EAST CAROLINA UNIVERSITY FACULTY MANUAL PART VI

EAST CAROLINA UNIVERSITY

FACULTY MANUAL

PART VI

Teaching and Curriculum

Regulations, Procedures, and

Academic Program Development

East Carolina University Faculty Manual 2

PART VI

TEACHING AND CURRICULUM REGULATIONS, PROCEDURES

AND ACADEMIC PROGRAM DEVELOPMENT

SECTIONS

I. Teaching Regulations and Guidelines Relating to Faculty Revised 1-18

II. Academic Integrity

III. Distance Education Policies Revised 5-16

IV. Student Privacy, Conduct, and Complaints Revised 5-16

V. Graduation Policies Revised 1-16

VI. Emergency Notification and Evacuation Procedures

VII. Curriculum Procedures and Academic Program Development Revised 3-17

(Text moved from former Part IV and former Part V)

East Carolina University Faculty Manual 3

PART VI - TEACHING AND CURRICULUM REGULATIONS, PROCEDURES

AND ACADEMIC PROGRAM DEVELOPMENT

SECTION I

Teaching Regulations and Guidelines Related to Faculty

(Text moved from former Part V)

CONTENTS

I. Faculty Workload

II. Office Hours

III. Faculty Academic Advising: Undergraduate and Graduate

IV. Ordering Textbooks and Collateral Materials

V. Course Expectations and Requirements (revised 5-17)

VI. Tests and Examinations

VII. Final Examinations

VIII. Grades

A. Grades and Grading

B. Posting Grades

C. Recording of Grades (revised 1-13)

D. Change of Grade

E. Grade of Incomplete

F. Grade Appeal Policy

IX. Academic Progress

X. Class attendance and Participation Regulations (revised 1-18)

XI. Class Roll Verification

XII. Use of Copyrighted Works (revised 1-15)

XIII. Policy to Remove Foundation Curriculum Credit

________________________________________________________________________________

This section provides a framework that permits the University to perform its academic mission

uniformly and efficiently. Faculty members are expected to execute their teaching and advising duties

within the context of these policies.

I. Faculty Workload

A. Faculty Workload is defined by the Faculty Workload Administrative Regulation. This

regulation describes how workloads are determined at the university, college, and

departmental levels. The Brody School of Medicine and the School of Dental Medicine

are governed by separate workload regulations. Refer to the University Regulation on

Faculty Workload for more information.

B. The individual faculty workload is discussed in Part VIII, Section I - Personnel Policies and

Procedures for the Faculty, ECU Faculty Manual.

C. Course reduction and reassigned time – Faculty members may apply for and be granted

course reductions for the relevant period. Faculty who are granted a course reduction, shall be

informed in writing by the unit administrator or department chair, including the purpose for the

reduction. A faculty member may apply for and receive 100 percent reassigned time for the

relevant period, according to the Faculty Scholarly Reassignment Regulation (UNC Policy

East Carolina University Faculty Manual 4

300.2.6 - Guidelines on Reassigned Time for Faculty) and upon the recommendation of the

faculty member’s department, school, or college personnel committee, the unit administrator

and the next higher administrator, and upon the final approval of the appropriate vice

chancellor.

D. The summer session, consisting of two summer terms, provides course work

equivalent to that of the academic year. No faculty member can be guaranteed a teaching

assignment in the summer session; tentative appointments (full time and part time) are made

pending enrollment statistics. No faculty member on a nine-month contract will be assigned to

more than one summer term in a session except when all faculty (including fixed term faculty) in

the unit have had an opportunity to teach one term or in case of curriculum necessity. (FS

Resolution #12-37, March 2012)

II. Office Hours

In addition to teaching, each instructor must maintain office hours five hours during a work-

week to be available to advisees and to campus and online students who wish to consult

with him or her. It is strongly recommended that the instructor be available either on

campus or online at least one hour each day during the work-week. Instructors who teach

only face to face Courses: Instructors must maintain office hours in a designated location

for a minimum of five hours during the work-week to be available to counsel students or to

answer email.

Instructors who teach only online courses: Instructors must establish a time frame of a minimum of five

hours during the work-week in which they are available to answer email from students who wish to

consult with them.

Instructors who teach a hybrid online face to face course or a combination of online and face to

face courses: Instructors must maintain office hours in a designated location for a minimum of five

hours during the work-week to be available to counsel students to answer the email of their online

students.

Each Instructor is to submit to the unit administrator a schedule of their office hours and the

unit administrator is to have a complete schedule of the office hours of all Instructors of the unit.

The office hour availability schedule is to be posted on the Instructor’s office door and/or on the

online course website. (FS Resolution #10-53, April 2010)

III. Faculty Academic Advising: Undergraduate and Graduate

Academic advising is a primary responsibility of faculty which is integral to student success.

Student and faculty interaction outside the classroom is associated with greater student

engagement and learning. The important contributions of faculty academic advising should be

recognized at all levels of the university.

The academic advising process provides the opportunity for faculty members to influence

students' approach to the learning experience and better understand the Liberal Arts Foundations,

the major discipline, and related careers.

In those academic units in which faculty are assigned undergraduate academic advising faculty

members are expected to meet these responsibilities by:

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 Being familiar with the undergraduate catalog, knowing the foundation curriculum

requirements and the requirements of the majors in their unit.

 Making advising readily available during the semester.

 Encouraging student decision-making and responsibility for their educational progress.

 Discussing the rationale and integration of the liberal arts foundations with the coursework and

experiences in the major and minor field of study.

 Assisting the student in identifying and pursuing educational goals and objectives and in

securing information about career opportunities.

 Promoting major-related student organizations, including interest, service, honorary, and

professional organizations as available.

 Working closely with students on senior summaries to assure their accuracy.

 Making appropriate referrals to other university resources when necessary to assist the

student.

 Maintaining files and notes on student progress.

(FS Resolution #10-64, April 2010)

Graduate Advising

Advising for graduate students involves both mentoring and teaching. Faculty members who

advise graduate students are expected to meet these responsibilities by:

 Being familiar with the graduate catalog and university policies that affect graduate students.

 Modeling and maintaining professional and ethical standards of conduct.

 Making advising readily available during the semester.

 Clarifying program requirements.

 Setting clear goals and reasonable expectations for student progress.

 Providing intellectual guidance in support of students’ scholarly/creative activities.

 Proactively addressing student problems and issues.

 Promoting student participation in professional organizations and conferences.

 Assisting students in developing a realistic view of the field and the job market following

graduation.

 Making appropriate referrals to other university resources when necessary to assist the

student.

 Maintaining appropriate files and notes on student progress.

 Filing the graduation summary documents.

Note: The faculty member who is the department graduate advisor and has the role expressed

above may be different than the thesis/internship/dissertation advisor who has the

responsibility of directing the research and writing of the thesis, internship report, or

dissertation. (Approved, Graduate School Administrative Board, April 26, 2010)

(FS Resolution #10-70, September 2010)

IV. Ordering Textbooks and Collateral Material

All items, including textbooks and supplies, that the students are expected to purchase

should be requisitioned each semester in a format provided by the Dowdy Student Stores. Book

requisitions received on the requested due dates allow the store time to prepare buy back lists

used in purchasing from the students any book that they no longer need. This

East Carolina University Faculty Manual 6

helps the students to keep the total costs of textbooks down as much as possible.

In a cooperative arrangement the Dowdy Student Stores provides an instructor publishing service

for supplemental course materials. The store provides quality academic course

materials that are sold alongside the textbooks for the course. The course pack department

of the store will obtain copyright permission, process orders, and calculate and collect

royalties. This service is provided at no charge to your department. A complimentary desk copy of

their course pack is available to the instructors upon request.

