Transcript The College of Arts and Sciences

The University of Louisville is a state
supported research university located
in Kentucky's largest metropolitan
area. It was a municipally supported
public institution for many decades
prior to joining the university system
in 1970. The University has three
campuses. The 287-acre Belknap
Campus is three miles from
downtown Louisville and houses
seven of the university's 11 colleges
and schools. The Health Sciences
Center is situated in downtown
Louisville's medical complex and
houses the university's health related
programs and the University of
Louisville Hospital. The 243-acre
Shelby Campus is located in eastern
Jefferson County.
A brief history of UofL
On April 3, 1798, eight men declared their intention to establish the Jefferson Seminary in Louisville and called upon their
fellow citizens to join them in pledging funds for land, buildings, and teachers. Occurring a few weeks after the Kentucky
legislature had chartered this academy and several others in the new state, this event marked the beginning of an advanced
level of education for the young people of a frontier settlement barely two decades old. Near the end of the eighteenth
century these early Louisvillians took the first steps on a journey that would link them with succeeding generations to the
modern University of Louisville in the twenty-first century.
Jefferson Seminary struggled. It did not open until the fall of 1813, and in 1829 it closed. The Louisville Medical Institute
(LMI), chartered in 1833, opened in 1837, and the Louisville Collegiate Institute (LCI) was chartered the same year. In 1840
LCI was renamed Louisville College and in 1844 it inherited the portion of the estate of Jefferson Seminary designated for the
use of higher education in Louisville. LMI attracted large enrollments and prospered financially, but the college had difficulty
remaining open. Proponents of grass roots democracy wanted to divert a portion of the medical school's resources to the
college. They won a partial victory in 1846, when the Kentucky legislature created the University of Louisville proper,
combining the medical school, the college, and a newly created law school. Although there was now a common board of
trustees, each division retained financial autonomy, and the college did not survive.
During the nineteenth century most of the professors in UofL's medical and law schools were drawn from the ranks of local
physicians and attorneys who considered teaching a part-time vocation. By the 1880s and 1890s, however, the university felt
pressure from educational reformers who not only believed schools should employ full-time instructors but who also
advocated well-enforced national standards for academic training. In 1907 this trend contributed to the revival of the liberal
arts college, which had been all but forgotten during the second half of the century. A much more vibrant university added
new programs--the Graduate School (1915), School of Dentistry (1918), Speed Scientific School (1925), University College
(1928-1982), Louisville Municipal College for Negroes (1931-1951), School of Music (1932), and Kent School of Social Work
(1936)--conformity to accreditation guidelines became increasingly important. Expanded academic programs and the
adherence to higher educational standards led to the appointment of full-time administrators before America's entry into
World War I.
A brief history of UofL (continued)
World War II and the postwar era brought major changes to the University of Louisville. Shortly after the war, a movement
began to close the all-black Louisville Municipal College and desegregate the university on all levels. This was
accomplished in 1950 and 1951. In 1953 the School of Business was created. Perhaps the most dramatic development of
the postwar period was the movement of tax-paying citizens from the city to the suburbs. Because the University of
Louisville was municipally funded, this caused a damaging drain on the school's revenue. As early as 1965, a governor's
task force suggested the possibility of the university's joining the state system of higher education, which it did in 1970.
Since the late 1960s the university has added several new academic units, including the School of Education (1968), the
School of Justice Administration (1969), the School of Nursing (1979), and the College of Urban and Public Affairs (1983).
In 1992 the latter school was eliminated and its functions distributed to other units. In the same year the School of Justice
Administration moved to the College of Arts and Sciences, and the Kent School of Social work joined the Division of Allied
Health to form the new College of Health and Social Services. In 1996 the functions of the College of Health and Social
Services were realigned resulting in a separate Kent School of Social Work and a School of Allied Health Sciences. By 1999
Allied Health had given way to the School of Public Health and Information Sciences. In 2001 the School of Education
became the College of Education and Human Development, and in 2003 the Speed Scientific School was renamed the
Speed School of Engineering.
All of these schools have won their share of national acclaim. So too have UofL's athletic programs, with two NCAA
Division I men's basketball championships in the 1980s under the leadership of National Coaches' Hall of Famer Denny
Crum; a competitive football program with a new on-campus stadium; and top-flight women's basketball and volleyball
teams, among others. In 2005 Coach Rick Pitino's basketball Cardinals reached the Final Four of the NCAA championships.
That fall, as UofL joined the Big East Conference, the football team under Coach Bobby Petrino ended the season ranked
19th nationally after its Gator Bowl appearance. In early 2005 UofL's football and basketball were both in the top 10 for
the first time in school history.
For more information, see Dwayne D. Cox and William J. Morison, The University of Louisville (Lexington: University Press
of Kentucky, 2000). Provided by University Archives & Records Center
Some quick facts and figures
about the University
https://louisville.edu/institutionalresearch/key-institutional-data
LINKS TO UNIVERSITY POLICIES
The REDBOOK: http://louisville.edu/provost/redbook/
University Faculty Personnel Policies: http://louisville.edu/provost/facultypersonnel/
University Provost:
Dr. Shirley Willihnganz
COLLEGE OF ARTS AND SCIENCES
Since its establishment in 1907, the College of Arts and Sciences has grown to be the
University’s largest academic unit, enrolling more than 8,900 students and employing
more than 500 full-time faculty and staff. The College’s three divisions -- Humanities,
Natural Sciences and Social Sciences -- encompass 22 departments offering more
than 70 degree programs.
College of Arts and Sciences website: http://louisville.edu/artsandsciences/
Arts and Sciences
Departments and Programs
• Aerospace Sciences
• Anthropology
• Asian Studies
• Biology
• Chemistry
• Classical and Modern Languages
• Communication
• English
• Fine Arts
• Geography and Geosciences
• History
• Honors Program
• Humanities
• Justice Administration
• Liberal Studies
• Mathematics
• Military Science
• Pan-African Studies
• Philosophy
• Physics and Astronomy
• Political Science
• Psychological and Brain Sciences
• Sociology
• Theatre Arts
• Urban and Public Affairs
• Women’s and Gender Studies
Arts and Sciences
Centers and Institutes
• Anne Braden Institute for Social
Justice Research
• Center for Asian Democracy
• Center for Geographic Information
Systems
• Center for Hazards Research
• Center for the Study of Crime and
Justice in Black Communities
• Commonwealth Center for the
Humanities and Society
• Cressman Center for Visual Arts
• Institute for Democracy and
Development
• Institute for Intercultural
Communication
• National Crime Prevention Institute
• Southern Police Institute
• Urban Studies Institute
• The Writing Center
Arts & Sciences Organizational Chart
A&S Dean’s Office Organizational Chart
http://louisville.edu/artsandsciences/about/administration
/Deans%20Office%20Org%20Chart%20OCTOBER%20
2012.pdf
By-Laws for the College of Arts and Sciences can be found by following this link:
http://louisville.edu/artsandsciences/faculty/faculty-affairs/by-laws.pdf
Gardiner Hall
CURRICULUM VITAE
The College of Arts and Sciences has a specific format that
must be used for the CV that is submitted with all personnel
actions. The CV template can be found on the Faculty Affairs
website:
http://louisville.edu/artsandsciences/faculty/faculty-affairs
ONLINE RESOURCES
Faculty Affairs Website:
http://louisville.edu/artsandsciences/facultyaffairs
Faculty Review Procedures and Forms
Merit Review Procedures and Form
Pretenure Review
Promotion and/or Tenure Review
Periodic Career Review
Endowed Chair Review
Leaves and Absences
Family Medical Leave Act
Parental Leave Policy
Medical Leave Policy
Sabbatical Leave Policy
Guidelines for Sabbatical Leave Requests
College Forms
Annual Work Plan
A&S CV
Summary of Student Evaluations form
Request for Authorization of Travel within the US or Canada
Request for Approval of Work Outside the University
P-102 Biographical Data Sheet
College of Arts and Sciences Personnel Policy can be found on the Faculty Affairs
website: http://louisville.edu/artsandsciences/faculty/faculty-affairs
The Thinker statue that sits on the steps of Grawemeyer Hall is the first full-size bronze cast of the work by
French sculptor Auguste Rodin. Rodin personally supervised the casting on Dec. 25, 1903. He went to the
1904 World's Fair (briefly, until Rodin replaced him with a plaster version), was owned privately in Baltimore
and later was displayed in a gallery there. When Baltimore purchased another Thinker, it sold the 1903
version to the estate of lawyer and art lover Arthur Hopkins, which bought it for the city of Louisville. The city
decided to put The Thinker at UofL. He has been sitting in front of Grawemeyer Hall since 1949. Chemical
reactions of acids in rainwater with copper compounds in the bronze have given our Thinker a green patina.
