Information for Faculty
Please refer to the University Electronic Handbook for university policies.
The EEO Office has asked faculty to include statements in our syllabi informing students of our student disability and sexual harassment policies. In addition, we encourage faculty to remind students of Honor Code standards, including the importance of academic honesty and dress and grooming. Attached are suggested texts you should use in your syllabi. These statements are also accessible online through the Faculty Center website at http://www.byu.edu/fc/pages/tchlrnpages/SyllabusInsert.htm>
Honor Code Standards
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university.
Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.
Preventing Sexual Discrimination or Harassment
Sexual discrimination or harassment (including student-to-student harassment) is prohibited both by the law and by Brigham Young University policy. If you feel you are being subjected to sexual discrimination or harassment, please bring your concerns to the professor. Alternatively, you may lodge a complaint with the Equal Employment Office (D-240C ASB) or with the Honor Code Office (4440).
Students with Disabilities
If you have a disability that may affect your performance in this course, you should get in touch with the office of Services for Students with Disabilities (1520 WSC). This office can evaluate your disability and assist the professor in arranging for reasonable accommodations.Professional Review
As you enter the teacher education program, please understand that you will be evaluated throughout your coursework and field experiences. The evaluations will focus on the strength of your professionalism, teaching, academics, attitudes, and interpersonal relations. If the faculty determine that you would be better served in a field other than Elementary Education, you will be counseled out of the program.
- Final
Exam Policy
University Final Exam Policy (posted in winter, spring/summer, and fall schedules):
Final examinations will be given at the times shown in the schedule. Examinations are not given early. The examination period is preceded by reading days which give time for conscientious review, study and synthesis of the semester’s work. The reading and the examination periods are firmly scheduled parts of the semester; you must not make plans that interfere with these important academic activities. If illness or other uncontrollable circumstances prevent you from taking an examination at the scheduled time, you are responsible to inform the class instructor as soon as possible. Your instructor may give the grade Incomplete, depending on the circumstances. The incomplete cannot be given unless you and your instructor together prepare a contractual agreement. (Please see the last page of the class schedule for further instructions regarding the final exam policy of the University.)Department of Teacher Education Final Exam Policy and Procedures:
The Department of Teacher Education will support the University policy for final exams as stated in the University class schedule.
- No final exams will be administered
earlier than the scheduled exam time for the course and section, or
after the last final exam period during final exam week.
- In the Elementary Education
Program, it is the responsibility of each instructor to indicate in
his/her syllabus that the University exam schedule may not be the exam
schedule followed by the Teacher Education Department. The deviation
from the posted University examination schedule is due to the unique
nature of the class offerings within the cohort program and therefore
will be adjusted and announced as soon as possible after the beginning
of the semester. If students MUST know their schedules for exams
and cannot wait for the actual dates and times, tell them to plan for
the last scheduled exam time on the last day of finals.
- Students who are not able
to take the final exam during the scheduled time have the following
options:
- Drop the class before the drop deadline and receive a “W”.
- Drop the class after the drop deadline and receive a “UW” (which will be on their transcripts permanently, even if the student retakes the class).
- Arrange with the instructor to take the final exam after the appointed exam time but prior to the last final period during the final exam week.
- Don’t take the
final, accept the penalty for missing the test, presentations, class
period, etc., and receive a lower grade.
- Students who have an illness
or other SERIOUS situation that legitimately keeps them from completing
course requirements by the last class meeting and/or taking the final
exam at the scheduled time may meet with their instructor to complete
a contractual agreement. This must be done well in advance of the last
class meeting or the final exam (unless the serious situation happens
between the last class meeting and the final exam). Students may pick
up an “Incomplete Grade Contract” in the ASB in the Petitions
Office. The instructor and student determine together the required date
to complete the requirements, not to exceed one year.
After completing the contract the student (or representative) then takes the contract to the ASB, pays $10 at the Cashiers Office, and returns the contract to the Petitions Office with the receipt from the Cashiers Office stamped on the contract.
- IF none of these seem reasonable to the instructor or acceptable to the student and they wish to speak to someone else about their situation they may write a letter to Dr. Lynnette Erickson, 205-B, McKay Building indicating the request and why their request should be considered outside of the University and Department policy. If needed, the Teacher Education Appeals Committee may be convened to consider the requests.
