credit are strongly encouraged toselect competence and breadth areas as soon as possible. Advising documents assist studentsin developing competence and breadth areas. Many single discipline and interdisciplinarycompetence and breadth areas are clearly described in these documents.Other interdisciplinary competence and breadth areas may be created. In theseinstances, students create a new interdisciplinary field, which combines two or moredisciplines through a unique synthesis. This is the most challenging option. Studentsmust define a new area of study, by seeking the advice of faculty members who areinterested in the issues being addressed.A competence has to have coherence and structure. It must contain the elements andsequence of learning needed for a student to become competent at the B.A. level.Breadth areas, though less substantial, must also have coherence and structure. Toguide students in developing effective competence and breadth areas, the faculty membershave approved format options, as well as qualitative and quantitative standards.Students must be enrolled a minimum of two years at Prescott College (16 four-creditcourses) to fulfill the residency requirement.The purpose of the following timeline and checklist for graduation is to aid students andadvisors in seeing the whole graduation process at a glance.Timeline and Checklist for GraduationThis timeline and checklist is designed to help students plan a realistic schedule/calendarand to make their individual graduation committee (IGC) aware of the steps necessaryfor graduation.STEP 1. Read “How to Graduate from Prescott College” (section 8). It is very importantto start planning early — upon arrival at Prescott College, if possible. Graduationprograms require good planning.STEP 2. Meet with advisor. Choose tentative competence and breadth areas, reviewthe relevant advising documents, and consult with a faculty advisor. Pick up study log atthe Office of the Registrar.STEP 3. Select IGC members. Recruit members for the individual graduation committee(IGC), which includes a student’s advisor, and a second faculty member in one’scompetence or breadth area. It is recommended, but not required, that another studentserve on the IGC.89

STEP 4. Writing Certification I. Complete writing certification I prior to submittingdegree plan.STEP 5. Complete a degree plan(DP). Before beginning this document, students arerequired to attend the degree plan workshop, hosted by the dean’s office. With the IGC,write the degree plan and submit it to your advisor for review by programs.Considerations—See the College’s academic calendar for appropriate deadlines. It isoften necessary to revise and resubmit the degree plan to your advisor until approved.Attach a current study log. You must complete a degree plan 18 months prior to yourintended graduation date.STEP 6. Submit Degree plan. Your advisor will file your approved degree plan withthe dean’s office. The dean’s office will send an approved copy to you and your advisorand will file the degree plan with the Office of the Registrar. Writing Certification Imust be completed prior to submission.STEP 7. Writing Certification II consists of three writing emphasis (WE) courses thatstudents must complete before they graduate, and ideally before they begin their seniorproject.STEP 8: Writing Certification III. The writing certification III research paper, usuallywritten in an upper-division WE course in the competence or breadth area, must becompleted, approved, and on file before students submit their senior project application.(See complete writing certification guidelines in Section 5)STEP 9. Finish math requirement. Complete math certification prior to final term.Students will be enrolled in a math certification course their final term if they have notcompleted this requirement by this deadline.STEP 10. Complete Senior project application (SPA), and final degree plan. Beforebeginning this document attend a SPA planning workshop, hosted by the OCU dean’soffice. With IGC, develop SPA. Secure IGC approval. Begin this process a term inadvance of the deadline, as this is a multidraft document. Attach a final degree plan.STEP 11: Final Degree Plan. The SPA includes a “revised” degree plan. Students musthave their IGC approve any amendments to their original degree plan and submit theseamendments with the Senior Project Application.STEP 12. Submit SPA to appropriate advisor for approval. Refer to the College’s academiccalendar for appropriate deadline. Generally, students register for their seniorproject in their last term. The writing certification III research paper must be on filebefore students can turn in their SPA.STEP 13. Complete any remaining requirements. Senior projects may not counttoward WE requirements.STEP 14. Complete senior project and self-evaluation.90

STEP 15. Graduate. File a graduation petition with the Office of the Registrar theenrollment period prior to graduation.Time Limits for Completing Degree or Program Requirements• For incomplete coursework: Pending graduates or program completers will beheld to the Incomplete Policy. See Incomplete Policy for eligibility and timeframes. Pending graduates or program completers may petition for a maximumof one additional semester with approval/support of course instructor(s).Uncompleted courses become No Credit after these deadlines. Students mustthen be readmitted and enroll for a minimum of 1 credit in order to completetheir Prescott College degree. The exact enrollment requirement will be basedon what the student needs to complete degree requirements.• For other requirements not related to coursework (e.g. research paper, thesispublication, updated transcripts, etc.): Pending graduates or programcompleters will be granted a maximum of 12 months from intended grad date tocomplete the requirement(s). After that deadline, student must be readmittedto the College and enroll for a minimum of 1 credit in order to complete theirPrescott College degree. The exact enrollment requirement will be based onwhat the student needs to complete degree requirements.• These time limits do not override other policies applying to completing degreeor program requirements.Changes to Degree RequirementsStudents who are enrolled continuously follow the degree or program completionrequirements in effect during their first term of enrollment, as outlined in the AllCollege Catalog. Students may choose to upgrade to a later catalog’s requirements,pending approval of their graduation committee/curriculum committee/thesis-dissertationcommittees. However, if they do so, they may not later revert to the earlier requirements.To upgrade to a later catalog’s degree or program requirements, consult yourfaculty advisor/core faculty about how to revise your degree or program plan.Students who are readmitted to a degree or other program are required to follow therequirements in effect upon readmission. See Readmission to the College.Awarding of Double Undergraduate DegreeA double degree refers to the awarding of two different degrees (e.g. B.A., B.F.A.) forconcurrent study by a student in two degree areas. A double degree is different from adouble competence, which is awarded to a student engaged in two areas of study withinone degree.Minimum Requirements for Double Undergraduate DegreeOverall, a double degree will require more coursework than a single degree. At a minimum,students will complete 150 semester hours for a double degree. A maximum of8 courses may be used to count towards competence requirements of both degrees.Students pursuing a double degree are required to complete one breadth area, in additionto any program specific requirements for the liberal arts. General degree requirements(e.g. writing, math) still are required but need only be satisfied once. Therequirements for a double degree will, in general, be determined by the student’s graduationcommittee.91