TEAM-TAUGHT COURSES
The processing of Annual Work Plans has created a need to establish guidelines for credit for team-taught courses.
The assumption is that each course will carry the standard percentage of effort distributed among the
participating faculty according to their contributions. Accordingly, two persons teaching a 3-hour course and
making equal contributions would each receive 5% credit, three persons participating equally in a 3-hour course
would each receive 3-4% credit, etc.
We recognize that this policy may not always be appropriate. Therefore, we will make exceptions to this rule as
follows: To receive credit above the standard percentage of effort divided among all participants, there must be
justification based on the actual number of lectures and labs attended, and the degree of participation in all
preparations, examinations, and other facets of the course. Each faculty member’s credit must be related to the
actual percentage of contributions to the entire course. This justification must be approved to the Dean’s Office.
The following guidelines will be used to establish the maximum percentage of effort when the justification has
been approved:
1. First year of Participation in a Course
Maximum credit for one course will be twice the standard percentage of effort, distributed among faculty in
proportion to their contributions. For example, two persons teaching a 3-hour course the first time and
participating equally may each claim up to 10% of effort; two persons contribution equally in a 4-hour course up to
13% each, etc.
2. After First Year of Participation in Same Team-Taught Course
Maximum credit for one course will be 1.5 times the standard percentage of effort for that course, distributed
among participating faculty in a proportion to their contribution. For example, two persons with equal
contributions in a 3-hour course may each claim up to 7%; two persons in a 4-hour course may claim up to 10%
each, etc.
Approval for percentage of effort for team-taught courses should be obtained from the Dean’s Office prior to
execution of the Annual Work Plan.
NOTE: This memo continues policy originally announced in a memo dated February 10, 1978, to Chairpersons.
Revised May 20, 2004
GUIDELINES FOR TEACHING
Code of Faculty Responsibilities
1.0 Applicability
This code shall apply to all faculty members associated with the College of Arts and Sciences of the University of Louisville
and to all graduate students and other personnel having teaching or research assignments in that school, hereinafter
referred to as the teaching and research personnel.
2.0 Responsibilities
The teaching and research personnel of the College of Arts and Sciences hereby subscribe to the following specific
responsibilities:
2.1 General Relations
2.11 The teaching and research personnel shall respect the rights of all members of the University community
to pursue their academic and administrative activities, provided these activities do not contravene academic
freedom. They retain the right to criticize and seek revision of these activities.
2.12 They shall respect the rights of all members of the University community to free and orderly expression.
2.13 They shall respect the right of any member of the University community to privacy and confidentiality.
This right guarantees freedom against violation without consent of assigned physical premises, such as carrels
and office space; and also against nonphysical transgressions, such as the unwarranted, improper or false
disclosure of a person’s political, religious or social views or activities.
2.14 They shall respect the student’s right of confidentiality regarding grades.
2.15 They shall respect the rights of all persons of the University community to be free from sexual
harassment.*
2.2 Student Relations
2.21 The teaching and research personnel shall uphold the student academic rights as set forth in the Student
Bill of Rights adopted by the College on March 1, 1971.
2.22 They shall make known, in writing, as soon as possible during the first week of instruction, their
expectations for the course as to assignments, methods of evaluation, and student course participation.
2.23 They shall present the subject matter of a course as published in the catalog, and shall avoid the
persistent intrusion of material which has no relation to the subject.
Code of Faculty Responsibilities (continued)
2.24 They shall meet classes as scheduled in accordance with university regulations. Absences caused by
illness, emergencies, personal responsibilities, or religious observances are excusable but must be reported to
the Department Chair, in advance, if possible. Absences owing to professional obligations such as attendance
at scholarly meetings or occasional professional service are excusable absences which nevertheless require
prior notification of the Department Chair. In the case of anticipated absences, a qualified substitute, or
provisions for additional assignments or alternate activity should be arranged.
2.25 They shall make themselves available for advising students by observing posted office hours, and by
allowing students to arrange for appointments at other mutually convenient times.
2.26 They shall learn the academic requirements and various degree programs of the University affecting
students whom they advise.
2.27 They shall arrange for appropriate interaction and communication with graduate students in the direction
of their theses.
2.28 They shall provide students with an evaluation of their completed work within a reasonable period of
time, and allow them access to their own papers, quizzes, and examinations.
2.29 They shall give final examinations, when these are required as part of the evaluation of the student, in
accordance with schedules and procedures adopted by the College.
2.30 They shall give due acknowledgement to students who contribute to faculty efforts toward professional
or personal advancement.
2.31 They shall respect the student’s right to decline participation as a research subject in, or to withdraw
from, a particular experiment without prejudice to his/her grade. Alternate experiences or exercises shall be
provided to assure the equivalent in educational value to those students who wish not to participate as
research subjects. Departments which use human subjects in experiments shall adhere to such code of ethics
as are established within their respective professions.
Specifically:
2.31.1 Experimenters shall inform human subjects about the nature of each particular experiment so that they
can make an informed choice to participate or not.
2.31.2 Experimenters shall keep the results of an experiment and the identity of the human subjects, who
participate in it, separate, and the latter, confidential.
2.32 Teaching and research personnel shall respect the rights of all students to be free from sexual
harassment.*
* Sexual harassment is here used as defined by current University policy.
College of Arts and Sciences
Course Syllabus Guidelines
Every faculty member who teaches in the College of Arts and Sciences must distribute a syllabus in each of the courses he
or she teaches. This must be done during the first week each course meets, either electronically or on paper. Additionally,
SACS requires that syllabi be posed on Blackboard. Syllabi normally include the following:
1. The course title and number, as well as the location and hours of class meetings.
2. The instructor’s name, e-mail address, office location and phone number, and office hours.
3. A statement of the objectives of the course.
4. A statement indicating which General Education or other curricular requirements the course fulfills. (Be sure the course
has been approved as fulfilling specific requirements before stating that it does.)
5. A listing of course textbooks and other course materials, and an indication of course requirements (e.g., number of tests
during the semester, writing assignments). Useful web sites and other research tools might also be included.
6. A course schedule, including such things as due dates for reading and writing assignments, and test dates.
7. A clear explanation of grading standards and procedures.
8. For 500-level courses, which may be taken for either undergraduate or graduate credit, a statement of the additional
requirements for graduate students.
9. Any particular policies the instructor may want to articulate in addition to, or as refinements of, policies stated in the
University Redbook, the A&S Dean’s Guidelines, the Student Bill of Rights, or other university documents. For example, an
instructor may wish to adopt a particular policy concerning attendance, or plagiarism, or test make-up. It is important, of
course, that no policy adopted by an instructor be contrary to university policies.
10. A statement that the instructor reserves the right to make changes in the syllabus when necessary to meet learning
objectives, to compensate for missed classes, or for similar reasons.
Sample General Education Syllabi Statements
Syllabi for designated general education courses are required to include a statement explicitly referring to intended general education outcomes.
Clarifying how these outcomes will be met should help students understand the goals and aims of the general education courses and better
discern continuities across the curriculum. Depending on the size, structure, or aims of the course, the following sample statements could be
amended or combined to satisfy this requirement.