Unit administrators or their designees will inform instructors when textbook and course

supply orders are due. Instructors submit a requisition for each course providing the

information needed to order the necessary books and supplies. If no textbook is required

for a course this should be so noted. Unit administrators should retain a copy of the requisitions in

each departmental office for future reference.

When special instructional materials (e.g., magazines, field-related supplies, etc.) are

required for a course, the Institutional Trust Funds Office within the Division of

Administration and Finance should be contacted in order to provide guidance regarding the

special course fee process and whether these services can be provided by the Dowdy

Student Stores. (FS Resolution #11-47, March 2011)

V. Course Expectations and Requirements (revised 5-17)

High expectations for student achievement are important for a high quality education and allow

students to optimally benefit from their educational experience at East Carolina University.

Further, having students clearly understand course expectations is crucial for their successfully

completing a course, which in turn affects student retention. The course syllabus informs students

of the expectations and requirements of the course and reduces the likelihood of problems later in

the semester. The syllabus is a tool that helps both faculty and students accomplish the

university’s primary mission of teaching and learning. Faculty members are required to make a

course syllabus available for students on or by the first day of each course.

For standard courses, whether delivery is regular face-to-face, online, or mixed, a course syllabus

is required to clearly state the instructor’s office location, office phone, email, and office hours. The

syllabus is also required to list the instructor’s policy on the following: textbook(s) and other

required course materials, student learning outcomes, assignments and tests, evaluation system

and grading scale, late work, academic integrity, and accommodations for students with a

disability. Further, it is recommended that faculty members include in the syllabus a course

description, a statement on attendance expectations, and a statement on continuity of instruction.

For non-standard courses, including Independent Study Courses, regardless of delivery method, a

learning contract must be submitted for the approval of the unit administrator. The learning

contract must clearly specify the course requirements, including but not limited to the expected

student learning outcomes, number of hours of expected work, grading information, and

scheduled meeting times with the faculty member. To generate a learning contract for a non-

standard course, faculty should complete a form similar to this example. When the form is

submitted, a learning contract is automatically generated and sent by e-mail to the unit

administrator for approval.

East Carolina University Faculty Manual 7

For campus resources for students with disabilities, contact the Department for Disability Support

Services (http://www.ecu.edu/accessibility/). For definitions of academic integrity and procedures

for dealing with infractions, see Part VI, Section II of the Faculty Manual (http://www.ecu.edu/cs-

acad/fsonline/customcf/currentfacultymanual/part6section2.pdf) and the Office of Student Rights

and Responsibilities (http://www.ecu.edu/osrr/). Faculty members can also contact the Office of

Equity and Diversity (http://www.ecu.edu/cs-acad/oed/policies.cfm) for policies on equal

opportunity and nondiscrimination. The University Writing Program can be contacted for

consultation and support of writing activities and guidelines for writing-intensive courses

(http://www.ecu.edu/writing/). The Office for Faculty Excellence (http://www.ecu.edu/ofe/) can

provide assistance with the syllabus.

It is the responsibility of each unit administrator to have copies of syllabi and learning contracts for

all courses taught in the school or department. (FS Resolution #10-08, February 2010; FS

Resolution #15-40, March 2015; FS Resolution #17-48, May 2017).

VI. Tests and Examinations

Performance on tests, quizzes, and examinations are one important indicator of student

learning. Instructors should clearly describe the procedures and schedule for tests and quizzes

on the course syllabus. Students who are absent from intermediate tests and quizzes with an

excuse acceptable to the instructor may be given a make-up test or an excuse from taking the test

at the discretion of the instructor. (FS Resolution #10-08, February 2010)

VII. Final Examinations

The normal expectation is that the completion of both face to face and online courses will include

a final examination or an alternate method of evaluating student progress. Final examinations are

required at the discretion of the faculty member and must be scheduled in the course syllabus

made available to students. If a final examination is not given during the final examination period,

the scheduled time for the exam should be treated as regular class with appropriate instructional

activity. Online courses that do not give a final exam must use the final exam week for

instructional purposes. The chair of the unit is responsible for monitoring adherence to scheduled

examination requirements.

The University establishes a final examination schedule each semester to reduce conflicts in

course final examination and to meet the UNC established course hour requirements. There will

be no departure from the printed schedule of examinations except for clinical and non-traditional

class schedules, including graduate level courses. Changes for individual student emergencies of

a serious nature will be made only with the approval of the instructor. A student who is absent

from an examination without excuse will be given a grade of F for the examination. An incomplete

(I) for the course will only be given in the case of a student absent from the final examination who

has presented a satisfactory excuse to the instructor.

No test intended to substitute for the final exam may be given during the week preceding the final

examination period. Faculty may not give an examination or an assignment in lieu of an

examination on Reading Day. (FS Resolution #11-51, April 2011)

VIII. Grades

A. Grades and Grading

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Instructors assign grades on the basis of their evaluation of the academic performance of each

student enrolled in their courses. Course grades are based on the quality of the student’s

performance as evaluated by the performance criteria stated in the course syllabus.

(FS Resolution #10-08, February 2010)

B. Posting Grades

In compliance with the Family Educational Rights and Privacy Act, faculty must not post grades by

Social Security Number, Banner ID, any sequential part thereof, or any other personally identifiable

characteristic. (FS Resolution #10-08, February 2010)

C. Recording of Grades

Near the end of the semester, the University Registrar's Office sends procedural instructions to

members of the teaching faculty for the posting of grades. Faculty members must submit grades

electronically no later than the deadline established by the registrar’s office. Instructors who fail to

submit grades will be subject to the procedures outlined in Consequences for Failure to Submit

Grades. (FS Resolution #13-11, January 2013)

D. Change of Grade

Grades cannot be changed after they are officially reported unless the change is initiated by the

instructor and recorded by the university registrar. Except from grade changes arising from the grade

appeal process no change may occur unless the instructor who gave the grade initiates the formal

process of a retroactive grade change. A change in grade, other than removing a grade of Incomplete

(I), for any reason, must be made within one year from the date the original grade was received.

Forms for change of grade are available in school or departmental offices.

(FS Resolution #10-08, February 2010)

E. Grade of Incomplete

A grade of Incomplete (I) indicates that the completion of some part of the work for the course has

been deferred. The grade of I is assigned at the discretion of the instructor when a student who is

otherwise passing has not, due to circumstances beyond his/her control, completed all the work in the

course. The grade of I should not be recorded for a student who has not completed the major portion

of the work of the course. An I should not be given if the faculty member is uncertain that the student

attended the course; in that case the grade of F should be assigned.

A grade of I must be removed within the time period specified in the appropriate catalog or it

automatically becomes a grade of F. The instructor will set a time for the removal of the I, in no case

later than three weeks prior to the end of the semester. Instructors must submit the proper change of

grade form to the registrar's office at least two weeks prior to the end of the semester. If the student

does not return to school, the I must be removed within one year or it automatically becomes an F. An

I may not be removed by repeating the course. If a student enrolls in a course in which he or she has

an I, the I will automatically become an F.

It is the student's responsibility to request arrangements for completion of the work and to request

that the instructor remove the I grade. It is the responsibility of the faculty member to complete and

return the change of grade form in a timely fashion.

In the event that the instructor is unavailable or cannot be contacted the unit administrator or

designee will use available records including the syllabus on record to determine the appropriate

grade change and submit it to the University Registrar.

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Certain sequence courses, such as thesis research, may require the completion of the entire

sequence before any grade other than I may be given for the earlier component. No student will be

allowed to graduate with an Incomplete on his or her record. (FS Resolution #10-08, February 2010)

F. Grade Appeal Policy

The goal of this grade appeal policy is to establish a clear, fair process by which undergraduate

students can contest a course grade that they believe has been awarded in a manner inconsistent

with university policies or that has resulted from calculation errors on the part of the instructor.