Degree PlanDeveloping a degree plan and submitting it for evaluationAt this stage, students will:1. Recruit their individual graduation committee (IGC).2. Meet with their IGC to produce the degree plan.3. Submit their IGC-approved degree plan to their advisor who forwards theplan for program evaluation.4. The advisor wil file the approved plan with the dean’s office. Plans must meetcertain qualitative and quantitative standards, which are explained in this sectionand in program advising documents (available online). Most importantly,plans should reflect students’ interests and needs.The purposes of the degree plan are to allow individualization of graduation programs,to encourage planning, to provide feedback needed to improve quality, and to help studentsfulfill graduation requirements. Since each student designs a degree program, theCollege provides this quality control process to assure that each student’s programmeets competence-based and liberal arts standards. Since changes often occur after adegree plan is filed, a process is available to approve subsequent changes.Students’ degree plans must be approved and filed 18 months (three enrollment periods)before their intended date of graduation. The degree plan helps faculty guide studentsin choosing classes for their last three enrollment periods. Consult the College’sacademic calendar for deadlines.It takes time for students to put together their plan and have it approved by their IGCand the program faculty. Students should form their IGC at least two and one-half yearsbefore their intended graduation date (two years for transfer students). Graduation willbe delayed if the plan is not filed by the deadline for the intended graduation date.Degree Plan WorkshopStudents are required to attend a degree plan workshop, hosted by the OCU dean’s office,before they begin serious work on their plan. This workshop serves several functions: It orientsstudents to the intentions/purpose of a degree plan, aids students in identifying appropriateIGC members, directs students to advising documents on the Web site, and helpsstudents begin their first draft of the plan so that their conferences with the IGC will bemore efficient and constructive.Forming an Individual Graduation Committee (IGC)An IGC consists of the student, the student’s advisor, and another full-time facultymember. It is the student’s job to recruit the members. Students are encouraged, butnot required to include a peer on the committee. Students should exercise judgment inthese choices since the IGC has an important role in advising, giving preliminaryapproval to all graduation documents, and supporting the student if problems arise.Students should choose members who have the academic interests and experience tohelp them with the competence and breadth areas they have decided to pursue.Students may not select persons with whom a conflict of interest through a dual relationshipmight exist (e.g., partner, best friend, relative, etc.). Advisors have final author-92

ity in approving all individual graduation committees.Designing a Degree Plan: Competence and Breadth AreasIt is students’ responsibility to design competence and breadth areas to meet their interestsand needs. However, over the years, as students and advisors have worked to produceeffective programs, advising documents have been developed. They are intended to aidin creating quality programs. Students who design a unique program must define theirgraduation area and effectively document their proposed coursework. Preliminaryapproval of the degree plan rests with the IGC; final approval rests with the advisor.Qualitative StandardsIn the competence area, the plan must contain courses and independent studies thatprepare the student to demonstrate competence in that particular area. Whether thecompetence area is in a traditional field, is interdisciplinary, or is in an original fielddeveloped by the student, each one will have a mix of theory, applied work, field study,studio work, and a senior project.The degree plan must list courses and independent studies that prepare the student todemonstrate literacy, methodology, application, interconnection, and personalization oflearning in his/her field of study. As students design their degree plan and write theirbrief competence description, they should carefully examine the criteria that they willbe asked to address in their senior project application. (See Senior Project section)The breadth area(s) may support the competence area(s). In no case, however, should thecompetence and breadth areas be so closely related as to contradict the concept of a liberalarts education. If the competence area is not of an interdisciplinary nature, then thebreadth area(s) should demonstrate the student’s ability to do interdisciplinary work.Liberal ArtsUnlike most liberal arts colleges and universities, Prescott College does not have many corerequirements. Students must remember that the degree plan should reflect not just competenceand breadth, but also, in both its content and methodology, a sound liberal artseducation. Students are encouraged to examine the definition of liberal arts, consulting thedefinitions in the senior project application section, as they design their degree plan withtheir IGC. Students are asked to write a brief description of their liberal arts work on thedegree plan and a comprehensive liberal arts statement for their senior project application.Determining Full-course Equivalents and Lower- and Upper-Division Transfer CreditsA Prescott College course of 4-semester credits is counted as one full-course equivalent. Athree-credit course from a college or university using the semester system will be countedas a full-course equivalent. A five- credit course from a college or university using the quartersystem will be counted as a full-course equivalent. Lower-division credit is freshmanandsophomore-level coursework (100 to 200 level, as well as all community or junior collegework). Upper-division credit is junior- and senior-level coursework (300 to 400 level).The Office of the Registrar is responsible for calculating transfer credits.93

Format OptionsPrescott College has four approved formats for presenting competence(s) and breadth(s).With the approval of the IGC, students may devise a different option. Please note that allcompetences and breadths have minimum requirements; IGC faculty members or individualprograms may require additional courses beyond the minimum to ensure competence.Degree plan templates are available on the Web site for the three formats describedbelow.Format I — Competence/Breadth• One Competence16 courses (eight upper-division, including senior project)• One BreadthEight courses (two to three upper-division)• Additional studies in liberal artsFive to eight courses (flexible if overall qualitative and quantitative requirementsare met)Minimum Total Full-course Equivalents• 32 full-course equivalents for all studentsMinimum Total Credits• 120-128 semester credits or equivalent quarter creditsFormat II — Competence/Double Breadth(Note: For some graduation areas, only 16-course minimums are allowed. Consult programadvising documents and IGC.)• One Competence12 courses (six upper-division, including senior project)• Two BreadthsSix courses each (two upper-division per breadth)• Additional studies in liberal artsFive to eight courses (flexible if overall qualitative and quantitative requirementsare met)Minimum Total Full-course Equivalents• 32 course equivalents for all studentsMinimum Total Credits• 120-128 semester credits or equivalent quarter creditsFormat III — Double Competence(Note: For some graduation areas, only 16-course minimums are allowed. Consult programadvising documents and IGC.)• Two Competences12 courses each (six upper-division per competence, including one seniorproject per competence) Note: you may have a combined 8-credit senior projectrather than two separate ones.• One Breadth and/or additional liberal artsFive to eight courses (flexible if overall qualitative and quantitative requirementsare met)Minimum Total Full-course Equivalents• 32 course equivalents for all students94