Sample #1 - Critical Thinking Skills
This course fulfills a General Education requirement in (Written Communication, Natural Sciences, Social & Behavioral Sciences …). One goal of
the course will be to practice and develop our critical thinking skills. In part, this will be (explicitly) modeled during class discussions and/or
group problem-solving sessions. Key elements of critical thinking include: identifying the question or problem, analyzing evidence and
developing arguments, integrating knowledge and demonstrating an awareness of multiple points of view, and drawing conclusions based upon
reasons, arguments, and evidence. Your progress in this area will be assessed with the following graded assignment(s): (writing/essay
assignment, problem set, laboratory report, embedded in exam questions, etc).
Sample #2 - Effective Communication Skills
This course fulfills a General Education requirement in (Written Communication, Natural Sciences, Social & Behavioral Sciences …). One goal of
the course will be to practice and develop effective communication skills. Key elements of effective communication include: clear articulation
the purpose in a tone suitable to the audience, evidence of coherent organization, demonstration of analysis and/or synthesis of the concepts
and/or evidence, use of appropriate conventions and style. Class discussions and analysis of sample work will be used to help you develop these
skills. Your progress in this area will be assessed with a graded assignment (writing/essay assignment, problem set, laboratory report, embedded
in exam questions, etc).
Sample #3 - Understand and Appreciate Cultural Diversity
This course fulfills a General Education requirement in (Written Communication, Natural Sciences, Social & Behavioral Sciences …). One goal of
the course will be to understand and appreciate cultural diversity. Key elements related to this goal include: recognizing ways that culture
shapes our behaviors and attitudes, demonstrating an understanding of the relationship between culture and environment, recognizing the
diversity within cultural groups, and analyzing the impact of cultural diversity on problems and societal issues. In part, this understanding will be
(explicitly) modeled during presentations and/or group discussions. Your progress in this area will be assessed with a graded assignment
(writing/essay assignment, problem set, embedded in exam questions, etc).
ACADEMIC PROCEDURES
INCOMPLETES
Students must complete the course for which an “I” was assigned by the end of the next regular semester. Students should not reregister for a course in which they are receiving an incomplete. Incompletes not removed by the end of the following semester will
automatically lapse to “F.” Extensions of incompletes will be granted only for documented, long-term incapacity.
Students must complete the course for which an “I” was assigned by the end of the next regular semester; that is, by the end of the
following Spring semester for incomplete given in Fall semester classes and by the end of the next Fall semester for those given in
Spring or Summer classes. These provisions define the standard administrative window that is available for unfinished work to be
done; faculty members may, of course, in agreeing to assign the grade of incomplete, give students less time than a full additional
semester to complete the work that remains. In short, the standard deadline is a deadline by which faculty members must report the
student’s final grade, not necessarily a deadline for students. Deadlines for students and other details concerning the making up of
unfinished work should be spelled out clearly by the faculty member at the point of agreeing to assign an incomplete, just in the way
that a course syllabus outlines such details at the beginning of a semester. Faculty members sometimes urge or allow students to sit
in on the same course the next semester. Please note, however, that students to not need to re-register for a course in which they
have received an incomplete and should not do so or be advised to do so.
If circumstances warrant extending an incomplete beyond the normal time, an extension can be arranged by writing (either on
department stationery or via e-mail) to Department Chair; this correspondence should contain (1) the student’s name and ID
number, (2) the course number and semester, (3) a brief description of the extenuating circumstances that justify the exception, and
(4) the new date by which a grade will be reported to the Registrar’s Office. NOTE: Extensions are generally appropriate only for
documented, long-term incapacity.
To report a student’s final grade, instructors should submit a “Grade Authorization” form directly to the Registrar’s Office. The
deadline for these grade submissions is the same as the final regular grades deadline the semester the incomplete is due.
Incompletes not removed by the deadline will automatically lapse to “F’s.” Removed or lapsed incompletes are often important in
determining whether a student is in good standing, on academic warning or probation, or to be suspended or dismissed. It is
important, therefore, for grades to be reported as early as possible – certainly by the deadline.
Academic Procedures (continued)
PASS-FAIL
The College defines A, B, C, and D as “passing grades.” Therefore, “P/F” students whose performance is equivalent to
students receiving a letter grade from A through D (including D-) must be given a passing grade. Only those whose
performance is equivalent to students receiving the letter grade “F” may be given a “Fail” in a Pass/Fail choice. This policy
cannot be overruled by publishing different standards for Pass/Fail students.
Students may not use a course taken Pass/Fail in fulfillment of a University General Education requirement. A prudent policy
would be to not grant permission to take a couse Pass/Fail for any course approved for General Education credit.
Additionally, some departments have specific restrictions on Pass/Fail courses. Check with the department Chair.
AUDITORS
Transcripts of students who register as Auditors will show that the course was taken with a “grade” of Audit. You are not
obligated to certify this grade unless the student has met the standards you establish for auditors, which must be
distributed at the beginning of the semester. Since auditors usually do not take examinations, it is important that auditors
must be given reasonable notifications of their progress. You can assign a “W” on the grade sheet at the end of the
semester of the student has not fulfilled your requirements for audit status.
CHANGE OF GRADES
A. Authenticity of Change of Grade Form : College and Registrar’s office personnel will not accept change of grade forms
which are delivered by students. If forms are received in the mail, you will be contacted for verification. Therefore, it would
expedite the process if you would deliver these forms in person.
B. Validity of Change of Grade: Grade changes must not violate the standards established for all students in the class. If, for
example, a student persuades an instructor to change a grade, and if that student’s performance was not better than the
performance of other students who received lower grades, the instructor will have violated policy. Therefore, where an
instructor’s request to change a grade is based on grounds other than an error in calculation or recording, the request
should be made through the Department Chair and Kathy Garrity in the Advising office and with the expectation that a
detailed statement explaining the reasons for the change will need to be given, both as justification and for inclusion in the
student’s file.
Academic Procedures (continued)
ATTENDANCE
Students are expected to attend class regularly. Instructors who choose to do so may include attendance, along with other
factors (e.g. participation, papers, exams, tests, quizzes, presentations) in determining a student’s grade. Instructors who
use attendance as a factor must indicate on their syllabus what their policy is and what percentage of a student’s grade will
be determined by attendance.
NON-ATTENDANCE
Students are responsible for the courses for which they register. The withdrawal date is published in the Schedule of
Courses each semester. Students should be cautioned in each class that if they fail to complete the work and fail to
withdraw from the course, a grade of “F” will be assigned. The Dean’s Office is unable to withdraw individual students from
a class for non-attendance. Responsibility for attendance and for withdrawal lies with the student.
WITHDRAWING FROM A COURSE
Students wishing to withdraw from a course prior to the withdrawal deadline may do so either by using the web or in
person at the Office of Registration, Room 36, Houchens Building. Prior to the withdrawal deadline, no signatures are
required for students to withdraw from courses taught by the College of Arts and Sciences.
After the withdrawal deadline, students are only allowed to drop courses with special permission. Permission to withdraw
from courses selectively must be granted by the instructional unit. Permission to withdraw completely; that is, from all
courses, may be granted by the student’s enrollment unit up until final grades for the semester have been posted but must
thereafter be approved by the instructional unit. In the College of Arts and Sciences, the student must present to the
College’s Admissions and Appeals Committee, in the form of a petition, evidence of extenuating circumstances that justify a
withdrawal after the deadline. The petition process requires students to request written commentary from the course
instructor on their attendance, performance/grade in the course, and any other matters the instructor believes to be
relevant to the withdrawal request; this commentary is generally provided on a “Notice of Petition/Request for Instructor
Remarks” form, which the instructor can expect the student to supply. If the student’s petition is approved by the
Admissions and Appeals Committee, no further action by the student is needed; notice of the withdrawal is in that case
sent automatically to the Registrar’s Office.