Recognizing, however, that the evaluation of student performance is based upon the professional

judgment of instructors, and notwithstanding the exceptions noted at the end of this policy, appeals

will not be considered unless based upon one or more of the following factors:

 An error was made in grade computation.

 Standards different from those established in written department, school, college, or university

policies, if specific policies exist, were used in assigning the grade.

 The instructor departed substantially from his or her previously articulated, written standards,

without notifying students, in determining the grade.

Only the final course grade may be appealed. The grade assigned by the instructor is

assumed to be correct and the student appealing the grade must justify the need for a change

of the grade assigned.

Appeals Procedure

1. Formal grade appeals must be initiated by the student by the end of the twenty-first calendar

day of the semester (not including summer sessions) following the award of the grade.

2. The first step to resolve differences between an instructor and student concerning a grade

should be a discussion with the instructor. If the instructor of record will not be available within

one semester (not including summer sessions), the department chair or designee may act in

lieu of the instructor of record for the purpose of grade appeals.

3. If the instructor and student cannot resolve the appeal, and the student wishes to pursue the

matter further, he or she must present to the chair of the department or designee in which the

course is offered, a written appeal that includes the following:

A statement addressing how the appeal meets one or more of the three criteria necessary for a

formal appeal.

 A description of the outcome of the informal discussion process.

 Any relevant documents the student would like to be reviewed as part of the appeal process.

 A copy of the course syllabus and assignment descriptions. The department chair or

designee may request additional materials from the student. After receiving a copy of the

appeal materials from the department chair or designee, the instructor has fourteen calendar

days to respond in writing to the appeal. The department chair or designee will discuss this

response with the faculty member and will provide the student with written notification of the

outcome of this step within seven calendar days after receiving the instructor’s response.

4. If there is no mutually agreed upon resolution between the student and the instructor, and the

student wishes to pursue the matter further, he or she has seven calendar days to submit his

or her written appeal to the college dean or designee. The college dean or designee will review

the appeal, provide copies of all appeal materials to the instructor, and discuss the appeal with

both the instructor and the student. The instructor has seven days to review the written appeal

the student has presented to the Dean and, if desired, prepare an additional written response.

East Carolina University Faculty Manual 10

The college dean or designee will provide the student with written notification of the result of

this step within fourteen calendar days after receipt of the appeal from the student.

5. If step 4 does not lead to a mutually agreeable resolution between the student and the

instructor, and the student wishes to pursue the matter further, then a Grade Appeal

Committee shall be formed by the college dean within ten calendar days. This committee shall

include three faculty members from the college: one selected by the student, one selected by

the instructor of record, and one appointed by the college dean. A majority shall prevail in the

committee. The Committee shall elect its own chair. The function of the Grade Appeal

Committee shall be to evaluate the appeal in terms of the stated grounds for the appeal. The

Committee’s decision may be to keep the assigned grade or to raise the assigned grade. The

Committee shall provide a written justification to the college dean for its decision, including

minority opinions when they exist, no later than twenty-one calendar days after the

Committee’s formation. The college dean shall inform the student and the instructor of the

Committee’s decision and provide both parties with copies of the Committee report.

6. In the case of a change of grade, if the instructor of record does not implement the change of

grade decided upon by the Committee within ten calendar days after learning of the

Committee’s decision, the dean shall implement the change of grade as determined by the

Committee on the student’s official transcript through the change of grade procedure. This

shall be the last step in the deliberation of the formal grade appeal.

7. The college dean shall forward a written record of the results of all grade appeals to the

appropriate Vice Chancellor within fourteen calendar days. College deans shall also provide an

annual summary to the Faculty Senate of the number of cases heard and the aggregate result

of the process.

Exceptions to the Grade Appeal Policy

The Grade Appeal Policy shall constitute the sole internal administrative remedy for a change

in grade, except when the grade being disputed resulted from an alleged academic integrity

violation or when a grade dispute involves an Office of Equal Opportunity and Equity

discrimination complaint. If a grade dispute arises from an issue that is covered under the

university’s Academic Integrity Policy, the process for resolution that has been established for

appealing academic integrity violations must be followed. If a grade dispute arises from an

issue that is covered under the university’s Equal Opportunity and Equity policies, the process

for resolution that the Office of Equal Opportunity and Equity has established must be

completed prior to the use of the University’s grade appeal process.

(FS Resolution #12-46, March 2012)

IX. Academic Progress

Instructors should ensure that each student has received some indication of his or her standing

in the course prior to the last day to drop a course without grades. While it is understood that the

procedures used to measure course objectives may differ between disciplines, instructors, particularly

those of 1000- and 2000-level courses, should provide their students with the results of some form of

graded response (e.g., tests, term papers) prior to the last day to drop. A student should be able to

discuss progress in class with the instructor any time in the semester.

Faculty members must report to the appropriate university office the unsatisfactory standing of first

year undergraduate students whose work or attendance is poor at the middle of the semester.

Instructions for reporting unsatisfactory progress are sent via email each semester to the faculty. (FS

Resolution #10-08, February 2010)

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X. Class Attendance and Participation Regulations

A student’s participation in the work of a course is a precondition for receiving credit for the course.

Students are expected to attend punctually all lecture and laboratory sessions and field experiences

and to participate in course assignments and activities as described in the course syllabus. Absences

are counted from the first class meeting after the student registers. Students registering late are

expected to make up all missed assignments in a manner determined by the instructor.

Each instructor shall determine the class attendance policy for each of his or her courses as long as

the instructor’s policy does not conflict with university policy. The instructor’s attendance policy, along

with other course requirements, will be provided to the class on a syllabus distributed at the first class

meeting. Class attendance may be a criterion in determining a student’s final grade in the course if

the instructor provides a written statement to this effect in the course syllabus. In determining the

number of unexcused absences which will be accepted, the instructor should consider carefully the

nature of the course, the maturity level of the students enrolled, and the consequent degree of

flexibility included in the instructor's policy.

Students should consult with their instructors about all class absences. It is the responsibility of the

student to notify the instructor immediately about class absences, to provide appropriate

documentation for an absence, and discuss any missed class time, tests, or assignments. Except in

the case of university-excused absences, it is the decision of the instructor to excuse an absence or

to allow for any additional time to make up missed tests or assignments. Excused absences should

not lower a student’s course grade, provided that the student, in a manner determined by the

instructor, is able to make up the work that has been missed and is maintaining satisfactory progress

in the course.

Student Health Services does not issue official written excuses for illness or injury, but will, upon

request at the time of the visit, provide a note confirming that the student has received medical care.

In the event that the student is seriously ill or injured at the time of final examinations the Student

Health Service or the Center for Counseling and Student Development, on request of the student,

may recommend a medical incomplete. Instructors should normally honor written medical excuses

from a licensed medical or psychological practitioner that states the student was too ill or injured to

attend class and provides the specific date(s) for which the student was unable to attend class due to

the medical or psychological problem.

The Dean of Students may authorize university-excused absences in the following situations:

1. Student participation in authorized activities as an official representative of the university (i.e.

athletic events, delegate to regional or national meetings or conferences, participation in

university-sponsored performances).

2. Participation in other activities deemed by the Dean of Students to warrant an

excused absence, such as required military training.

3. An extreme personal emergency or serious medical condition.

4. The death of an immediate family member (such as parent, sibling, spouse or child)

5. Student participation in religious holidays.

It is the student’s responsibility to obtain verification of a university-excused absence by contacting

the Dean of Students. Faculty requests for university-excused absences should be submitted

according to the timeline established by the Dean of Students. Requests submitted after the fact

will be disapproved unless circumstances made prior approval impossible.