- Teaching
Students with Disabilities
Since at least 400 BYU students have disabilities, it is likely that from time to time you will have students in your classes who will need special accommodations in order to learn effectively. As a resource for these students and their teachers, Services for Students with Disabilities (SSD) has been set up to promote understanding about disabilities and to support students who have disabilities. Services for Students with Disabilities maintains a website at http://www.byu.edu/stlife/campuslife/ssd; the SSD office (1520 WSC; 8-2767, v/tty) also provides information. The following general facts are provided to give you a more complete background to work from.
- Academic standards.
Some teachers wonder if standards, requirements or grading should
be changed for a student with a disability. No. A student with a
documented disability and functional limitations should be held
to the same academic expectations as other students; however, that
student is legally entitled to reasonable academic accommodations
that ensure that s/he has equal access to course material, tests,
lectures, classroom environment, audiovisual presentations, etc.
- Reasonable accommodations. A student who self-discloses to a faculty member that he or she has a disability and requests academic accommodations should have a letter from SSD verifying that he or she qualifies for academic accommodations. If the student does not have this letter, then it is appropriate to refer that student to the SSD office to obtain documentation.
Disclosure. If a student appears to have a disability but does not visit with you about it, you may want to ask the student in private if he or she is or wants to be involved with SSD. SSD will provide assessment of the nature and extent of the disability and will recommend appropriate accommodations to each of the student’s teachers. Temporary accommodations may be offered during this process.
A student can choose not to disclose a disability or not to seek accommodations. Above all, you should uphold the student’s legal right to privacy and confidentiality.- Special accommodations
for the blind. If you have a student in one of your classes
who is blind, staff at the SSD office (8-2767) will put your class
notes and handouts into Braille, tape record the student’s
text, help the student arrange for a reader, and coordinate note-takers
for the class.
- Special accommodations
for the deaf. A student who is deaf may ask you to wear a transmitter
which is part of an assisted listening device (ALD). The law requires
that these devices be provided for in any classroom that seats fifty
or more. If a deaf student requires sign language interpreters,
you need to allow them to sit near the front of the room where they
can easily hear everything that is said, directly in front of and
facing the deaf student. (If your class goes more than an hour,
more than one interpreter will be needed.)
- Accommodations for
students with learning disabilities, including attention deficit.
If a student has documentation that verifies a diagnosis of attention
deficit or another learning disability and specifies functional
limitations, you need to allow accommodations. It is a popular misconception
that learning disabilities and ADD can be overcome simply by outgrowing
them or by working harder.
You may have students in your classes who have an undiagnosed learning disability. These students may struggle to succeed and not realize why learning is difficult or that accommodations can be made to make learning easier for them. The following are characteristics that, in combinations, may indicate a learning disability:
a. Poor, illegible or nearly illegible handwriting
b. Letter and number reversals
c. Tendency to interrupt or otherwise act impulsively.
d. Inability to follow a string of instructions
e. Tangential thinking, including comments unrelated to the conversation
f. Ability to explain something orally, but not to put it on paper (or vice versa)
g. Inability to retain what is learned. The student may understand something one minute and forget it the next.
(Characteristics taken from Frome, Carol. “The Learning Line” (Spring 1995), SUNY-Plattsburgh.) - Liability. Although
it may be time consuming for a student to go through SSD, doing
so is advised for the legal protection of both of you. The teacher
can be considered personally liable if a student claims to have
been unfairly or inappropriately accommodated. The University can
offer very little legal protection if the University disability
experts have not been consulted. For appropriate direction, contact
the SSD office (1520 WSC, 8-2767 v/tty, http://www.byu.edu/stlife/campuslife/ssd/).
- Academic standards.
Some teachers wonder if standards, requirements or grading should
be changed for a student with a disability. No. A student with a
documented disability and functional limitations should be held
to the same academic expectations as other students; however, that
student is legally entitled to reasonable academic accommodations
that ensure that s/he has equal access to course material, tests,
lectures, classroom environment, audiovisual presentations, etc.