Academic Procedures (continued)
WARNING, PROBATION, SUSPENSION, AND READMISSION POLICY
To be in satisfactory standing, a student must maintain a cumulative grade-point average of 2.0. Students whose cumulative gradepoint average is below 2.0 are placed initially on Academic Warning and, if their performance does not improve, move on
progressively to Academic Probation, Academic Suspension, and Academic Dismissal. Faculty are advised to familiarize themselves
with this policy and the policy and procedures with regard to readmission, which are outlined in detail in the Fall 2010-Summer 2011
Undergraduate Catalog.
REPETITION OF COURSES
Students may repeat to replace the grade for a maximum of four (4) courses with grades of F, D, or C. For these four courses, only the
last grade attained will be used in the grade-point average calculation. A course in which a grade of D or C was originally attained may
be repeated only once under the repeat-to-replace option. Students are not required to repeat an F grade unless the course is
specifically required for graduation. Students should be aware that all grades are displayed on the official transcript after the repeat.
All Schools and Colleges within the University will honor any previously granted repeats from other Schools and Colleges within the
University.
A repeat form must be filed to activate this option. For a course retaken for which this option is not requested, both grades will be
used in the GPA calculation, but students cannot receive double credit in hours required for the degree.
Since C and D (including D-) are passing grades and may be applied toward graduation requirements, students are advised to weigh
carefully the possible advantages of improving their standings versus the possible disadvantage of discarding hours already earned.
Students who elect to repeat a course under the above regulation should understand that the course can count only once toward
graduation and that all grades earned for the course will still show on their transcripts.
For the purpose of determining college honors status at graduation, all grades will be included in the calculation of an “expanded
GPA.”
Permission will not usually be granted for a student to repeat lower level courses after a higher level course in the sequence has
been passed.
(Prior to Fall 1992, there was no limit on the number of times a student could invoke the “repeat option.” Courses repeated prior to
Fall 1992 do not count toward the current four-course maximum.”
Revised 3/30/10
CLASSROOM POLICIES
• Class attendance
• Disabilities
• Excused Absences
• Grades posting
• Participation in Commencement
• Withdrawal grades for Audit registration
• Severe Weather
EXCUSED ABSENCES FOR UNIVERSITY-SANCTIONED EVENTS
On the recommendation of the Faculty Senate, Provost Willihnganz has approved the following guidelines for student
absences excused by reason of participation in university-sanctioned events. These guidelines replace the Faculty Senate
statement of July 8, 1998.
Resolved by the Faculty Senate, September 6, 2006:
Although each college, school, or academic unit of the University of Louisville creates its own regulations concerning class
attendance, all units hold students responsible for materials covered, lectures given, papers due, exams scheduled, or other
evaluative measures administered. The academy requires student participation in the learning process, measurement of
student progress, and the fulfillment of basic course requirements.
However, because the university recognizes that educational experiences extend beyond the classroom and campus, faculty
are expected to be flexible with students who are acting as official representatives of the university, or participating in
university-sanctioned events or activities that require absence from class. A university sanctioned event or activity shall be
one in which a student represents the university to external constituencies in academic or extra-curricular activities. These
include but are not limited to student government congresses, intercollegiate athletic and debate contests, music
competitions, academic meetings, and conferences. The deans, the student government association, or faculty sponsors of
recognized student organizations may petition the provost to designate other events or categories of events as universitysanctioned.
Classroom Policies (continued)
(Excused Absences for University-Sponsored Events)
When students’ participation in university-sanctioned events or activities requires them to be absent from a class (or
classes) during which an examination or other measurement of academic progress is scheduled, faculty are expected to
provide students with opportunities to be evaluated at other times or by comparable alternative evaluation methods within
a reasonable period of time prior to or after the absence.
Faculty members are expected to provide students in their classes with clear syllabi, including attendance requirements and
dates for required measurements or field experiences. Attendance policies should allow excused absences for universitysanctioned events.
Students who seek excused absences to attend university-sanctioned events are expected to follow the instructions below,
and are expected to complete assignments on time, actively participate in other class sessions, and to make up work missed
as agreed upon with the faculty member. Students are expected to attend regularly at other times.
Official notice of a university-sanctioned event shall consist of an excused absence request letter from the sponsoring unit
or program to the faculty whose class(es) will be missed, delivered by the student. The excused absence letter may request
blanket approval for a series of events or approval of a single event. If the event or class of events has not already been
designated as university-sanctioned, the letter must be signed by the provost or her/his designee*. The letter must be
delivered to and received by the faculty member at the beginning of the semester for a series of events or a minimum of
one week prior to the event or activity. The letter shall include the following data:
• Name, date(s), and location(s) of the event(s).
• Date of departure from campus and exact time when the student is expected to report for departure.
• Date of return to campus and exact day and time that the student will be expected to return to class.
The faculty member will respond in writing. Approval indicates that the instructor will provide opportunities for students
to be evaluated at other times or by comparable alternative evaluation methods, within a reasonable period of time prior
to or after the absence, without academic penalty.
Classroom Policies (continued)
(Excused Absences for University-Sponsored Events)
If the letter requests blanket approval at the beginning of the term for a series of absences and the faculty member
determines that the absences will seriously compromise the student’s performance in the course, the faculty member may
deny the excused absence request within the first week of classes, thereby allowing the student to drop the course and add
another. If the letter requests absence from an exam or other evaluative measure later in the term (but at least one week in
advance) and the faculty member determines that the requested absence will compromise the student’s performance in
the course, the faculty member may deny the excused absence.
The student may appeal denial of an excused absence to the provost or the provost’s designee*. Students who believe
themselves to be penalized by an instructor, either by a disproportionate task to make up missed work or a grade reduction,
may also appeal. Reprisals for following the policy or for reporting a failure to follow the policy are prohibited.
On occasion, students will not anticipate an absence for a university-sanctioned event until late in the term and will be
unable to provide a week’s notice. Such events include but are not limited to post-season tournaments or participation in a
regional or national competition. In such instances, the student will provide the faculty member with a letter from the
sponsor of the event as soon as the event is scheduled, and the faculty member is asked to be as flexible as possible.
* The designee for these guidelines is Dr. Dale B. Billingsley, associate university provost for undergraduate affairs (8525209).
Classroom Policies (continued)
POLICY/GUIDELINES FOR STUDENTS WITH DISABILITIES
ADA Act of 1990 and section 504 of the Rehabilitation Act of 1973)
The University of Louisville is committed to providing equal opportunity for persons with disabilities in full compliance with
the Americans with Disabilities Act of 1990 (ADA), and section 504 of the Rehabilitation Act of 1973 (504). It is the
responsibility of every student, faculty, and staff member of the university community to assure compliance in all university
operations and provide a welcoming environment for persons with disabilities. (Please see
http://www.louisville.edu/admin/humanr/aa/ada/hradpsgp.htm for the full policy statement.)
The Disability Resource Center (Robbins Hall) is responsible for the coordination of programs and services for qualified
applicants for admission and enrolled students with disabilities. For information on note taking, reader, and tutoring
services and to find out how to apply for these support services, please visit the Disability Resource Center website or call
852-6938.
CLASS ATTENDANCE
The College assumes that all students will accept responsibility for attending all classes. Attendance is an obvious factor in
knowing what material was covered and what assignments were made during the class period. It is the student’s
responsibility to find out what work was missed. Absence from class in no way relieves the student of responsibility for any
of the course work.
Instructors are not required or expected to investigate prolonged absences. Students who stop attending class without
officially dropping before the advertised deadline will remain on the class roster, and instructors will assign these students
the grade of “F”.
Instructors who choose to do so may include attendance in determining a student’s grade. Instructors who use attendance
as a factor must indicate on their syllabus what their policy is and how attendance will affect the student’s grade.
Classroom Policies (continued)
"WITHDRAWAL" GRADES FOR AUDIT COURSES
A&S policy permits an instructor to withdraw a student who is taking a course for "audit" if the student has not attended or
otherwise met whatever stipulations were agreed upon when the permission for audit was given. Instructors who have
students in this category may cross off the AU on the grade report and indicate a W.