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Instructors are expected to honor valid university-excused absences, and to provide reasonable

and equitable means for students to make up work missed as a result of those absences.

Students who anticipate missing 10% or more of class meeting time as a result of university-

excused absences are required to receive approval from the instructor at the beginning of the

semester. Student experiences that cannot be made up should be discussed at the onset of the

course to ensure that continued enrollment is feasible while there is still the opportunity to drop the

course within the schedule change period.

No instructor should urge a student to take part in an extracurricular activity at the expense of the

student’s class work or expect the student to appear at any practice or rehearsal if he or she has a

scheduled class at that time. No class absences will be excused for practices or rehearsals. Only

absences for performances and necessary travel to and from performances are excused.

A student who believes that he or she has been treated unfairly concerning absences or has been

misinformed by the instructor regarding that instructor’s absence policy shall have the right to

appeal. The appeal shall be in writing to the instructor’s department chairperson or school director,

and in the event the resolution is not satisfactory, the final decision rests with the academic dean.

(FS Resolution #12-62, April 2012; FS Resolution #17-79, December 2017)

XI. Class Roll Verification

Twice each semester—once near the beginning of the term (prior to census day) and once near the

mid-point of the term—the registrar contacts each instructor in order to verify student enrollment in

that instructor’s classes. At the beginning of the term, the purpose of the verification is to ensure

the accuracy of the lists of properly registered students. At the mid-point of the term, the purpose of

the verification is to identify any students who are no longer attending class. In the event that a faculty

member teaches a course in which attendance is not regularly taken, he or she should note any

students who have ceased participating and submitting work. Specific instructions for responding to

the registrar will accompany the requests for class enrollment verification and should be followed

carefully. Due to the significant impact students’ enrollment status can have on their financial aid

eligibility, the amount of financial aid the university is allowed to disburse, and the amount of financial

aid the university is required to return, timely faculty response to class enrollment verification requests

is essential. (FS Resolution #10-10, February 2010)

XII. Use of Copyrighted Works (revised 5-15)

A. Appropriate Use of Copyrighted Works

The Copyright Act of 1976, as amended (Title 17, U.S. Code), generally protects certain

rights and privileges of the copyright owner to exclude others from the right to reproduce and

publicly distribute, display or perform a work, as well as revise or prepare a derivative work

based upon a copyrighted work, without obtaining permission from the copyright owner. As an

institution devoted to the creation, discovery and dissemination of knowledge, the University

supports the responsible, good faith exercise of full fair use rights contained in the Copyright

Act.

B. Fair Use

The “fair use doctrine” of the Copyright Act allows certain statutory exemptions applicable to

academia, recognizing the fundamental non-profit mission of universities to advance and

disseminate knowledge for public benefit. Section 107 of the Copyright Act specifies that these

exemptions exist “for purposes such as criticism, comment, news reporting, teaching (including

multiple copies for classroom use), scholarship, or research” and requires that a person

East Carolina University Faculty Manual 13

evaluate four statutory factors to determine whether a proposed use is fair. If the desired use

cannot be determined as “fair”, faculty members must request permission from the copyright

holder or select an alternative work.

1. Elements of Fair Use

Individuals from the University community who wish to make fair use of a copyright work

must consider in advance the four statutory factors:

a. Purpose and Character of the Use

The purpose and character of the use, including whether such use is for

commercial or non-profit educational purposes.

b. Nature of the Work

The characteristics of the work being used, including whether it has been previously

published and whether it is factual or fictional.

c. Amount of Work to be Used

The amount, substantiality and qualitative nature of the portion used in relation to

the entire copyrighted work.

d. Effect on the Market

The effect of the use on the potential market for or value of the work.

2. Support for Making Fair Use Determinations

The University’s Copyright Committee, together with the Copyright Officer, shall identify

educational needs of University faculty, EPA non-faculty employees, SPA staff employees,

and students in complying with copyright law, including application of fair use. The

Chancellor shall also maintain copyright and fair use resources at the ECU libraries. The

use by the campus community and shall coordinate workshops, conferences, seminars, and

other similar activities on copyright. Faculty are encouraged to review materials on the ECU

contact the ECU Copyright Officer with any questions they may have. (FS Resolution #12-

38, March 2012 and FS Resolution #15-69, May 2015)

XIII. Policy to Remove Foundation Curriculum Credit

Units wishing to remove Foundation Curriculum credit from a course must send a memo to the

Foundations Curriculum and Instructional Effectiveness Committee by email attachment stating the

requested action and a list of the courses for which Foundation Curriculum credit should be removed.

The list should include the name of the person requesting the action, and the prefix, number, and

name of the course. If the course is cross-listed with another unit or is otherwise a cognate in another

unit, a letter of approval from the cognate department must be submitted with the request to remove

Foundation Curriculum credit. The Foundations Curriculum and Instructional Effectiveness Committee

will consider the request and, if approved, will take the request to the Faculty Senate for final

approval.

Additional information available at: Revised Goals of the Liberal Arts Foundations Curriculum,

Foundations Assessment Guidelines, Request For Foundations Credit.

(FS Resolution #11-15, February 2011)

East Carolina University Faculty Manual 14

PART VI - TEACHING AND CURRICULUM REGULATIONS, PROCEDURES

AND ACADEMIC PROGRAM DEVELOPMENT

SECTION II

Academic Integrity

(Text moved from former Part IV)

CONTENTS

I. Principle of Academic Integrity

II. Purpose and Scope

A. Definitions of Academic Integrity Violations

B. University-Wide Responsibility to Report Academic Integrity Violations

C. Procedures for Responding to a Suspected Academic Integrity Violation

D. Appeals of Decisions Reached by the faculty Member

E. University Committee on Academic Integrity (UCAI)

F. Academic Integrity Board (AIB)

G. Academic Integrity Appeal Board (AIAB)

H. Bias

I. Procedures for the AIB and the AIAB

J. Appeals of Decisions Reached by the Academic Integrity Board and Academic Integrity

Appeal Board

K. Annual Reports

________________________________________________________________________________

I. Principle of Academic Integrity

Academic integrity is a cornerstone value of the intellectual community at East Carolina University.

Academic integrity ensures that students derive optimal benefit from their educational experience and

their pursuit of knowledge. Violating the principle of academic integrity damages the reputation of the

university and undermines its educational mission. Without the assurance of integrity in academic

work, including research, degrees from the university lose value, and the world beyond campus

(graduate schools, employers, colleagues, neighbors, etc.) learns that it cannot trust credits or a

diploma earned at ECU. For these reasons, academic integrity is required of every ECU student.

Maintaining the academic integrity of ECU is the responsibility of all members of the academic

community. Faculty should ensure that submitted work accurately reflects the abilities of the individual

student. Toward this end, faculty should—through both example and explicit instruction—instill in

students a desire to maintain the university’s standards of academic integrity and provide students

with strategies that they can use to avoid intentional or accidental violation of the academic integrity

East Carolina University Faculty Manual 15

policy.

II. Purpose and Scope

This document sets forth procedures to be followed for suspected academic integrity violations at

ECU. It also details possible penalties for violations. Additional penalties for academic integrity

violations may be established by academic departments, programs, colleges, and schools. Any such

additional penalties must be established democratically by the faculty in a means compatible with

school or college policies and/or unit codes.

In addition to the penalties outlined below, individual units may have additional ethical and behavioral

expectations of their students, particularly at the graduate level, including expectations for the

conduct of research, and may take corrective action according to their regulations or rules.

ECU’s policy on research misconduct, as elaborated by the Division of Research and Graduate

Studies (http://www.ecu.edu/cs-acad/rgs/Research-Policies.cfm), is necessary to ensure university

compliance with this UNC system policy as well as with state and federal laws. All faculty, staff and

students should be familiar with it. The procedures for reporting, investigating and determining

penalties in cases of academic integrity violations shall not supersede procedures for reporting,

investigating and determining penalties for research misconduct.