Minimum Total Credits• 120-128 semester credits or equivalent quarter creditsBachelor of Fine Arts (BFA) and Bachelor of Science (BS) DegreesThe Bachelor of Fine Arts (BFA) and Bachelor of Science (BS) degree options use variationson the single competence and double competence formats, but have their ownrequirements. Please see the related advising documents online for specific guidancefor these options.As students build their plan, it is important to realize that the quantitative standards donot stand by themselves; rather, they are related to the quality of the program. Studentsdemonstrate competence by completing an appropriate and sufficient array of courses.A strong program contains:1. a sufficient number of foundation courses (lower-division) that cover the theory,history, skills, and ethics necessary for the competence and2. a sufficient number and balance of advanced courses. Half of the minimum coursesin a competence should consist of advanced level work (upper-division). Doublecompetences require a minimum of one four-credit, upper-division senior projectfor each competence. Students with interdisciplinary double competences may,with approval, design an integrated 8-credit, upper-division senior project.As a guideline, approximately two or three courses in each breadth area should consist ofadvanced level work (upper-division). Otherwise, it would be hard to justify the claim ofa breadth of knowledge at a B.A. level. In special instances, however, and with theapproval of the IGC and breadth-area faculty, a student may have a breadth that compensatesfor lack of upper-division coursework with additional lower-division coursework.Simply completing 12 to 16 courses does not produce a good competence, nor doescompleting six to eight courses guarantee a strong breadth. A weak program may resultfrom one or some combination of the following:1. Lack of foundation coverage.2. Too many introductory-level, and too few applied and advanced courses.3. Several overlapping courses with very similar content.4. A “smattering” of courses that do not work together to build a coherent competenceor breadth.5. Too few courses altogether. If courses are listed in more than one section of a degreeplan, they will be marked as cross-listed and the credit and full course equivalentswill be counted only once.In general, programs with less than the appropriate minimum requirements, whichconstitute four years of college work, lack quality and depth. At the same time, programswith more than minimum requirements may be weak for other reasons.Proposed degree plans exhibiting any of the weaknesses listed above will be questionedby evaluating committees. Approval is not automatic simply because the plan meetsminimum quantitative standards; the IGC and program faculty may require courseworkbeyond minimum quantitative standards. Degree Plans are formally reviewed once inthe Fall semester and once in the Spring semester.95

Exceptions to StandardsA student’s IGC may consider exceptions to any of these minimum standards based oncompelling evidence that the candidate has demonstrated an exceptional level of accomplishmentin all of the qualitative standards and other criteria for graduation. Exceptionsmust be explicitly requested by the IGC within the degree plan and/or degree plan amendmentdocument. Such requests will be reviewed and must be approved by the ExceptionsCommitee.The request for exception must be signed by all IGC members and must address thefollowing:1. What standard has not or will not be met.2. Why it has not been (or will not be) met.3. What rationale accounts for the lowered standard.Degree Plan GuideStudents should produce their degree plan in one of the formats listed on pages 84 or atemplate available on the Web site presenting the degree plan in a uniform format thatallows it to be easily understood by those who will evaluate it. Upon completing the template,attach the degree plan cover sheet available on-line. The student and the IGC shouldedit the document to ensure that it is clear, neat, and free of errors. Also attach the mostrecent study log (available from the Office of the Registrar).1. Students should include his/her name, date the plan was produced, and intendeddate of graduation.2. Students should indicate the titles of their competence and breadth areas andthe format they will use in describing their program of study and summarize thetotal credits they will earn in college. Include a numerical summary of the plan.Indicate the total number of:• Full-course equivalents that will be completed.• Writing emphasis (WE) courses that will or have been completed.3. Describe each of the competence or breadth areas that are being proposed.Provide a paragraph description to help the evaluating program(s) understandthe rationale, structure, and content of the plan. For a well-defined and prescribedarea (like wilderness leadership) a short narrative explanation is necessary.Students should describe and justify a unique, self-designed, interdisciplinarycompetence or breadth. Students should include whatever informationexplains the rationale for their program and demonstrates that the program willlead to competence and breadth of learning in the chosen area(s). Thesedescriptions should concisely address the criteria students will be asked toaddress in more detail on the senior project application: literacy in the field,mastery of methodology, interconnection, application, and personalization oflearning.4. List all credit-bearing work that has been completed or will be completed foreach competence and breadth area. Include all courses, independent studies,internships, practicums, etc. For each course indicate:a. Accurate titles.b. Date completed or anticipated date of completion.c. Where courses were taken.d. Credits — converted to full course equivalents.e. Whether cross-listed (only count credit and Upper/Lower division in oneplace).96