PUBLIC POSTING OF GRADES
The federal Family Education Rights and Privacy Act (FERPA) does not permit the posting of grades by Social Security
numbers, by student ID numbers, by names, or by some other personal identifier. It is not acceptable to use a portion of the
Social Security or student ID number unless the individual professor has written, signed and dated consent forms from each
student in conformity with section 99.30 of the FERPA regulations.
The professor and each individual student, however, may agree on a code name or number for use in posting grade
information. Only the particular professor and the student should know that name or number.
William Morrison, University Archivist
Administrator of the U of L Student Records Policy,
Chair, University Student Records Committee
Fall 2000
PARTICIPATION IN COMMENCEMENT
Participation in Commencement is reserved to those students who have timely completed all graduation requirements. The
enrollment-unit dean may waive this requirement if, in the dean's judgment, circumstances warrant an exception. Appeals
for a waiver must be made directly to the dean.
Classroom Policies (continued)
SEVERE WEATHER POLICY
In instances where we announce a delayed schedule, we will cancel classes up to a certain time and begin with our full
class schedule at that point. For instance, if we delay opening until 10 a.m., classes that end before 10 a.m. will be
canceled. Students who normally would be in class at or after 10 a.m. should go wherever they would be at that time
unless they have received other instructions from their instructor in advance, which should be included in the course
syllabus.
For purposes of this policy, evening classes will be defined as any classes beginning at or after 4:30 p.m.
While we make every effort to announce our closings through the local media, their processes can lead to confusing or
sometimes wrong information. Please note that the university will provide official school closing information in the
following ways:
-- A notice on the university home page, www.louisville.edu
-- Text messages sent to students, faculty and staff who sign up for UofL Alerts
-- Emails sent to students and employees on their university email accounts
-- A recorded message at 852-5555
These are the only venues through which we can guarantee accurate information. They also are the first four methods by
which we will communicate, although we will continue to announce our decisions through media as well.
Finally, whenever possible, we will announce decisions regarding morning classes by 6 a.m. and decisions regarding
evening classes by 3 p.m.
DEAN’S GUIDELINES FOR ACADEMIC GRIEVANCES
College of Arts and Sciences
Summary
1. The underlying principle of the College’s handling of student complains is that the student-faculty relationship is served best by the swift and
informal resolution of complains. Once complains become the subject of formal grievance hearings, the parties must appear as adversaries, and
such adversity does not promote the welfare of the College.
2. The purpose of the Guidelines is to facilitate the efficient and equitable resolution of conflicts between students and faculty members.
3. The major participants in the process of resolving student-faculty conflicts are: the Student Grievance Officer, the A&S Liaison to the Academic
Grievance Committee, the department Chair, the Academic Discipline Committee, the Dean, and the Dean’s staff .
4. Steps in Handling Student Complaints:
a. Preferably, all complaints will initially be discussed between the faculty member and the student. Therefore, any person who is contacted by a
potential grievant should attempt to get the parties to discuss the complaint, unless that discussion has already taken place, or unless the nature
of the complaint makes it unreasonable to expect the parties to be able to resolve the problem themselves.
b. If it is not feasible for the student and faculty member to meet about the problem, or if the meeting has not resolved the problem, the student
should attempt to resolve the problem through consultation with the Chair of the faculty member’s department. Any person contacted by a
potential grievant should advise that person to consult the faculty member’s Chair if it is determined that resolution through direct negotiations
between the parties has not worked or will not work.
c. The department Chair has broad powers to investigate charges and to attempt a reconciliation among the parties.
d. If the issues cannot be resolved by the Chair, the student should be referred to the Student Grievance Officer as a final attempt to resolve the
issues informally. The Dean must be protected from information that would prejudice his/her final action if there is a grievance hearing, and will
appoint a staff member to represent the Dean’s Office in such cases.
e. If the issue cannot be resolved without adjudication through a grievance hearing, the current Academic Grievance Procedures will be invoked.
The Dean’s liaison with the Academic Discipline Committee will be available to provide technical assistance to the Committee if the Committee
requests such assistance.
5. Records . The Dean’s liaison will ensure that tape recordings of hearings will be preserved in accordance with policy. The effect of a complaint
on the student’s record will be governed by the Academic Grievance Procedure policy. The effect of a complaint on the faculty member’s record
will be determined by the Chair and/or the Dean.
Standards of Behavior
Consensual Sexual Relations Policy
Board of Trustees Approved - September 27, 1999
Sexual relations between students and faculty members, or between students and other university employees, with whom
they have an academic or evaluative relationship, are fraught with the potential for exploitation. The respect and trust
accorded a professor or a supervisor in an academic or evaluative role make voluntary consent by the student suspect. Even
when both parties initially have consented, the development of a sexual relationship renders both faculty member or
supervisor and the institution vulnerable to possible later allegations of sexual harassment, in light of the significant power
differential that exists between students and faculty members or supervisors.
In their relationship with students, members of the faculty or university employees who supervise students are expected to
be aware of their professional responsibilities and avoid apparent or actual conflict of interest, favoritism, or bias. No faculty
member or supervisor may participate in the evaluation of a student’s performance or any decisions that may reward or
penalize the student if a sexual relationship exists or has existed between the student and that faculty member or
supervisor.
University of Louisville Statement of Ethics
I. Professors, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special
responsibilities placed upon them. Their primary responsibility to their subject is to seek and to state the truth as they see it. To this
end, they devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise
critical self-discipline and judgment in using, extending and transmitting knowledge. They practice intellectual honesty. Although
they may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.
II. As teachers, professors encourage the free pursuit of learning in their students. They hold before them the best scholarly
standards of their discipline. They demonstrate respect for the student as an individual, and adhere to their proper roles as
intellectual guides and counselors. They make every reasonable effort to foster honest academic conduct and to assure that their
evaluation of students reflects their true merit. They respect the confidential nature of the relationship between professor and
student. They avoid any exploitation of students for their private advantage and acknowledge significant assistance from them. They
protect their academic freedom.
III. As colleagues, professors have obligations that derive from common membership in the community of scholars. They respect and
defend the free inquiry of their associates. In the exchange of criticism and ideas they show due respect for the opinions of others.
They acknowledge their academic debts and strive to be objective in their professional judgment of colleagues. They accept their
share of faculty responsibilities for the governance of their institution.
IV. As members of their institution, professors seek above all to be effective teachers and scholars. Although they observe the stated
regulations of the institution, provided they do not contravene academic freedom, they maintain their right to criticize and seek
revision. In determining the amount and character of the work they do outside their institution, they do so with due regard to their
paramount responsibilities within it. When considering the interruption or termination of their service, they recognize the effect of
their decisions upon the programs of the institution and give due notice of their intentions.
V. As members of their community, professors have the rights and obligations of any citizen. They measure the urgency of these
obligations in the light of their responsibilities to their subject, to their students, to their profession and to their institution. When
they speak or act as private people they avoid creating the impression that they speak or act for their college or university. As citizens
engaged in a profession that depends upon freedom for its health and integrity, professors have a particular obligation to promote
conditions of free inquiry and to further public understanding of academic freedom.
University of Louisville
Conflict of Interest Policy
http://louisville.edu/conflictofinterest/
policies
Conflict of Interest (continued)
CONFLICT OF INTEREST
IN ADOPTION OF EDUCATIONAL MATERIALS
The College of Arts and Sciences does not allow faculty members to profit financially from requiring their University of
Louisville students to purchase educational materials.
Faculty members who gained from such materials must report annually the following to the Dean’s Office:
1. The semester, course number, and the enrollment, and the required materials from which they gained financially;
2. a good-faith estimate of the financial gain realized from the assigned materials; and
3. steps that were taken to attempt to eliminate any financial gain.
Class syllabi must report that steps were taken to eliminate any financial gain.
Amended and approved by the A&S Faculty Assembly November 19, 2010.
SEXUAL HARASSMENT PREVENTION
Policy, Retaliation & Disciplinary Action
Policy
The University of Louisville strives to maintain the campus free of all forms of illegal discrimination as a place of work and
study for faculty, staff, and students.