A. Definitions of academic integrity violations

An academic integrity violation is defined as any activity that exhibits dishonesty in the educational

process or that compromises the academic honor of the university. Examples of academic integrity

violations include, but are not limited to, the following:

Cheating - Unauthorized aid or assistance or the giving or receiving of unfair advantage on any

form of academic work.

Some examples of cheating (note that this is not an exhaustive list): Copying from another

student's paper or receiving unauthorized assistance during a quiz or examination; using books,

notes or other devices when these are not authorized; improperly obtaining tests or

examinations; collaborating on academic work without authorization and/or without truthful

disclosure of the extent of that collaboration; allowing or directing a substitute to take an

examination.

Plagiarism - Copying the language, structure, ideas, and/or thoughts of another and adopting the

same as one’s own original work.

Some examples of plagiarism (note that this is not an exhaustive list): Submitting a paper that

has been purchased or downloaded from an essay-writing service; directly quoting, word for

word, from any source, including online sources, without indicating that the material comes

directly from that source; omitting a citation to a source when paraphrasing or summarizing

another's work; submitting a paper written by another person as one’s own work.

Falsification/Fabrication - The statement of any untruth, either spoken or written, regarding any

circumstances related to academic work. This includes any untrue statements made with regard

to a suspected academic integrity violation.

Some examples of falsification/fabrication (note that this is not an exhaustive list): making up

data, research results, experimental procedures, internship or practicum experiences, or

East Carolina University Faculty Manual 16

otherwise claiming academic-related experience that one has not actually had; inventing or

submitting deceptive citations for the sources of one’s information; submitting a false excuse for

absence from class or other academic obligation.

Multiple submission - The submission of substantial portions of the same academic work for

credit more than once without authorization from the faculty member who receives the later

submission.

Some examples of multiple submission (note that this is not an exhaustive list): Submitting the

same essay for credit in two courses without first receiving written permission; making minor

revisions to an assignment that has already received credit in a course and submitting it in

another class as if it were new work.

Violation assistance - Knowingly helping or attempting to help someone else in an act that

constitutes an academic integrity violation.

Some examples of violation assistance (note that this is not an exhaustive list): Knowingly

allowing another to copy answers during an examination or quiz; distributing test questions or

examination materials without permission from the faculty member teaching the course; writing

an essay, or substantial portions thereof, for another student to submit as his or her own work;

taking an examination or test for another student.

Violation attempts - Attempting any act that, if completed, would constitute an academic integrity

violation as defined herein. In other words, it does not matter if a student succeeds in carrying

out any of the above violations—the fact that a violation was attempted is itself a violation of

academic integrity.

The University of North Carolina Policy on Research Conduct defines research misconduct as

“fabrication, falsification, or plagiarism in proposing, performing, or reviewing research, or in

reporting the results.” More specifically,

 Fabrication is making up data or results and recording or reporting them.

 Falsification is manipulating research materials, equipment, or processes, or changing or

omitting data or results such that the research is not accurately represented in the

research record. The research record is the record of data or results that embody the facts

resulting from the research inquiry and includes, but is not limited to research proposals,

laboratory records, both physical and electronic, progress reports, abstracts, theses, oral

presentations, internal reports, books, dissertations, and journal articles.

 Plagiarism is the appropriation of another person’s ideas, processes, results, or words

without giving appropriate credit.

 Research misconduct does not include honest error or differences of opinion.

B. University-wide responsibility to report academic integrity violations

Because academic integrity violations are unfair to honest students and because they damage the

reputation of the entire university, ignoring academically dishonest behavior is almost as

problematic as actively participating in a violation.

1. Faculty Member Responsibility

If a faculty member suspects that a student has violated the academic integrity policy in a manner

severe enough to merit a grade reduction or other substantial academic penalty, he or she should,

East Carolina University Faculty Manual 17

as a matter of academic duty, follow the procedures outlined below, making sure that the OSRR is

aware of students who might be endangering the integrity of the university. Faculty are strongly

encouraged to include a statement regarding this policy in their syllabi because it puts students on

notice of the faculty member’s policy and it alerts students to the importance of academic integrity

to the ECU community. Sample policy language is available from the OSRR.

In some instances, a faculty member may deem it best to approach a potential matter involving

academic dishonesty as a learning opportunity. In such cases, a faculty member may require that

a student complete additional work in order to better understand the severe nature of academic

dishonesty and to learn ways of avoiding future infractions. If at any point, however, the faculty

member determines that a grade reduction or other substantial academic penalty is merited in the

case, either as a result of the initial infraction or as a result of a student not sufficiently completing

the additional work agreed to, she or he must follow the process outlined below, including

reporting the situation to the Office of Student Rights and Responsibilities (OSRR) for its review

and handling.

2. Student Responsibility

Students are also expected to promote academic integrity in the ECU community, both by

upholding it in their own work and by taking the responsibility to report any suspected violations. A

student knowing of circumstances in which an academic integrity violation may have occurred or

is likely to occur should bring this knowledge to the attention of a faculty member or the OSRR.

3. University Community Member Responsibility

All other university community members are also expected to promote academic integrity in the

ECU community, both by upholding it in their own work and by taking the responsibility to report

any suspected violations. A university community member knowing of circumstances in which an

academic integrity violation may have occurred or is likely to occur should bring this knowledge to

the attention of a faculty member or the OSRR.

4. OSRR Responsibility

When a suspected violation is reported to the OSRR, the office will, if applicable, first discuss the

suspected violation with the faculty member(s) in charge of the course(s) involved. The OSRR, in

consultation with the faculty member(s), will follow the procedures outlined in this policy.

C. Procedures for responding to a suspected academic integrity violation

These procedures apply to all students. If face-to-face meetings are not possible, alternative

arrangements will be made as appropriate. Procedural guidelines for working with distance

education students on issues of academic integrity are available from the OSRR.

For undergraduate students, if a suspected academic integrity violation occurs outside of a specific

course, the case will be referred directly to the University Committee on Academic Integrity for an

Academic Integrity Board hearing (see “University Committee on Academic Integrity” below).

For graduate students, if a suspected academic integrity violation occurs outside of a specific

course, the case will be referred to the student’s Faculty Advisor who will serve in the role of the

faculty member in the steps that follow. In the event that no Faculty Advisor can be identified, the

Graduate Program Director will serve in the role of the faculty member in the process outlined

below.

East Carolina University Faculty Manual 18

In the case of a suspected violation reported directly to OSRR for which an instructor of record can

be identified, that office will first consult with the faculty member(s) in charge of the course(s)

affected. The faculty member will determine if he or she wishes to pursue an academic penalty for

the student in her or his course. Following this consultation, if the suspected violation involves

multiple students, the OSRR may decide to pursue additional academic penalties outside of that

course by taking the case to the University Committee on Academic Integrity for an Academic

Integrity Board (AIB) hearing (see below).

In the procedures outlined below, “faculty member” refers to the faculty member in charge of the

course, or, in cases in which the suspected academic integrity violation occurs outside of a specific

course at the graduate level, to the student’s Faculty Advisor or Graduate Program Director.

Except where calendar day is specified, the word “day” in these procedures means any day except

Saturday, Sunday, or an institutional holiday; in computing any period of time, the day on which

notice is received is not counted, but the last day of the period being computed is counted.

Under documented, exceptional circumstances (e.g., the instructor of the course or the student

involved will be traveling or otherwise unavailable for an extended period of time at some point

during the steps described below), reasonable adjustments may be made as needed to the

stipulated deadlines.