f. Whether introductory (lower-division) or advanced (upper-division).g. All writing emphasis (WE) courses, including the WE course in which thestudent plans to write his/her writing certification III research paper. For transfercourses, only include those in which a grade of “C” or above, “pass” or “credit”were received. List courses in chronological order.h. Students should not include on the plan any work in which they have less thana C or other marks indicating unsatisfactory or failing work. Remember thatwhile writing certification I and math certification may be completed at anothercollege or through testing, all WE courses must be completed at PrescottCollege unless formally approved by the writing certification task force. TheIGC assists students with the numerical analysis. A copy of the student’s studylog, showing all credits received, is available from the Office of the Registrar.5. List any supporting life or work experiences that contributed directly to the competenceor breadth of education. Typical examples of this kind of experience wouldbe living in another culture, supervised work that brought about significant collegelevellearning, and art or shows to which the student contributed. Such work canbe documented by letters from employers, portfolios and journals, printed programs,published articles, or any other verifiable proof and evaluation of the workclaimed. This work may complement but not substitute for coursework.6. Describe the intended senior project. Provide a paragraph description of the proposedsenior project. We are aware that senior project plans are preliminary atthis point. The purpose here is simply to provide the program(s) that will beevaluating the plan with as much information as is feasible at this point and toget the student thinking early about what they will do for their senior project.High quality senior projects which are capstone experiences that demonstrate astudent’s competence, require thoughtful preparation in advance.7. Append additional information that might help the program(s) to understandthe degree plan. For example, if the plan varies in some respect from the guidelinesof minimum standards given, the IGC and the student must provide a justification.However, this should be brief and the plan should be as simple andeasy to evaluate as possible.Remember:• Degree Plans are reviewed two times per academic year.• Prior to submitting a degree plan for evaluation, students must havefulfilled the writing certification I requirement.• While students may not have fully developed their senior project at the timethe degree plan is being designed, they must provide a narrative describingtheir tentative plans.• A copy of the degree plan will be placed permanently in the student’s graduationfile. Students will be required to file formal amendments to the degree planat both the senior project application stage and before they graduate.Senior Project ApplicationDesigning, Approving, and Completing the Senior ProjectThe senior project is the culmination of a student’s undergraduate college education.Through the senior project application (SPA) students:1. Write a full narrative definition of their competence(s).2. Write a narrative description of their senior project that demonstrates competence.97

3. Write a liberal arts statement that interprets their educational journey and justifiesthe granting of an undergraduate degree.4. Fill out a senior project contract and cover sheet.5. Formally amend the degree plan if alterations have occurred.The SPA is a multidraft document that must be approved by the IGC.The senior project must be completed through the College as an independent study,and students must earn a minimum of four upper-division credits per competence.Therefore, the SPA fulfills two purposes:1. It is a planning document that the student and his/her IGC use to design andapprove the substance of the senior project.2. It serves as a special independent study contract that is submitted to the Officeof the Registrar when the student registers for his/her senior project as acredit-bearing study. Students may not begin their senior project without anapproved SPA and a writing certification III research paper completed,approved, and on file in the Office of the Registrar. Students will be droppedfrom their senior project if they do not meet this deadline.Timelines: Students should begin writing their SPA in the semester prior to registeringfor their senior project. Most students register for the senior project during their lastacademic year. The project should be completed by the date indicated on the contract.NOTE: The senior project contract and cover sheet are available at the Office of theRegistrar or on-line. Samples of senior project applications are available in the Office ofthe Registrar.Senior Project ApplicationsThe Senior Project Application must be submitted by the SPA due dates posted inthe OCU calendar. Senior Project Applications are submitted to advisors. Studentsshould keep a copy for their records. (See How to Graduate from Prescott Collegefor more SPA details.]Senior Project Application WorkshopStudents should attend an SPA Workshop, hosted by the OCU dean’s office, before beginningserious work on their SPA. This workshop orients students more specifically to theintentions of the SPA and provides models and strategies for writing these narratives so thatthe initial draft, which is presented to the IGC, requires fewer revision loops.Writing the NarrativesThe SPA narratives provide an opportunity for students to convince the faculty of theircompetence in a given area or areas, to articulate how their senior project is a culminationof competence, and to defend their overall plan of study as an embodiment of a liberal artseducation. The narrative essays should be organized, persuasive, and specific. The narrativesection should be approximately 1,500 to 2,000 words, with approximately half devotedto the competence description and the other half devoted to the liberal arts statementand senior project description.98

I Competence Description NarrativeStudents must define, describe, and document their competence in a narrative formataddressing qualitative standards. All candidates for graduation must give evidence oftheir competence by demonstrating:1. Literacy in the content of chosen areas such as:• A working knowledge of the basic history of the field(s).• Important individuals and their work.• Major theories and their applications as found in the important books andarticles.• Research.2. Mastery of the methodology of the areas(s) including:• A demonstrated capacity to use the research techniques, scholarly methods,leadership skills, and artistic modes of expression that are commonlyemployed in the area(s).3. Interconnection and application of learning including:• An ability to see relationships among the components of your education anda demonstrated ability to do work in the competence area(s).4. Personalization of learning:• To include meaningful and original creative work.5. Demonstration of learning through the senior project:• The senior project is a culmination of the student’s undergraduate studies. Asa capstone experience, the senior project is intended to demonstrate competence.II Senior Project DescriptionDescribe the senior project in detail. Students have many options in creating their project:1. An independent research project designed to address a particular hypothesis,issue, or question.2. A major essay or research paper that demonstrates the student’s grasp of theessential knowledge-base of his/her competence area and his/her original thinkingabout it.3. A play, film script, novel, photographic essay, cycle of poems, art exhibition, professionalworkshop, etc., in which relevant skills and competence are brought tobear.4. Expert certification acknowledging that a B.A. level of skills has been demonstratedin an internship, student teaching, or job.5. Any other means of demonstration proposed by the candidate and approved bythe IGC.These examples illustrate that the senior project is a major undertaking, demonstratingthe student’s competence in his/her field(s) of study.When writing this narrative, students should consider not only the description of theproject, but also the goals and objectives, their preparation to do this work, and the waythe project is a culmination of their competence as well as a bridge to the work theyhope to do after graduation (e.g., graduate school, employment, service, artistry,activism, etc.).99