Sexual harassment is unacceptable and unlawful conduct and will not be tolerated in the workplace and the educational
environment.
Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute
sexual harassment when (1) submission to such conduct is made either explicitly or implicitly a term or condition of an
individual’s employment, or participation in a university-sponsored education program or activity; (2) submission to or
rejection of such conduct by an individual is used as the basis for employment or academic decisions affecting such an
individual; or (3) such conduct has the purpose or effect of unreasonably interfering with an individual’s employment or
academic performance or creating an intimidating, hostile, or offensive working or educational environment.
Faculty, staff, students, and administrators must adhere to this anti-harassment policy. The Provost, Vice Presidents, Deans,
Directors, and heads of departments, divisions, and offices are specifically responsible within their particular organizations
for publicizing, implementing, and enforcing this policy.
Retaliation
Discrimination in any University employment or academic decision against persons who seek redress under the procedures
outlined below is prohibited.
Disciplinary Action
If an individual is shown to have violated the sexual harassment policy, the individual will be subject, depending upon the
seriousness of the violation, to disciplinary action up to and including termination of employment or expulsion from the
University.
The Provost, Vice Presidents, Deans, Directors, and heads of departments, divisions, and offices are required to enforce this
policy. Failure to do so constitutes a violation subject to separate disciplinary action.
Special Academic Programs
College of Arts and Sciences
Office of International Programs and
Diversity and Outreach
History
Responsibility for diversity programs and initiatives in the College of Arts and Sciences rests ultimate with the Dean and the
faculty of the college. In October 1999, Acting Dean Shirley Willihnganz appointed Dr. Blaine Hudson, Associate Professor
and Chair of the Department of Pan-African Studies to be Associate Dean for Retention and Diversity, and delegated to him
the responsibility for designing and coordinating diversity programs in the College.
Between 1999 and 2001, a small diversity infrastructure evolved to support the implementation of the A&S diversity plan,
comprised of the Diversity Workgroup, an Administrative Intern, NETWORK, and administrative support and budgetary
resources assigned to the Associate Dean. Effective May 1, 2005, the position of Associate Dean for Diversity and Outreach
Programs was created to help implement and monitor A&S diversity efforts and coordinate the development of A&S
community outreach programs. Dr. David R. Anderson was appointed the first Associate Dean of Diversity and outreach in
2005, and he held this position until June 2009.
In June 2009, the Office of Diversity and Outreach was integrated with the Office of International Programs (which had been
established in 2007). Beginning in the summer of 2009, Professor Nefertiti Burton assumed the position of Associate Dean
for International Programs and Diversity and Outreach.
Special Academic Programs (continued)
Mission and Scope
The purpose of the College of Arts and Sciences Office of International Programs (OIP) is to provide support for and
coordination of international student exchanges; faculty-led study abroad programs (with or without credit); internships;
international faculty exchanges; joint research programs; short-term (i.e. one year or less) visiting appointments aimed at
internationalizing the curriculum; and any academic or professional programming in the College delivered exclusively for
overseas students. The OIP also seeks to expand and strengthen the College’s global presence and visibility.
To that end the A&S OIP will:
• Act as a clearinghouse for information about the College of Arts and Sciences’ international programs
• Coordinate current international programming throughout the College
• Provide support for A&S departments and faculty seeking to become involved with existing international programs
• Provide guidelines and clarify procedures for departments, programs and faculty wishing to develop new international
initiatives
• Facilitate collaborations with overseas educational institutions and faculty
• Assist in the implementation of formal agreements with overseas educational institutions
• Work with departments and programs to maximize student recruitment potential and identify external scholarship
possibilities
• Advise faculty and departments on procedures and required immigration documentation for hosting international
exchange students and visiting scholars
• Act as a liaison to the International Center and other University units involved with study abroad and student exchanges
on this and foreign campuses (i.e. Financial Aid, Housing, etc.)
• Annually assess the effectiveness of international programs throughout the College
Special Academic Programs (continued)
Partnerships
A&S currently has Memoranda of Understanding
with the following institutions:
Institution/Country/Year
University for Development Studies; Ghana 1995
UNESP Universidade Estadual Paulista; Portugal 2005
Paul Valery University; France 2007
The University of West Indies; Barbados 2006
The Pedagogical of Perm; Russia 1993
Perm State Technical University; Russia 1997
Universidad Latina de Costa Rica; Costa Rica 1998
University of Tras-Os-Montes E Alto Douro; Portugal 2005
University de Lisboa; Portugal 2003
Centro De Cultura Casa Lamm; Mexico 2004
Universidad IberoAmericana, A.C.; Mexico 2004
JiuJiang University; China 2004
Nankai University; China 2003
Shandong University; China 2006
Beijing Foreign Studies University; China 2006
The University of the Western Cape; South Africa 2003
Kenyatta University’ Kenya 2003
The Universite Paul Valery MontPellier; France 2007
University of Ghana-Legon; Ghana 2008
University of Seoul; Korea 2008
Maseno University; Kenya 2009
Administration and Staffing
Nefertiti Burton, Associate Dean for International Programs and Diversity
and Outreach
852-7802; [email protected]
Diane Pecknold, Coordinator of International Programs
852-3406; [email protected]
David Owen, Coordinator of Diversity Programs
852-0458; [email protected]
Sandra Blanford, Coordinator of A&S Undergraduate Program in Panama,
852-7440; [email protected]
Siujie Sun, Coordinator of Asia Programs
852-0297; [email protected]
Linda Wilson, Associate Director of Diversity Initiatives
852-0274; [email protected]
Reginald Meeks, Coordinator of Outreach Programs
852-3042; [email protected]
Bani Hines-Hudson, Director of Saturday Academy
Ashley Jackson, Associate Director of Diversity and Outreach Programs
852-1254; [email protected]
Betty Marcum, Unit Budget Manager
852-7718; [email protected]
Marian Vasser, Program Assistant Senior
852-2252; [email protected]
Students with Disabilities
http://louisville.edu/disability
STUDENTS WITH DISABILITIES IN THE CLASSROOM
GENERAL TIPS
•Provide syllabus early.
•Include disability statement on syllabus.
•Identify required readings and order early to facilitate conversion of materials to alternate format.
•Use captioned videos or work with DRC to provide access.
•Loan an extra copy of the text to DRC when possible (for use by sign language interpreter and/or to facilitate conversion of
text to alternate format.)
•Consider impact of elevator failure/inclement weather.
•Consider layout of classroom and provide assistance.
•Remember accessibility when computers are used in the classroom.
•Remember accessibility when designing online content.
•Maintain academic standards – do not opt for the easy way out by waiving requirements.
•Remember that appropriate accommodations do not always result in academic success.
Disability Resource Center
Responsibilities of Students, Faculty & DRC
The University of Louisville is committed to equal opportunity and challenge for all academically qualified students and does
not discriminate on the basis of disability. The Americans with Disabilities Act (ADA) of 1990 and Section 504 of the
Rehabilitation Act of 1973 are significant federal mandates that require universities to provide reasonable and appropriate
accommodations for qualified students with documented disabilities. Support services and accommodations are designed
to provide students with disabilities full access to the University's educational opportunities.
The Disability Resource Center (119 Stevenson Hall, 852-6938) is responsible for the general coordination of programs and
services for qualified applicants for admission and enrolled students with disabilities. Eligibility for services and appropriate
accommodations are determined by staff of the DRC after review of disability documentation. Frequently, collaborative
discussion between DRC staff, the student, faculty and others is required to identify appropriate accommodations such as
those listed below.
RESPONSIBILITY OF STUDENT:
• Students with disabilities are responsible for ensuring that the University is aware of disabilities that require
accommodation in the educational process.
• Students with disabilities are responsible for requesting accommodations by identifying themselves to the Disability
Resource Center, presenting appropriate documentation of disability, completing a service request each semester, and
requesting accommodation letters for faculty outlining specific accommodation needs.