1. Faculty member notifies student in writing of suspected violation and requests a meeting.

When a faculty member believes an academic integrity violation has occurred in his or her class,

the faculty member must request--in writing and sent by some method with evidence of dispatch

(e.g., email from the faculty member’s official ECU email account to the student’s official ECU

email account; hand-delivered letter accompanied by a brief form that the student signs to indicate

the note was delivered; receipt-request postal mail)--that the student meet with him or her to

discuss the suspected violation. This written notice must be sent to the student(s) involved within

7 calendar days of the time the suspected violation comes to the attention of the faculty member.

In the event that the violation is discovered or the notification sent during a time when classes are

not being held, the 7 calendar days will be counted starting with the next day classes are held.

*Note that a student may not withdraw from a course while a suspected academic integrity

violation is being investigated.

In the event that a faculty member discovers a suspected violation at a time immediately after

which he or she will no longer be under contract with the university, the instructor should refer the

case, including all evidence related to the suspected violation, to the University Committee on

Academic Integrity for an Academic Integrity Board hearing. The AIB will review the evidence

submitted through its normal hearing procedures and impose an appropriate academic penalty if a

violation is found.

In all cases, a faculty member should not penalize the student’s grade or impose any other

substantial academic penalty unless and until it is determined, following the procedures below,

that a violation has occurred.

2. Student responds to notification.

a. Upon delivery of the written notification from the faculty member, the student has 7

East Carolina University Faculty Manual 19

calendar days to contact the faculty member and schedule a meeting day and time. If the

student fails to respond to faculty notification within 7 calendar days, the student will forfeit

the opportunity to present his or her understanding of the situation to the faculty member.

b. In the event of the student’s lack of response, the faculty member may find the student

responsible for the violation and may impose sanctions as outlined below. In this case, the

faculty member will complete an Academic Integrity Violation Form (AIV form) and submit it

to the OSRR within 18 calendar days of the date on which the notice of a suspected

violation was sent to the student. The OSRR will notify the student, in writing, of the faculty

member’s decision and penalty within 7 calendar days of receiving the AIV form.

In the event that the student involved in the violation is a graduate student or is in a degree

program that has additional penalties for or policies regarding academic integrity violations,

the OSRR will also submit a copy of the AIV form to the appropriate program administrator.

The AIV form will be kept for 8 years in the OSRR, unless the student has been suspended

or expelled, in which case the disciplinary record is kept permanently.

3. Initial meeting occurs.

a. Scheduling - The initial meeting between the faculty member and the student suspected of

an academic integrity violation should be held within 18 calendar days of the time that the

suspected violation has come to the attention of the faculty member.

b. Nonparticipating observer(s) - The student and the faculty member may each have a

nonparticipating observer at the initial meeting. The faculty member’s nonparticipating

observer should be another faculty member from the department. The chair of the

department should be notified of the meeting. The student may select a faculty member or

student who is not involved in the suspected violation. The observer(s) is/are to watch the

procedures impartially and take careful notes for reference in the event of an appeal of the

decision made by the faculty member (see Appeals of Decisions, below).

c. Meeting procedures - At the meeting, the faculty member will explain the reasons for his or

her suspicion of an academic integrity violation. The student will be given the opportunity to

respond and to explain any circumstances that he or she believes the faculty member

needs to consider with regard to the situation.

4. Faculty member determines outcomes of the initial meeting.

One of the following outcomes of the initial meeting will be communicated to the student within 10

calendar days of the meeting:

a. No violation found—no penalty.

If the faculty member believes that no violation occurred, he or she will impose no penalty.

He or she will notify the student in writing of this decision, and no AIV form will be submitted

to the OSRR.

b. Violation found—academic penalty assigned by faculty member.

If the faculty member believes there has been a violation, he or she will assign an

appropriate academic penalty, including, for instance, reducing the grade on the

assignment or reducing the course grade. The faculty member’s penalty can be as severe

East Carolina University Faculty Manual 20

as failure for the course and a grade of “XF” recorded on the student’s transcript to indicate

that failure in the course was the result of an academic integrity violation. The “X”

designation must remain on the student’s transcript for at least one year and will be

removed from the official transcript after one year only if the student has completed the

academic integrity training module and obtained the approval of the Director of the OSRR.

The approval of the Director of the OSRR must be obtained through the submission of a

formal written request for removal of the “X” designation. Courses in which a student

receives a grade of “XF” are not eligible for grade replacement even if the “X” is removed

from the official transcript with the approval of the Director of the OSRR. In all cases,

courses for which a student receives an “XF” will be factored into the student’s GPA, even if

the “X” is removed from the official transcript and the course is retaken.

The faculty member will impose an academic penalty by completing an Academic Integrity

Violation Form (AIV form, available from the OSRR). The completed AIV form will be

submitted by the faculty member to the OSRR within 10calendar days after the initial

meeting. The OSRR will notify the student, in writing, of the faculty member’s decision and

penalty within 7 calendar days of receiving the AIV form.

In the event that the student involved in the violation is a graduate student or is in a degree

program that has additional penalties for or policies regarding academic integrity violations,

the OSRR will also submit a copy of the AIV form to the appropriate program administrator.

The AIV form will be kept for 8 years in the OSRR, unless the student has been suspended

or expelled, in which case the disciplinary record is kept permanently.

c. Violation found—severe enough for referral to University Committee on Academic Integrity

(UCAI, see below) for an Academic Integrity Board (AIB) hearing.

If the faculty member believes that a failing grade in the course alone is inadequate

disciplinary action given the severity of the violation, he or she may recommend to the

OSRR that the case be forwarded to the UCAI to pursue further action (see below). The

OSRR will inform the student of the referral to the UCAI within 7 calendar days of receiving

the faculty member’s recommendation. Note that the role of the AIB hearing in this case is

not to review the faculty member’s assignment of an academic penalty but to determine if

additional sanctions should be assigned.

Students with repeated violations - If, upon receiving an AIV form from a faculty member, the

OSRR discovers that the student has prior academic integrity violations in his or her file, the

case will be referred to the UCAI for an AIB hearing to consider more severe academic

penalties. If a student is suspended or expelled as a result of an academic integrity violation, a

record of the penalty will be kept permanently in the student’s file.

Violations involving multiple students - The OSRR will receive all reports of violations involving

multiple students (for example, paper mills or cheating rings). Faculty members, students, and

community members should, in all cases, report suspected violations involving multiple

students to the OSRR. In the event that the OSRR receives credible reports of multi-student

violations, that office reserves the right to refer the case to the University Committee on

Academic Integrity for an AIB hearing.

D. Appeals of Decisions Reached by the Faculty Member

East Carolina University Faculty Manual 21

1. Conditions for Appeal

If a faculty member imposes a grade penalty or other substantial academic penalty for a first

violation of the academic integrity policy, the student may only appeal the decision to the

Academic Integrity Appeal Board (AIAB, see below) if one of the following applies:

 The student believes that the faculty member has not sufficiently supported his or her decision

based on the materials discussed during the initial meeting.

 The student believes that the penalty is not appropriate for the violation and/or is in conflict

with course policies as stated in the syllabus. Note that if specific penalties are indicated in the

course syllabus, it is expected that students who have violated the academic integrity policy

will be held to those penalties.

A student may appeal a faculty member’s imposition of a penalty even if the faculty member

has not properly followed the steps outlined above. In such a case, the faculty member should,

upon receiving notice that a student has appealed an academic penalty imposed as a result an

academic integrity violation, fill out the AIV form indicating the violation and the academic

penalty imposed, submit the form to the OSRR, and participate in the appeal process as

outlined below.