- Referring
students for violations of the Honor Code
Faculty who wish to make a referral for violations of the Honor Code (dress, grooming, and/or behavior) should contact the Honor Code Office at 422-2847. Detailed instructions and guidelines may be reviewed at http://www.byu.edu/honorcode/
VII. Protecting Students' Academic Privacy (FERPA)
What is FERPA, anyway? FERPA (Family Educational Rights and Privacy Act) is a federal statute enacted by Congress in 1974. It is designed to assure students' access to their own educational records and to protect their privacy. FERPA's complexity can be a bit daunting, but if you can navigate some legalese, this article will be helpful in understanding your responsibilities related to FERPA.
The Family Educational Rights and Privacy Act (FERPA) prohibits disclosure of educational records or personally identifiable information without the express consent of the student.But what does it mean to you as a teacher at BYU? The following FAQs may be helpful.
In the Classroom and Course
Q. May I leave graded work outside my office for students to pick up?
A. No. It is a FERPA violation to leave graded work where others can view it or to return graded work by having someone other than the student pick it up. For xample, you cannot allow students to search through a stack of other students' graded papers to find their own or to pick up work for another student.
What CAN I do with students' graded work?
There are several options for returning student work. Here are a few ideas:
• At the beginning of the semester, students can sign a form allowing work to be returned in a common box. (Students who opt out of this arrangement would need another process to retrieve their work.)• Students can submit their work in an envelope labeled with only their name. The instructor can seal confidential information (e.g., the work with the grade and the teacher's comments) inside this envelope and leave it out for students to retrieve.
• A secretary or another department worker can return papers from a common stack, provided no student sees another's graded material in the stack.
• Handing back work during class is appropriate as well, provided no student sees another's grade.
• Assignments, term papers, etc., submitted through the Internet can be graded and easily returned confidentially through the Internet.
Q. May I post students' scores or grades?
A. No, you may not post scores or grades in such a way that any student's individual performance can be identified by a third party. You cannot post scores by name, Social Security number, or student ID number.
What CAN I do?
You may post scores and grades by using a PIN or code created especially for your class and known only to the student and you, the instructor. However, even this may be problematic in a small class or under other circumstances in which a third party might easily match a student to a grade. For example, even posting grades or scores by PIN but in alphabetical order is inappropriate because it would be easy for someone to match a student to a grade. (That is, everyone would know that Alicia Alvarez's grade was first on the list and that Zachariah Zimmerman's grade was last.)
Q. May students evaluate each other's work in class?
A. Yes, students may evaluate each other's work in class as long as it has not yet been graded by the teacher.
Before continuing, two common terms in FERPA-speak ("directory information" and "non-directory information") need explanation. BYU has a list of directory information-that is, information that can be released without student consent. Directory information may be provided to others. It includes but is not limited to the following: student's name address e-mail address place of birth major and/or minor dates of attendance class standing (sophomore, graduate student, etc.) degrees received, etc. Non-directory information, on the other hand, cannot be released to the public without prior student consent. Anything not included in directory information (e.g., grades) is considered non-directory information and cannot be released without the student's written permission.
For a complete list of what is included in directory information, visit http://saas.byu.edu/depts/records/ferpa/policyExplanation.aspx?lms=2#2
Q. May I use student work as an example for others?
A. You may not disclose a student's non-directory information in any public setting without the student's express written consent. For example, you cannot use a student's work as an example in class if doing so would reveal the student's name or grade on the work. If the work does not have a name or a grade, it may be used as an example. Also, you may not use one student's application form as an example in showing other students how to fill out the form.
Q. May I talk to another faculty member about a student's work?
A. You may discuss a student's non-directory information with another faculty member as long as there is a legitimate "need to know." If discussing a student and his or her work is necessary for the faculty members to perform their jobs (e.g., discussing how to help a common student who is failing), then it is permissible to do so.
Letters of Recommendation
Q. How does FERPA affect my writing of letters of recommendation for students?
A. If the letter of recommendation is to include any non-directory information (see definition above), the student must give written permission. This written permission must include what information the student is releasing, who has permission to release the information, to whom the information should be released, and why the student is allowing the information to be released, along with a date and the student's signature. Note: If the recommendation will not include protected (non-directory) information, no written permission is needed. Neither is written permission required for teachers/employers to communicate their opinions of a student's performance, personal traits, etc. (e.g., punctuality, creativity).