III The Liberal Arts StatementStudents must also produce a liberal arts statement. Prescott College offers Bachelor ofArts, Bachelor of Fine Arts, Bachelor of Science, and Master of Arts degrees. All studentsgraduate in the liberal arts, regardless of their particular competence and breadth areas.Prescott College is part of the grand tradition of liberal arts education, rooted in theEuropean and Near Eastern universities established in the Middle Ages and, before that,the academies of Ancient Greece. Different definitions of the liberal arts exist. Some definitionsstress the subject matter they examine, while other definitions highlight the intellectualskills and ethical examinations they embody. The following is excerpted from a definitionadopted by the OCU faculty:“Prescott College is a four-year liberal arts College striving to prepare students to belife-long learners and critical thinkers in a broad, interwoven range of models of inquiry:literary, scientific, artistic, social, spiritual, and physical. We emphasize the interdisciplinaryconnections rather than the distinctions between these ways of understandingthe world. We are unique in our approach to the liberal arts in that we emphasize directexperience; the process of learning is just as important as the content.”In preparation for graduation with a liberal arts degree, it is appropriate that the studentreflects on the broader meaning of their undergraduate education. In this statement,the student should assert his/her own view of the liberal arts, not simply replicateone of the published definitions. The student should describe how his/her undergraduatecareer has equipped him/her with both broad knowledge of the world and specificunderstanding in their areas of concentration. The critical thinking skills now used andthe specific skills pertinent to the student’s field(s) should be addressed. The ethicalissues the student has examined and the commitments s/he has made in such criticalareas as the environment, social justice, and global and cultural awareness should bediscussed. The student should describe how the Prescott College emphasis on real-lifeexperience and practical application of knowledge has shaped his/her learning.Incorporate personal breadth and self-direction descriptions into the liberal arts statement.The personal breadth description underlies the concept of “education of thewhole person,” and it addresses how the student has developed mentally, socially, emotionally,spiritually, and morally/ethically. This, of course, is a very personalized kind oflearning. Potential areas for the discussion include:1. Self-awareness and self-understanding.2. Integration of the spiritual, ethical, social, aesthetic, physical, and intellectualaspects of the student’s personality.3. Progress toward realization of the student’s full potential.4. Ethical commitments as seen in personal reflections and ways of relating toother people, cultures, and the environment.5. Commitment to service.At Prescott College, self-direction is considered the manifestation of motivation, theability to direct oneself (but not to the exclusion of involvement with other people), selfknowledge,and a willingness to ask for help when necessary. A self-directed persondemonstrates the ability to set goals and objectives, take individual responsibility, initiateand carry out projects with little or no outside inducement, and form value judg-100

ments independently.Carrying Out A Senior ProjectStudents complete their senior project like any IS, under the direction of a faculty mentor.In rare instances where the senior project is supervised by an adjunct faculty, a fulltimefaculty member must also evaluate the senior project.Although senior projects vary greatly, all result in some written documentation. Forresearch studies and scholarly projects, this may take the form of a formal researchpaper or substantive essay. For service projects, there may be reports of activities andevaluations by outside supervisors. For fine arts and performing arts projects, there maybe expert evaluations or juries. With the approval and recommendation of the supervisingfaculty, the formal written portion of the senior project may be submitted to thelibrary for consideration as an addition to the College’s collection. Students will also beasked to contribute part or their entire project to the senior project archives.Senior Project Application SummaryThis is a guide to help students present their senior project in a uniform format that canbe easily understood by those who will evaluate it. Attach the narrative sections and thefinal degree plan to the formal senior project contract and cover sheet. Submit it to theIGC. Carefully edit the document to ensure that it is clear, neat, and free of typographicalerrors, misspellings, etc.1. Provide a senior project contract cover sheet with the signatures of all IGCmembers approving the SPA content and final degree plan.2. Provide a completed and signed senior project contract.3. Provide a narrative description of competence area(s). In the document title,include a very brief definition of the area and a short discussion of how the workwithin the competence meets Prescott College’s qualitative criteria at the B.A.level. In a minimum of 1,000 to 1,500 words, address the following questions:a. How has the student demonstrated literacy in the content of this competence?In summary form, the student should discuss his/her working knowledgeof the basic history of the field, the important individuals and theirwork, and the major current theories and their applications as found in theimportant books and articles, research reports, etc., of the field.b. How has the student demonstrated mastery of the methodology of this competencearea? In summary form, the student should discuss his/her capacityto use the basic tools such as research techniques, scholarly methods, andartistic modes of expression, etc., that are commonly employed in the competence.c. How has the student understood the interconnections between this competencearea and the rest of his/her learning? In summary form, the studentshould discuss his/her ability to see relationships between this area and othercomponents of his/her education, important ethical issues facing the world, etc.d. How has the student applied this learning? In summary form, the studentshould discuss his/her demonstrated ability to work in the area, includingindependent studies, internships, practicum experience, employment, andthe proposed senior project.e. How has the student personalized this learning? In summary form, the stu-101

102dent should discuss how s/he has internalized the work so that it has acquiredpersonal meaning. How has the student put his/her creative self into thework? What ethical and personal challenges has it offered?4. In 250 to 500 words, provide a full narrative description and discussion of thesenior project as it relates to the competence area(s) described above. The seniorproject is the culmination of the student’s academic work and, as such, itcompletes the overall demonstration of competence.a. Describe the senior project goals and objectives, venues, resources and subjects,specific activities, timeline, evaluation process, and other relevantinformation.b. Indicate the form the senior project final report will take: thesis paper,research report, report of completed project, article for publication, artexhibition, collection of poetry, theatrical performance, etc. Brieflydescribe what this final report will contain (text, photos, illustrations,graphs and tables), anticipated length, and any other relevant information.c. Discuss how this project relates to the competence(s) as described above.For example, how might it show the student’s knowledge of the area, his/hercapacity to use its tools and skills to apply learning to real-world problems, topersonalize his/her learning, etc.5. In 500 to 750 words, the student must provide a liberal arts statement describinghis/her concept of the liberal arts. The student should discuss how his/hercollege program has equipped him/her with a liberal arts education that justifiesthe College awarding him/her an undergraduate degree. In the liberal arts statement,the student should discuss:a. A personalized definition of the liberal arts.b. How the student has used his/her education to gain the knowledge, skills,ethical awareness and commitment, and real-life experience to fulfill the definitionof a person educated in the liberal arts.c. How the student’s education has made him/her aware of issues related to ecologicaland cultural literacy and social justice, and how s/he has addressed suchissues in his/her education.d. How the student has gained “personal breadth” through his/her educationalexperience at Prescott College. Personal breadth is Prescott College’s termfor personal development, maturity, self-confidence, spiritual growth, emotionalgrowth, and service.e. How the student has developed self-direction through his/her education anddemonstrated his/her capacity for self-direction and life-long learning.6. If substantial revisions to the degree plan have been made and approved, a copyof the final degree plan should be included. Note: If significant changes in the substanceof the degree plan have occurred, the IGC should resubmit the altered planfor another review to the same program(s) that originally approved it. When theprogram(s) has agreed to the changes, the IGC can approve the SPA. In additionto the need to have such changes approved by the program(s), there is also a needto have accurate records in the Office of the Registrar. It is the student’s responsibilityto notify the Office of the Registrar via an approved degree plan amendmentform if courses are to be changed or if any other changes are anticipated that wouldaffect the student’s transcript.7. When the SPA is completed, copies of these documents should be given to the