2. Process for Appeals

Students wishing to appeal a faculty member’s imposition of a penalty for an academic

integrity violation must complete the “Academic Integrity Violation Appeal Form,” available from

the OSRR. Upon receipt of the completed appeal form, a three-member panel, consisting of

one administrator from the OSRR, and one trained student and one trained faculty member

from the University Committee on Academic Integrity (UCAI, see below), will review the appeal

request to determine if it is appropriate to forward to the Academic Integrity Appeal Board

(AIAB, see below). The student and faculty member participating in this panel will not be

eligible to participate in any subsequent hearing of the AIAB. If the three-member panel

determines that there is no clear basis for appeal in the student’s request, it will report this

finding to the student, who may, if desired, revise his or her appeal request and submit it for

reconsideration. Request for appeal through the “Academic Integrity Violation Appeal Form”

may only be revised and resubmitted once for each academic integrity case. If a student’s

request for an appeal is found to be without sufficient basis for a second time, the faculty

member’s initial academic penalty shall stand and no other avenues of appeal may be

pursued.

3. Time limit on Appeals

A student wishing to appeal an academic integrity penalty must submit the “Academic Integrity

Violation Appeal Form” to the OSRR within 7 calendar days after receiving notification of the

decision made by the faculty member. Failure to do so will result in the faculty member’s initial

academic penalty being the final, and no further appeal will be possible.

E. University Committee on Academic Integrity (UCAI)

Composition/Membership

1. Faculty members - Sixteen faculty members, at least six of whom should have graduate faculty

status, elected for three-year staggered terms by the Faculty Senate.

2. Student members – Sixteen students, at least six of whom should be graduate students,

elected by and from among the members of the Student Conduct Board. These students shall

East Carolina University Faculty Manual 22

serve for a year and may be reelected for one additional year.

The Director of the OSRR, or designee, shall serve as administrative officer of the committee,

but shall not participate in hearings.

F. Academic Integrity Board (AIB)

When a case is referred directly to the UCAI (for example, in the case of repeat violations, multi-

student violations, or suspected violations at the undergraduate level that occur outside of a specific

course), a panel of five UCAI members—three faculty members and two students—will be selected

to serve as the AIB for the case. If the case involves possible violations by a graduate student,

every attempt should be made to ensure that all three faculty members on the board have graduate

faculty status, but in all cases at least two of the three faculty members must have graduate faculty

status. In cases involving possible violations by graduate students, the student members of the

board must be graduate students. The AIB is charged with determining whether a student has

violated this policy and, if appropriate, assigning sanctions. The AIB will select a chair from among

its faculty membership. All members of the AIB may vote on the selection of a chair.

G. Academic Integrity Appeal Board (AIAB)

In the case of appeals of decisions made by a faculty member or by the AIB, a panel of five UCAI

members—three faculty members and two students—will be selected to serve as the AIAB. In the

case of appeals to decisions reached by the AIB, the UCAI members hearing the appeal should not

have ruled on the initial case. If the appeal involves possible violations by a graduate student, every

attempt should be made to ensure that all three faculty members on the appeal board have

graduate faculty status, but in all cases at least two of the three faculty members must have

graduate faculty status. In cases involving possible violations by graduate students, the student

members of the appeal board must be graduate students. The AIAB will select a chair from among

its faculty membership. All members of the AIAB may vote on the selection of a chair.

H. Bias

Individuals coming before either the AIB or the AIAB may challenge the participation of any panel

member due to his/her previous knowledge, experience, belief, or emotion that would influence

decision making either positively or negatively. The challenging party will be asked to provide

specific reasons for the challenge. The Chair of the UCAI along with the Director of the OSRR, or

designee, will determine whether the identified panel member should be removed. If the removal of

a panel member results in less than five panel members being able to serve, parties will be given

the option to continue with the existing panel or to reschedule the hearing for review by a full panel.

I. Procedures for the AIB and the AIAB

The Director of the OSRR, or designee, will notify the parties involved of a meeting of the AIB or the

AIAB (whichever board is appropriate) within 10 calendar days of receiving an appeal that has been

forwarded by the three-member appeal review panel or notice of a case that requires an AIB

hearing. The faculty member (if appropriate), the student, witnesses, Student Advisors, and the

Student Case Presenter (see below) shall be provided not less than 10 calendar days’ notification of

the date, time, and place of the meeting. Appropriate waivers of the Family Educational Rights and

Privacy Act (FERPA) must be obtained prior to any hearing. f a grade for the student in the course

must be submitted, the faculty member shall record a grade of incomplete, pending a decision by

the board.

Those who may be present at a hearing include

East Carolina University Faculty Manual 23

 The student, who has the right to be accompanied by a Student Advisor

 The faculty member, who has the right to be accompanied by a Student Advisor

 A Student Case Presenter, who gives an extensive and detailed summary of the case and

presents materials relevant to the case

 The Director of the OSRR (nonparticipating)

 Witnesses for the faculty member or student

 Any other person called by the chair

Attorneys are not permitted to participate unless the student is facing pending criminal charges

stemming from the incident in question. In such situations, the attorney may only advise his/her

client. The attorney is not permitted to ask questions or present information. The student will

assume all responsibility for attorney fees.

Should the student or the faculty member (if appropriate) fail to appear without prior approval of

the administrative officer, the AIB or AIAB will proceed with an absentia hearing.

Detailed procedures for AIB and AIAB hearings are available from the Office of Student Rights

and Responsibilities.

A majority of the appropriate board will decide the issue. The chair will vote only in the case of a

tie.

The Director of the OSRR, or designee, will serve as administrative officer and is responsible for

maintaining accurate and complete records of the proceedings.

The Director of the OSRR, or designee, will notify each party in writing, and by some method

with evidence of receipt (e.g., hand delivery letter or via receipt-request postal mail), of the

decision of the board within 10 calendar days after the conclusion of the hearing.

In the event that the student involved in the violation is a graduate student or is in a degree

program that has additional penalties for or policies regarding academic integrity violations, the

OSRR will also submit a copy of the AIV form to the appropriate program administrator.

Possible Actions by the AIB and AIAB

1. Determination that the evidence is insufficient to sustain the charge or charges. In the case of

an appeal of a decision reached by a faculty member, the academic penalty imposed by the

faculty member will be removed. When this action is taken, in order to protect both the

student and the faculty member, continuation in the class(es) and other related issues must

be resolved by the unit administrator in consultation with the student and the faculty member.

If the department chair is involved in the case, the dean will resolve any issues. In the event

that the faculty member or student wishes to appeal the unit administrator’s decision, final

authority rests with the dean. Any special arrangements for continuation in the course (e.g.,

switching the student into another section of the course for the remainder of the semester,

arrangements for outside assessment/grading of student work, etc.) must be agreed to in

writing and kept by the dean, unit administrator, and student for 8 years.

2. Determination that the evidence is sufficient to support the charge or charges. The board’s

actions may include, but are not limited to, one or more of the following:

a. Sustain, following a student appeal, the academic penalty imposed by the faculty

East Carolina University Faculty Manual 24

member or the AIB.

b. Issue, following a student appeal, a revised academic penalty if the initial penalty is

deemed too severe for the violation. This action may only be taken in cases in which

specific penalties for specific violations are not clearly stated in the course syllabus. In all

cases in which there is sufficient evidence to support the charges and the specific

penalties for violations are clearly stated in the course syllabus, those penalties will be

upheld.

c. Recommend, in cases where a suspected violation has been directly referred to the AIB,

that the faculty member(s) involved assign a failing grade for the course or some portion

thereof.

d. Recommend that the Provost, in accordance with policies and procedures of the UNC

policy manual, impose disciplinary suspension from the University for a designated period

of time.

e. Recommend that the Chancellor, in accordance with policies and procedures of the UNC

policy manual, impose expulsion from the University. The academic transcript records the

expulsion permanently.

f. Recommend to appropriate offices or units that a degree be revoked should a violation be

discovered after graduation.

g. Recommend to appropriate offices or units that the student be removed from employment

as a graduate assistant.

h. Recommend to the Dean of the Graduate School that the student be dismissed from his

or her graduate program.

i. Recommend to appropriate offices or units that the student be required to attend a period

of counseling with a member of the university staff or a counseling professional of the

student’s choice and at the student’s expense. It will be the responsibility of the student to

provide evidence to the OSRR of having fulfilled this requirement.

j. Recommend to appropriate offices or units that the student be prohibited from officially

representing the university in any capacity (as a member of an athletic team, as a

member of a campus organization or group, etc.)

k. Assign, and ensure the completion of, an educational task.