Parental Rights
Q. What are a student's parents entitled to know?
A. Parents do not automatically have rights to university students' educational records unless they have written consent. Parents must have a signed release from the student to access any educational information, including progress in a course.
Can educational information ever be released to a parent or family member without a signed release?
If the student is a dependent, the parent must show a copy of last year's tax forms claiming the student as a dependent and fill out a form (Dependency Exception Under FERPA, available in the BYU Records Office) to gain access to the student's educational record. The form then becomes part of the student's academic file. [Note: A spouse or any other person can only have access to a student's record if the student has signed a written release; this includes a family member acting on the student's behalf when the student is on a mission, doing Study Abroad, etc.]
Conclusion
In summary, despite FERPA's detailed recitation of rights and sanctions, it is student-friendly, legally necessary, and very important for ethical good practice in higher education. FERPA assists the university in respecting students' privacy by providing specific guidelines about when teachers (and others) can and can't, should and shouldn't share information about students and their academic work.
If you have questions regarding FERPA and its implications for you and your students, contact Jearlene Leishman (jearlene@byu.edu) at the Records Office, B-150 ASB, 422-4530.
- Travel
Committee Policy
The travel policy of the Department of Teacher Education follows the BYU Travel Policy as it pertains to transportation expenses, lodging, registration fees, meals, taxi and shuttle expenses, travel insurance, etc. A copy of the university travel policy is available online for faculty to review at http://www.byu.edu/travel/. Issues regarding which trips will be approved are not included in the university policy. Each Teacher Education faculty member will have a stewardship over $1200 of travel money. Faculty will have full discretion with that money as long as all expenses satisfy BYU travel policy. Some travel money will be held in reserve by the department chair for special faculty needs.
The travel committee will review faculty requests and expenses as they occur. Any travel dollars that have not been requested by September 1 will become available to faculty who may require additional funds. As with all budgets, travel money is limited, and faculty should be prudent in their spending. The following are guidelines that should be used by faculty as they spend their travel budget.- Transportation:
Faculty will be expected to arrange flights 21 days in advance of
departure. Rates for flights arranged in advance are substantially
lower than rates for flights booked later. Faculty will be required
to pay for excessive expenses when arrangements are procrastinated.
All travel arrangements must be made through the BYU Travel Office
(BYU Travel Policy, p. 6-7).
- Lodging: Faculty
should use standard accommodations in reasonably priced, commercial
class hotel/motels (BYU Travel Policy, p. 42). The Department of
Teacher Education will review excessive charges and may cover only
reasonable requests.
- Meals: Faculty
should not request reimbursement for meals prior to departure or
after arrival home, even if additional meals from those travel days
are eligible. (BYU Travel Policy, p. 13) The per diem table is at
http://www.byu.edu/travel.
- Registration Fees:
The travel budget will cover registration fees, but not membership
and journal fees (BYU Travel Policy, p. 14).
- Reimbursements: Submit reimbursement forms (with receipts) to Kristine Abbott upon return.
Travel Application Form
This application has been created to use the form feature in Acrobat Reader 4.05 or later. This allows you to fill in the application on your computer and then print it. Important notice: The work done on the screen can be printed but not saved. Please print completed application and submit it to the office of Nancy Wentworth. - Transportation:
Faculty will be expected to arrange flights 21 days in advance of
departure. Rates for flights arranged in advance are substantially
lower than rates for flights booked later. Faculty will be required
to pay for excessive expenses when arrangements are procrastinated.
All travel arrangements must be made through the BYU Travel Office
(BYU Travel Policy, p. 6-7).
- Research
in the David O. McKay School of Education
Brigham Young University is committed to fine scholarship. Accordingly, faculty members in the professorial ranks are expected to function effectively in scholarship as well as teaching and service/ citizenship as a condition of their employment. Research in the David 0. McKay School of Education (DMSE) is essential to:
- enable faculty members to contribute to and shape their disciplines on a national and international level,
- enrich the intellectual climate of the DMSE,
- ensure current, exemplary undergraduate curricula,
- provide viable graduate programs, and
- contribute to recruitment of outstanding undergraduate students, graduate students, and faculty
The David O. McKay School of Education Research Committee
A number of resources are available in the DMSE to encourage and support the research efforts of faculty members. These include the DMSE research committee, the DMSE research awards, the URT program, and other research support.