IGC. A copy of this document will be placed in the graduation file as part of thestudent’s permanent record.Model Narrative Description of CompetencePerhaps the most significant and challenging part of the SPA is the description ofcompetence, since it demands that students not only reflect on but also persuasivelyconvince their IGC and the faculty of their ability to define, describe, and demonstratetheir competence in a chosen area. Below is an example of narrative descriptionof competence:Competence: Writing and LiteratureLiteracy in the FieldAs T.S. Eliot points out, the literary artist must not only write, but must also apprenticehimself or herself to a long and rich literary tradition. You can’t exist in a literary vacuum;no truly original work springs from a void. My literary education has been two fold: I haveattempted to work in many different genres (poetry, fiction, nonfiction, and scriptwriting),and I have supplemented my creative efforts with a rigorous study of literature—in thecontext of creative writing classes, in more straightforward literature courses, and in interdisciplinarycourses. Many of my creative writing courses (e.g., Forms of Fiction, Memoir,Short Story Cycle) have intentionally forced me to practice my craft while simultaneouslyexamining the tradition of the genre in which I was working. It’s not enough for me toattempt to write a short story cycle; I must also study how writers as diverse as Chaucer,Hemingway, Louise Erdrich, and Joyce Carol Oates have approached the form. Coursessuch as Classical Myth, Vintage Verse, Shakespeare, and The World Novel have groundedme in the literature that has survived the ages. As a potential professional writer, I haveread these texts as models of how to use literary form to explore a subject originally andprofoundly. It’s been my goal throughout to understand not only the historical and socialcontext which formed these texts but also to examine how a Shakespearean tragedy, or anerotic poem by Sappho, or the dark parables of Kafka speak to the paradoxes of our ownage. In such courses as Family Systems in Film and Literature, Holy Books, and Women’sLiterature, I have prompted myself to examine literature through the lenses of psychology,theology, and feminist theory.Mastery of MethodologyWhile I hope to write stories and novels, I have attempted in my competence to establisha foundation in many different genres. I care deeply about the process and moral purposeof fiction, but I want my language to be as distilled and resonant as a poem, and I want mynarratives to have the veracity and integrity of journalism. While my creative writing courseshave been concentrated in fiction (i.e., Sudden Fiction, Forms of Fiction, Short StoryCycle, and an Independent Study in South American Magical Realism), I have also workedmethodically, both in classes and special workshops, on poetry. I have served for two years,both officially and unofficially, on The Raven Review, and have taken additional coursesin Writing as Performance and Scriptwriting, which have allowed me to see my stories asperformable texts. I have honed my critical writing skills in various literature courses, butat the heart of any creative writing degree is the workshop method. All my creative writingclasses revolve around this process. The workshop method gives you what you cannot getby working alone as a writer: it provides a living, critical laboratory for your work.Submitting a story or essay to your peers for discussion offers you an immediate commu-103

nity of (hopefully) generous and honest readers who help you understand what may havebeen merely half-conscious and/or ill-formed impulses in the first draft. The workshopforces you to become not just an intuitive writer, but an intentional one, not just a spontaneous“gusher,” but a disciplined craftsperson, and (with any luck) an artist. As a memberof a workshop, you also hone your practical critical skills, examining not finished masterpiecesbut works-in-progress. You learn not only from your own mistakes but also from thesuccesses and mistakes of others, and in the process you begin to develop your own aesthetic.My own body of work, such as it is, is immeasurably stronger because of this ongoingcommunity. And the work and the criticism of my mentors and the students from theseclasses will inform my future work. They are, as Prescott College President Dan Garveystated at his inauguration, my “significant others.” They are the voices in my head.InterconnectionsYou must, as a writer, not just understand literature but also understand the world. Inorder to write with authority and wisdom, you must be insatiably curious. I haveembraced my liberal arts education as a way of knowing the world. In order to writeabout my characters, I must understand them psychologically, socially, ecologically, spiritually,and physically. My memoir of my father’s life is not just an biographical story; itis informed by my understanding of family systems theory, by my ethnographic fieldstudies, and by my marine biology course set in Kino Bay (near where my father wasborn). My poems are meditations on the mating habits of sea grunion, the spiritual complexitiesof St. Paul, and the sheer sense of wonder I experienced kayaking around TheSea of Cortez with Dave Craig. My news stories for The Raven Review forced me toeducate myself on local ranching politics, grazing rights, and the economic oppressionof Native Americans in Yavapai County. One of the rewards of being a writer is that youdon’t always have to be yourself; you get to, at least imaginatively, be a field biologist, alawyer, a psychologist, a Yoga master, a member of the opposite sex. While my competencehas been creative writing, everything I’ve done as a student here continues andwill continue, I hope, to feed into my life’s work.Application of LearningPulitzer-Prize winning historian David McCullough said in a recent interview, “The greatthing about the arts is that they are applied. You can only learn them by doing them.”Writing, like other arts, is by its very nature experiential. All of my courses have allowed methe privilege of seeing myself as an artist. I haven’t been just writing stories, poems, essays,articles, and scripts as exercises. The stakes have always been high; everything I’ve writtenhas been for keeps. Robert Frost once said, “I never write exercises. Sometimes I writepoems that fail, and then I call them exercises.” That is the way I have approached my competence.As I begin my senior project, I already have a large body of work, “a carcass formy imagination to feed on,” as Philip Roth says. I’ve written, revised, and polished mywork. I’ve sent it out to editors of magazines and journals. I’ve received fifty-five rejections,five of them with seriously encouraging notes on them, and one letter that apologized fornot accepting my sonnet. I have not “succeeded” yet by public standards, but I’ve enteredthe arena, and I’ve received enough encouragement—from mentors, peers, andstrangers—that I now believe I have enough talent to be a working writer. Through suchcourses as Newspaper Journalism Practicum, Literary Journal Practicum, and Writers inthe Community, and a teaching assistantship for Writing Workshop, I’ve also been giventhe opportunity to work as a semi-professional in my field. My senior project is a collectionof stories—expanded from work begun in Short Story Cycle. My experience as an editor, ateaching assistant, a writer in many workshop classes, and a student of literature, particularlyfiction, has prepared me to put together what I hope will be my first published book.(If not, I can always call it an exercise.)104