J. Appeals of decisions reached by the Academic Integrity Board and Academic Integrity Appeal

Board

The student may appeal an original decision of AIB to the AIAB following the “Process for Appeals”

explained above.

With the exception of cases in which a student is being expelled from the university, the decisions of

the AIAB are final, and no other avenues of appeal may be pursued. If the student is being expelled

from the university, s/he has a right to appeal the decision to the Chancellor, the East Carolina

University Board of Trustees, and finally to the University of North Carolina Board of Governors.

K. Annual Reports

At the end of each academic year, the University Committee on Academic Integrity shall prepare a

report that summarizes its work. This annual report shall be submitted early in the fall semester to

the Faculty Senate, the Student Government Association Legislature, and the Academic Council.

__________________________________

Approved: April 26, 1983, East Carolina University Chancellor

East Carolina University Faculty Manual 25

Amended: January 18, 1985, East Carolina University Chancellor

Amended: June 8, 2011, East Carolina University Chancellor

PART VI - TEACHING AND CURRICULUM REGULATIONS, PROCEDURES

AND ACADEMIC PROGRAM DEVELOPMENT

SECTION III

Distance Education Policies

(Text moved from former Part V)

CONTENTS

I. Distance Education Courses and Programs

II. Oversight of Distance Education

III. Courses Delivered by Distance Education

IV. Faculty Preparation

V. Quality Standards

VI. Evaluation of Distance Education Revised 5-16

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Distance education is a formal educational process in which the majority (i.e. more than 50%) of

instruction (interaction between students and instructors and among students) in a course occurs

when students and instructors are not co-located. Instruction may be synchronous or asynchronous.

The course may use Internet, closed circuit, cable, fiber optics, DVDs, CD-ROM or other electronic

means to communicate. (The Southern Association of Colleges and Schools definition of “distance

education”.)

I. Distance Education Courses and Programs

Programs offered via distance education shall be consistent with the mission of East Carolina

University and the academic unit offering the courses or programs. There shall be no distinctions in

academic rigor or content between programs offered through distance education and those offered on

campus. Development of new online programs and courses will follow the same development and

approval procedures as for face-to-face programs and courses (Part V, Section III). Selection of

courses and programs to be offered via distance education is the purview of the offering academic

unit. The academic units shall provide oversight of programs and courses delivered via distance

education to ensure that each is coherent and complete and has learning outcomes appropriate to

the level and rigor of the course or program.

II. Oversight of Distance Education

The Office of the Provost shall ensure that academic units adhere to the distance education policies

described in this section. The faculty assumes primary responsibility for ensuring the rigor of

programs and the quality of instruction offered through distance education.

East Carolina University Faculty Manual 26

III. Courses Delivered by Distance Education

The faculty member teaching a distance education course shall have the same control of content and

instruction as in face-to-face courses, consistent with university policies on instruction and academic

freedom. Proposals for distance educations courses shall be evaluated at the department or school,

college and university level. The faculty member, unit curriculum committees, and the unit

administrator play a significant role in guiding the development and implementation of distance

education courses. Only those proposals demonstrating suitable content and sufficient quality and

rigor shall be approved.

Faculty members develop syllabi for distance education courses consistent with the ECU Standards

for Online Learning. These standards address learning objectives and other things necessary for

student success in distance education courses. The structure of distance education courses and

programs reflects consideration of the challenges of time management and the risk of attrition for

students in these courses. Course design takes into consideration the need for and importance of

interaction between faculty and students and among students.

IV. Faculty Preparation

All courses offered via distance education shall be taught by a qualified, credentialed faculty member

approved and assigned by the unit administrator. Faculty who teach distance education courses and

programs shall have the same academic qualifications as faculty who teach face-to-face courses.

Each faculty member who teaches one or more distance education courses must complete a

university training program. Academic units that wish to develop their own training program must use

the university training program until their own training program is approved by the appropriate vice

chancellor.

Unit administrators are responsible for ensuring that each faculty member teaching distance

education courses has the appropriate distance education training. All faculty teaching distance

education courses will engage in at least one training activity each academic year that addresses

advances in the methodologies and technologies used in distance education. Training is documented

in the faculty annual report of each faculty member teaching one or more distance education course.

The unit administrator will provide a complete list of faculty members teaching distance education

courses and documentation that each faculty member has met the training requirements annually to

the Provost’s office.

Faculty members teaching a distance education course have access to consultation, implementation,

and evaluation support from appropriate supporting units (i.e. Office of Faculty Excellence, IPAR,

college Instructional Support Consultants, library services, etc). The University shall provide

appropriate equipment, software, and communications access to faculty necessary to provide

effective distance education. The University will ensure the availability of continuing faculty education

and training to enhance proficiencies in the methodology and the technologies used in distance

education.

V. Quality Standards

Distance education courses shall comply with the ECU Standards for Online Learning.

VI. Evaluation of Distance Education

Faculty members teaching through distance education will be peer reviewed every three years to

assure the rigor of programs and the quality of instruction. Instruction in distance education courses

East Carolina University Faculty Manual 27

shall be evaluated according to the instruction evaluation procedures in effect for face-to-face courses

with appropriate additions consistent with the delivery method, including use of the University Peer

Review Instrument for Online Learning or an approved Peer Review Instrument developed by the

academic unit. Units that wish to develop their own Peer Review Instrument must use the university

instrument until their own instrument is approved by the appropriate vice chancellor. Peer reviewers

will be selected based on criteria determined by the faculty of the college, school or department.

Student opinion of instruction will be evaluated through an online evaluation specific for distance

education courses approved by the Faculty Senate and the chancellor and administered through the

Office of Institutional Planning, Assessment and Research.

Each distance education academic degree program shall be assessed in the same manner and the

same frequency as the unit's assessment of academic programs offered on campus. The unit

administrator shall review assessment results with assigned faculty and the departmental faculty to

facilitate the continual enhancement of the unit’s distance education program. (FS Resolution #16-31,

May 2016)

East Carolina University Faculty Manual 28

PART VI - TEACHING AND CURRICULUM REGULATIONS, PROCEDURES

AND ACADEMIC PROGRAM DEVELOPMENT

SECTION IV

Student Privacy, Conduct, and Complaints

(Text moved from former Part V

CONTENTS

I. Student Educational Records

A. Access to Student Educational Records

B. Privacy of Student Educational Records

II. Student Conduct

A. Disruptive Academic Behavior

B. The Student Code of Conduct

III. Student Complaints

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I. Student Educational Records

A. Access to Student Educational Records

The university administers student educational records in accordance with the provisions of the

Family Educational Rights and Privacy Act, also known as the Buckley Amendment or

FERPA. This regulation provides that the student has a right of access to student educational

records maintained by the university or any department or unit within the university, subject to

certain exceptions which are outlined in this regulation maintained. This regulation also protects

the confidentiality of personally identifiable information in student records. Except to the extent

allowed by applicable law, personally identifiable information contained in a student educational

record will not be disclosed. A copy of this regulation is maintained by the University

Registrar. All members of the campus community should be thoroughly familiar with this

regulation and comply with its provisions. (FS Resolution #12-12, January 2012)