• Students with disabilities are responsible for providing the accommodation letters to each faculty.
• Students with disabilities are responsible for requesting accommodations in a timely manner.
• Students with disabilities are responsible for meeting the requirements of each class.
• Students with disabilities are responsible for notifying their coordinator at the Disability Resource Center if any problems
occur receiving approved accommodations.
Disability Responsibilities (continued)
RESPONSIBILITY OF FACULTY:
• Faculty are responsible for referring students with disabilities to the Disability Resource Center and are strongly
encouraged to include the following statement on the course syllabus: "The University of Louisville is committed to
providing access to programs and services for qualified students with disabilities. If you are a student with a disability and
require accommodation to participate and complete requirements for this class, notify me immediately and contact the
Disability Resource Center (Robbins Hall, 852-6938) for verification of eligibility and determination of specific
accommodations."
• Faculty are responsible for requiring verification of eligibility. The standard form of verification is a letter to the faculty
prepared by staff of the Disability Resource Center.
• Faculty are responsible for providing approved accommodations for eligible students. DRC staff are available for
consultation about appropriate levels of accommodation and available support resources.
• Faculty must consult freely with Disability Resource Center staff as questions and concerns arise regarding approved
accommodations for each student.
RESPONSIBILITY OF DISABILITY RESOURCE CENTER:
• DRC is responsible for general coordination of accommodations for students with disabilities.
• DRC is responsible for referring students with suspected disabilities to sources of assessment, but DRC provides no
diagnostic services.
• DRC is responsible for receipt and review of documentation of disability.
• DRC is responsible for determining eligibility for specific accommodations.
• DRC is responsible for preparation of accommodation letters. Letters are given to students who in turn share letters with
faculty.
• DRC is responsible for discussing accommodation needs with students, faculty and others as appropriate to identify
appropriate accommodations on a case-by-case basis.
• DRC is responsible for assisting faculty with classroom accommodation needs and provision of appropriate auxiliary aids.
• DRC is responsible for assisting with problem resolution as needed.
Travel Guidelines
TRAVEL GUIDELINES
http://louisville.edu/finance/controller/acctops/travel/travelpolicy.html
Updated May 2013
Travel Policy
A. General Policy
1. The University will reimburse reasonable travel and business expenses duly authorized and incurred for the conduct
of University business by employees, students and other persons in the official service of the University according to
this policy which shall apply to all departments regardless of the source of funds, and in all affiliated and related
organizations. Spouse travel and expenses shall be reimbursed, from discretionary funds, only when authorized by
specific policy or approval of the appropriate Dean or Vice President. Dean or Vice President spouse travel shall be
approved by the Office of the President or Provost. Spouse or minor children (under 18 years of age) travel of Board
members shall be reimbursed only when authorized by action of the Executive Committee of the Board of Trustees.
Reimbursement will not be made to Practice Groups or other entities.
2. Persons incurring expenses on official business shall use the most economical and efficient means consistent with the
best interest of the University and the purpose for which the expense is incurred. No duplicate claims or commuting
expenses are allowed.
3. Each administrator is responsible for ensuring that reimbursements from programs or to persons under his or her
authority are reasonable and appropriate for the purpose and charged to a program appropriate to that purpose. An
administrator may set lower reimbursement rates and require pre-travel authorization for persons or programs under
his or her responsibility.
4. Reimbursement claims shall be signed by the person seeking reimbursement, the immediate supervisor, and the
person responsible for the program. If the immediate supervisor is not available to approve the travel voucher, the
traveler should obtain approval from the next highest reporting level (i.e. the supervisor's supervisor). Individuals may
not approve their own reimbursement or that of a colleague at the same reporting level, superior, spouse, relative, or
household member. It is recommended that employees retain photocopies of expense reports and related receipts for
their own records.
5. Original receipts are required for airfare, lodging, car rental, and registration fee claims, showing the date of the service.
If the original receipt is not available, please complete the Certification of Non-original Receipt form when submitting
faxes or copies of the receipt. Any other items in excess of $30 must also be documented by dated receipts. LIST
OF NON-ALLOWABLE TRAVEL EXPENSES.
6. Traveler expense decisions shall be made in the best interest of the University. Side trips, vacations and extended
stays with family and friends should not play a factor in making these decisions. Additional expenses for larger hotel
rooms, premium vehicles, driving vs. flying to accommodate family and friends shall be deducted from the travel
voucher prior to submission.
Travel Guidelines (continued)
B. Administration of Policy
1. To be reimbursable, business expenses must be properly substantiated, have a business connection and submitted within certain
time limitations. These time limitations determine both whether the cost may be reimbursed by the University as a business expense,
and whether that reimbursement will be treated as taxable income to the individual. In order that expenses are recorded on a timely
basis, the University encourages that reimbursable business expenses be substantiated in writing within 30 days after the expense is
paid or after returning from travel. No other reimbursement shall be made for a claim except to correct an error. Claimant shall state
the purpose of each trip or for a business expense: nature, location and name of establishment, name and title of those present,
specific business topic discussed and time of discussion (before, during, or after the event). If non-work days interrupt official travel,
the travel voucher shall show such dates. Only one (1) travel voucher per trip should be submitted, and each travel voucher should
include only one (1) trip (except for mileage-only claims). This is regardless of how many funding sources or approval signatures are
provided on the voucher.In order to comply with IRS requirements, the University uses the IRS standards for establishing reasonable
time limitations for determining the tax treatment of reimbursements, as follows:
-If written substantiation for the reimbursement is submitted within 60 calendar days of when the expenses were incurred or after
returning from travel, and if all other requirements of the University’s Travel Policy are met, the reimbursement will be treated as a
nontaxable reimbursement of a University business expense.
- If written substantiation occurs more than 60 calendar days after the expenses were incurred or after returning from travel, the
reimbursement must be reported to the IRS as taxable income paid to the individual. The amount of the reimbursement will be
added to the employee’s W-2.
Additionally, the following guidelines appear in IRS Publication 463 to establish what will be considered a "reasonable time" period
for purposes of the following:
Advance Payments – Funds can be advanced up to 30 days before reasonably anticipated expenses are paid or
incurred (i.e. departure of trip).
Written Substantiation – Must be submitted within 60 days of when expenses are paid or incurred.
Return of Excess Amounts – within 120 days after expenses are paid or incurred.**
**Note: Although the IRS Regulation specifies that excess funds from travel advances can be returned up to 120 days of trip return
date, the University requires that all advances be reconciled within 60 days (to meet the above “written substantiation” rule) which
means that all unused funds would also have to be returned within 60 days for the advance to be considered
“reconciled”. Unsubstantiated advances and excess allowance funds not returned to the University within 60 calendar days, and
reconciliations that include unallowable expenses will be added to the employee’s W-2 as taxable income.
Travel Guidelines (continued)
2. The Controller's Office or supervisors may require claim justification. The Controller's Office pays claims and, after
rebuttal opportunity by those signing the claim, may disallow or reduce any claims contrary to this policy or account
restrictions, or which cannot be justified.
3. Policy exceptions in the best interest of the University and interpretations will be made by the Controller and may be
appealed to the VP for Finance except for travel claims for the VP for Finance and Provost, which shall be approved by
the President. Reimbursement of the President is supervised on a post-audit basis by the Board of Trustees acting
through its Chairman. Reimbursement of Trustees will be reported to the Board's Executive Committee on a post-audit
quarterly basis through the Office of Audit Services.
.
.
.
.
.
See link for full policy and specifications
INTERNATIONAL TRAVEL
http://louisville.edu/internationalcenter/faculty-resources/international-policy-for-travel-to-travel-warning.html
U.S. Department of State Travel Warnings
The University recognizes that when conducting research, teaching, or public service on a global level, opportunities will
arise for faculty and staff to travel to countries that are under a Travel Warning, or to countries where other hazardous
conditions such as a disease outbreak exist. The University does not prohibit such travel, but does endeavor to balance the
risks of travel against the value and necessity of the travel. To this end, the following rules and conditions apply to such
travel:
1.