Purpose of the committee: The committee advises faculty members regarding research projects or programs, facilitates human subjects review for all projects involving human subjects, makes recommendations to the dean regarding research funding, evaluates completed projects funded by research awards, and provides input to the dean’s office regarding research policies.
Composition of the committee: The research committee will consist of five members appointed by the dean. All committee members will demonstrate ongoing, productive research programs resulting in current publications in national, refereed journals. Members will not represent individual departments, but will act in behalf of all members of the faculty. The selection of members will ensure that the wide range of disciplines and research methods present in the school are represented. Committee members will serve for three-year terms and will rotate on a staggered schedule. A chair (one of the five members) will be appointed by the Dean.
The David O. McKay School of Education Research Awards
Purpose of the Awards: The DMSE has a limited amount of funds to support individual and collaborative faculty research. These funds are set aside to:
- support faculty research that will lead to dissemination in top-level, peer-reviewed national and international journal
- support faculty research that will lead to successful attempts at securing external research funding, and
- support collaborative faculty research projects that will lead to dissemination in top-level, peer-reviewed national and international journals, or book chapters or books published by respected, national and international companies.
Procedures for Granting Awards
Research awards are granted through the Dean’s Office for projects proposed by faculty. To apply for an award, faculty members submit proposals according to guidelines listed on the application form available through the Dean’s Office. After consulting with the member of the research committee assigned to advise their project type, faculty members submit their proposals along with a letter of support from their department chair.
The research committee will meet to discuss each proposal and to recommend (a) revision of the proposal, (b) approval of the proposal and recommendation to the Dean for partial or full funding, (c) disapproval of the proposal and recommendation to the dean for no funding. If committee members feel they are not sufficiently familiar with the design or area of a proposed study, they may request a special review of that proposal. The dean will solicit a review from an individual with appropriate expertise inside or outside of the school.
In the event that revision is requested, a committee member will discuss the recommendations (provided by the chair in written form) with the investigator. If the investigator revises and resubmits, the proposal will be reviewed by the committee again.
The chair of the research committee provides a written summary and explanation of the recommendations to the investigator and the Dean’s Office.
At the conclusion of each funded study, two or more members of the research committee will evaluate the final report and determine (a) if the study was conducted as proposed, (b) if the study has potential to make a significant contribution to the literature in the discipline, and (c) if the investigator has submitted, or is in the process of submitting the study for publication.
The Undergraduate Research Trainee Program (URT)
Purpose of the Program: The URT program is designed to provide students with a meaningful research experience during their undergraduate work. Students are assigned to assist with ongoing research carried out by individual faculty members.
Procedures for Administering the URT Program: The URT program is administered by a faculty member appointed by the Dean, who acts as the URT director. The URT director is responsible for assigning students to work on research projects with interested faculty. Undergraduates are funded to work up to 10 hours per week. The URT director also conducts a seminar for students in the URT program, which provides a forum for students to learn about different research methods and projects in the DMSE.
Other Support for Research
Editing and Statistical Consultation: The DMSE supports consulting and editing services provided by a clinical professor who specializes in academic and professional writing, along with statistical consultation services provided by the Center for Statistical Consultation.
Travel Support: Funds for travel for presentation of research at professional conferences or travel to pursue research projects are located primarily within the individual departments in the DMSE. If department funds are not sufficient to fund travel needed for scholarly development, the department chair may approach the Dean to see if any other funds are available. Individual faculty members should not request travel funds from the Dean’s Office.
IX. Disruptive Student Conduct Procedures
The Disruptive Student Conduct Policy is designed to encourage students to accept responsibility for their actions and to avoid conduct that is disruptive to the educational processes; to the educational environment (including housing); or to the administrative functions of the university.
To provide a safe and secure educational environment, consistent with the Church Educational System Honor Code and the values and standards of Brigham Young University, individuals who violate this policy by exhibiting disruptive behavior may be subject to university disciplinary actions. These actions may include, but are not limited to: counseling and restitution; sanctions, such as warning, probation, suspension or dismissal from the university; expulsion from campus property; and if warranted, referral for criminal prosecution. The Honor Code Office will be responsible for the administration of this policy.
Please see Disruptive Student Conduct Procedures for additional information and details.
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