Personalization of LearningIn The Art of Fiction, John Gardner argues that the process of literature is inevitablymoral: “Unexpected connections begin to surface; hidden causes become plain; lifebecomes, however briefly and unstably, organized; the universe reveals itself, if only forthe moment, as inexorably moral; the outcome of the various characters’ actions is atlast manifest; and we see the responsibility of free will.” For me, writing is an intenselypersonal and spiritual expression of who I am. Even when I’m writing from the perspectiveof an 80-year-old Argentine grandmother, I’m writing biographically. I cannotescape my obsessions. Writing poetry, fiction, articles, and plays allows me to investigatethe world in minute and visceral ways. And this process forces me to test my ownassumptions, to interrogate my own and my culture’s psyche, and to articulate to myselfan authentic vision of the world, however tenuous that may be. It makes me examinemyself, certainly, but the process is not, in the end, an indulgent one. For me, all art,especially fiction writing (because it asks the writer to explore the inner lives of differentpeople), is a constant lesson in compassion. When asked why he prayed, theologianand writer C. S. Lewis responded, “Not because I think it changes the world or becauseI think God listens, but because it makes me a better person.” I write—and I study writingand literature—for the same reason.105

Resident Undergraduate10. Area Information andResources113

Turn right on AZ-69 – go 1.6 milesContinue to follow AZ-69 – go 13.2 miles (note: Prescott Valley is a separate community from Prescott)Take ramp onto Gurley St. (AZ-69 becomes Gurley St.) – go 1.8 milesContinue west on Gurley Street (past the courthouse square and Whiskey Row) to Grove Ave.Turn right on Grove – Prescott College is located on the second and third blocks on the leftThe Welcome Center is at the corner of Western and Grove. It is a concrete pyramid-shaped building withsolar panels, and the entrance is directly in front of the parking lot off Western Ave. Visitor and ADAaccessibleparking is available.Lodging:(Ask for a Prescott College discount!)Distance from Prescott CollegeHotel St. Michael 205 W. Gurley St. (928) 776-1999 .4 milesHassayampa Inn 122 E. Gurley St. (928) 778-9434 .5 milesHotel Vendome 230 S. Cortez St. (928) 776-0900 .6 milesThe Motor Lodge 503 S. Montezuma St. (928) 717-0157 .8 milesSpringhill Suites by Marriott 200 E. Sheldon St. (928) 776-0998 .8 milesBest Western Prescottonian 1317 E. Gurley St. (928) 445-3096 1.7 milesComfort Inn 1290 White Spar Rd. (928) 778-5770 2.3 milesPrescott Resort & Conference Center 1500 Hwy. 69 (928) 776-1666 2.4 milesForest Villas Hotel 3645 Lee Circle (928) 717-1200 4.8 milesHampton Inn 3453 Ranch Dr. (928) 443-5500 4.9 milesHoliday Inn Express 3454 Ranch Dr. (928) 445-8900 4.9 milesThings to Do in Prescott, AZLOCAL RESTAURANTSCoffee & Tea ShopsG = gluten-free options, V=Vegan optionsCuppers Coffee House (G,V)226 S. Cortez St.115

Prescott Station (G) Brunch/Lunch/Dinner 200 E. Gurley St.Chef Bryan's Bistro Lunch/Dinner 436 W. Goodwin St.Prescott Steakhouse Lunch/Dinner 520 Miller Valley Rd.HISTORY & QUICK REFERENCEHistory of PrescottPrescott History TimelineDays Past Archives (Articles)Prescott Historic PhotographsPrescott Historic MapsArizona Cultural Inventory ProjectArizona History & ArchivesArizona Historical SocietyThe Arizona ExperiencePrescott Discovery MapPrescott City StatisticsPrescott Community ProfilePrescott City LeadershipPrescott Daily CourierPrescott Calendar of EventsVisit Prescott (Videos)Prescott Weather ForecastPrescott, AZ (Wikipedia)LOCAL ATTRACTIONSHiking Trails and Outdoor Recreation:Prescott's Great Outdoors (Video)Parks & LakesHiking / Biking / Horseback Trails & Trail MapsPre-Historic & Historic DestinationsPrescott Area Bouldering & Rock Climbing RoutesWatson Lake Disc Golf CourseCamping:Prescott National Forest Office344 S Cortez St(928) 443-8000Arizona Trail Index (HikeAZ.com)Short Hikes/Bikes, Picnic Areas, Canoeing/Kayaking, & CampingGranite Mountain / Granite Basin Recreation Area – 20 minutes to trailhead parking – Google Maps DirectionsDrive north on Grove Ave to Iron Springs Rd. Turn left and drive west approximately 2.5 miles to the Granite Basin turnoff. Take a right onto Granite Basin Road and continue to the Playa or Metate Trailhead parking lot. Here you can accessa variety of trails from easy to difficult terrain. Parking fee. Hike/Bike. Picnic Area. Fishing. *Some trails closed in Spring.117

Watson Lake Park & Campground – 12 minutes to park entrance – Google Maps DirectionsDrive south on Grove Ave to Gurley St. Go left (east) through downtown. Continue on Gurley to Highway 89 North (stayin left lane). At the traffic circle, stay in the right lane, which goes directly into the Watson Lake Recreation Area.Parking fee. Hiking/Biking. Picnic Area. Canoe/Kayak Rental. Disc Golf Course & Rental. Horseshoes. Bocce. Camping.Thumb Butte Park & Campground – 10 minutes to trailhead parking – Google Maps DirectionsDrive south on Grove Ave to Gurley St. Turn right (west) and follow Gurley as it bends southwest and turns into ThumbButte Rd. Continue approximately 1 mile and enter the Thumb Butte Recreational Area parking lot. Trails are located oneither side of the road. Parking fee. Hiking/Biking. Picnic Area. Camping.Lynx Lake Recreation Area – 15 minutes to North Shore parking area – Google Maps DirectionsDrive south on Grove Ave to Gurley St. Turn left (east) and continue on Gurley as it turns into Hwy 69 (stay in right lane).Continue to Walker Road (past Trader Joe’s) and turn right (south). Follow Walker Rd 3 miles to the North Shore parkingarea; turn left into the entrance drive. (The Highlands Center for Natural History is about a ½ mile further down WalkerRd. and provides guided and self-guided hikes and activities). Parking Fee. Hiking/Biking. Canoe/Kayak Rental. Camping.Goldwater Lake Park – 15 minutes to park entrance – Google Maps DirectionsDrive south on Grove Ave. to Gurley St. Turn left (east) and continue to Mt. Vernon /Senator Hwy. Turn right. Continueabout 4 miles. Turn right at Goldwater Lake Park. Parking fee. Picnic Area. Hike/Bike. Horseshoes. Volleyball. Camping.Grand Canyon:Distance to South Rim: 130 miles (2 hours 20 minutes from Prescott College)Distance to North Rim: 300 miles (5 hours 45 minutes from Prescott College)Distance to West Rim: 230 miles (4 hours 10 minutes from Prescott College)Since you've come all this way, why not visit one of the seven natural wonders of the world: the awe-inspiring GrandCanyon. We're only a short 2 1/2 hour drive from the South Rim of Grand Canyon National Park, and there is a plethoraof ways to enjoy it. Join a tour or be your own guide. Either way, these links will give you a sense of the options andhelp you make your plans. Many Grand Canyon tour companies are based in cities all throughout the region includingPhoenix to the South, and Cottonwood, Camp Verde, Sedona, Flagstaff, and Williams to the North - even Las Vegas.Grand Canyon (Wikipedia)Grand Canyon National Park WebsiteGrand Canyon AssociationBright Angel Trail (South Rim) Zoom to view in 3D!Grand Canyon Railway (Williams, AZ to South Rim)Grand Canyon Skywalk Tour (West Rim)Grand Canyon tours near Prescott, AZ (Google)Grand Canyon Convention & Visitors Bureau (South Rim)Discover the Grand Canyon (AZ Office of Tourism)Grand Canyon National Park Lodges (South Rim)118

FOR MORE IDEAS(Brochures available at the Welcome Center)Prescott & North Central Arizona:Prescott / Prescott Valley• Prescott College Website• City of Prescott Office of Tourism• City of Prescott Visitors Information• Arizona Office of Tourism (Prescott)• Prescott Chamber of Commerce• Prescott Downtown Partnership• Prescott National Forest• AZ Edge Entertainment Guide• Pop Rocket Magazine• 5enses Magazine• Prescott Arts Beat• Antique Shopping• Local First AZ• WeekendZona Prescott (Video)• WeekendZona Blog• Prescott Valley Chamber of CommerceJerome (35 miles / 55 mins)• Jerome Chamber of Commerce• Arizona Office of Tourism (Jerome)• Verde Canyon Railroad• Verde Valley Wine Trail• WeekendZona Verde Valley (Video)• Tuzigoot National MonumentSedona (68 miles / 1.5 hours)• Sedona Chamber and Visitors Center• Arizona Office of Tourism (Sedona)• Kudos AZ Magazine• Red Rock News• Sedona Discovery MapOther North Central ArizonaFlagstaff & Northern Arizona:119

Flagstaff (100 miles / 2 hours)• Flagstaff Chamber of Commerce• Flagstaff Convention and Visitors Bureau• Arizona Office of Tourism (Flagstaff)• AZ Daily Sun• Northern Arizona Native American Culture Trail• Wupatki National Monument• Walnut Canyon National Monument• Arizona SnowBowl Ski & Snowboard Resort• Museum of Northern ArizonaGrand Canyon (130 miles / 2.5 hours)• Grand Canyon Discovery Map• Grand Canyon Chamber of Commerce• Grand Canyon National Park Info• Grand Canyon Visitor Guide• Lake Havasu City / Havasupai FallsOther Northern ArizonaPhoenix & Central Arizona:(100 miles / 2 hours South of Prescott)Phoenix Metro• Phoenix Chamber of Commerce• Phoenix Convention and Visitors Bureau• Arizona Office of Tourism (Phoenix)• Papago Park• Lost Dutchman State Park• Phoenix Art Museum• Musical Instrument Museum• Heard Museum• Desert Botanical GardensScottsdale• Scottsdale Discovery Map• Scottsdale Chamber of Commerce• Scottsdale Convention and Visitors Bureau• Arizona Office of Tourism (Scottsdale)• Old Town Scottsdale120

• Frank Lloyd Wright Foundation• WestWorld Equestrian CenterTempe• Tempe Chamber of Commerce• Tempe Convention and Visitors Bureau• Arizona Office of Tourism (Tempe)• Mill Avenue DistrictOther Central ArizonaTucson & Southern Arizona:(215 miles / 3.5 hours South of Prescott)Tucson• Tucson Chamber of Commerce• Tucson Convention and Visitors Bureau• Arizona Office of Tourism (Tucson)• Arizona-Sonora Desert Museum• Tucson Association of Museums• 4th Avenue Downtown TucsonOther Southern Arizona121