2.
3.
4.
5.
Faculty or Staff who wish to travel to such a country are urged to review the Consular Information Sheet and Travel
Warning and other available material about the conditions in the country in question and to continually evaluate the
value and necessity of the travel against the risks he/she will face if he/she chooses to travel.
The employee shall take precautions with respect to his/her personal safety. He/she must recognize that the University
and even the U.S. Department of State may be unable to help in the event he/she encounters difficulties abroad.
For Faculty or Staff travel to countries under a Travel Warning, employees shall provide advance notice of their travel
plans to the Provost’s designee in the International Center prior to making travel arrangements. The traveler shall
prepare a written request that describes the necessity and value of the proposed travel and the steps that will be taken
to manage risk during the trip. The information will be submitted to the Provost-designee who will present it to the
Executive Vice President and University Provost, who may authorize or prohibit travel, or require modification of
schedule or itinerary as needed to manage risk. Faculty and Staff who are citizens of Travel Warning countries and are
not seeking University sponsorship shall be exempt from these requirements.
If a request for funding, grant proposal, or university contract states a need to travel to a country under Travel Warning
status the planning and approval steps described above must be completed prior to submission of the request.
If an employee is already in the country when a Travel Warning prohibiting, forbidding or recommending deferral of all
but essential travel is issued, he/she will be contacted by the Provost designee in the International Center. The
employee must then consult with his/her Department Head and Dean regarding whether he/she will be required to
relocate to a safer area or return to the U.S.
Travel Guidelines (continued)
(Department of State Travel Warnings)
6. If the Employee wishes to remain in a country after a U.S. State Department Travel Warning prohibiting, forbidding
or recommending deferral of all but essential travel to a particular district or country is issued, the review and
approval process described herein becomes applicable. In the event the faculty or staff member is hired specifically to
perform a job located in a country for which a Travel Warning prohibiting, forbidding or recommending deferral of all
but essential travel to a particular district or country travel is issued, the Department Head, in consultation with the
Dean, the Director of the Office of International Affairs, the Vice Provost for Diversity and International Programs and
the Executive Vice President and University Provost must determine whether to continue the program under Travel
Warning conditions, or suspend, relocate, or terminate the program.
7. If an employee elects to travel to a country under a Travel Warning, prohibiting, forbidding or recommending
deferral of all but essential travel to a particular district or country travel, and against the direction of the University
(through the Department Head or Provost), then the employee’s travel and all associated activity will be deemed to
be outside the course and scope of his/her University employment. In such situations, University funds may not be
used for the travel or any associated expenses.
Travel to Countries under CDC Travel Notices
The University of Louisville recognizes that, in times of international health crisis, its employees may possess valuable
expertise that is needed to assist with the resolution of the crisis. Consequently, the University of Louisville does not
prevent its employees from traveling to countries for which the CDC has issued an Outbreak Notice, Travel Health
Precaution or Travel Health Warning. However, the following rules and conditions apply to such travel:
1. No employee shall be required to travel to a country for which any of the CDC Travel Notices listed above has been
issued.
2. Employees who wish to travel to such a country are urged to review the Travel Notice and the CDC Travel Health
Warning, Definitions, Criteria and Rationale as well as other available material about the conditions in the country in
question, and to consider carefully whether the value of the travel to them outweighs the risks he/she will face if
he/she chooses to travel.
Travel Guidelines (continued)
(CDC Travel Notices)
3. Employees who travel to a country for which there is an Outbreak Notice, a Travel Health Precaution, or a Travel
Health Warning are urged to prepare to “Shelter-in-Place” in the event that commercial airlines drastically curtail or
even cease operations, and/or travel restrictions impede people from returning to the United States or leaving the
affected country. “Shelter-in-Place” information can be found on-line.
4. Employees shall take precautions with respect to his/her personal safety, recognizing that the University of
Louisville and even the U.S. Department of State may be unable to help in the event employees encounter difficulty
abroad.
5. Employees who travel to a country for which the CDC has issued an Outbreak Notice or a Travel Health Precaution
may, and in cases where the CDC as issued a Travel Health Warning, will, be requested to monitor his/her health upon
return, or be subject to screening at the port of entry, a process that may include voluntary or involuntary isolation or
quarantine of the traveler. Further, an employee will not be permitted to return to campus until he or she has
completed appropriate health monitoring and/or screening to determine that he or she is not infected with the
disease in question. The monitoring and screening required will be decided on a case by case basis by the Vice
Provost for Diversity and International Programs in consultation with appropriate Public Health officials.
International Travel (http://louisville.edu/provost/travel/
)
As you prepare your travels, check to determine if the country you are visiting is on the Travel Warning List of the U.S. State Department or on the Travel Alert List.
If it is on either list, then please read the University Policy for travel to Travel Warning Countries for procedures to follow. For questions, please e-mailJanet Batik or call 8524114.
Out of Country Travel Procedures
1.Complete “Request for Authorization of Out-of-Country Travel” form (PDF).
•Be sure to answer “How will your University responsibilities be covered during your absence?” include name of person covering.
•List all funding sources and obtain approval of accounts.
•Obtain signatures – yours and department head or supervisor
2.Complete “Employee Release and Assumption of Risk” form (PDF) or Student Release Form (PDF) and obtain appropriate signatures.
Read the bulletin "Tips for Travelers and Students Studying Abroad."
3.Complete “Overseas Emergency Information Sheet (PDF).“ Be sure to include:
•Copy of passport.
•Itinerary, including air/land travel arrangements and hotel name and phone number.
4.Complete "University of Louisville Travel Certification (PDF)." Questions concerning this for should be directed to William A. Metcalf JD, Director of Export and Secure
Research Compliance.
5. Forward to Ms. Janet Batik, 101 Bodschi Hall, at least 15 days prior to scheduled departure.
6.Overseas travel insurance is recommended, and is available for purchase from various sources. University Travel Guidelines stipulate that fees for travel insurance are not
reimbursable.
They include, for example:
•International SOS Assistance, Inc.
P.O. Box 11568
Philadelphia, PA 19116
Phone: 1-215-244-1500 or 1-800-523-8662
Fax: 1-215-244-0165
www.internationalsos.com
•Diplomat International
Global Underwriters Agency, Inc.
3195 Linwood Road, Suite 201
Cincinnati, Ohio 45208
www.globalunderwriters.com
•International Teacher Identity Card (ITIC) www.istc.org
7.Out of Country travel may not be reimbursed unless these procedures are followed as stipulated in the "Travel & Reimbursement Policy" approved by the Board of Trustees
and effective 6/01/99.
International Travel (http://louisville.edu/provost/travel/
)
As you prepare your travels, check to determine if the country you are visiting is on the Travel Warning List of the U.S. State Department or on the
Travel Alert List.
If it is on either list, then please read the University Policy for travel to Travel Warning Countries for procedures to follow. For questions, please emailJanet Batik or call 852-4114.
Out of Country Travel Procedures
1.Complete “Request for Authorization of Out-of-Country Travel” form (PDF).
•Be sure to answer “How will your University responsibilities be covered during your absence?” include name of person covering.
•List all funding sources and obtain approval of accounts.
•Obtain signatures – yours and department head or supervisor
2.Complete “Employee Release and Assumption of Risk” form (PDF) or Student Release Form (PDF) and obtain appropriate signatures.
Read the bulletin "Tips for Travelers and Students Studying Abroad."
3.Complete “Overseas Emergency Information Sheet (PDF).“ Be sure to include:
•Copy of passport.
•Itinerary, including air/land travel arrangements and hotel name and phone number.
4.Complete "University of Louisville Travel Certification (PDF)." Questions concerning this for should be directed to William A. Metcalf JD, Director
of Export and Secure Research Compliance.
5. Forward to Ms. Janet Batik, 101 Bodschi Hall, at least 15 days prior to scheduled departure.
6.Overseas travel insurance is recommended, and is available for purchase from various sources. University Travel Guidelines stipulate that fees for
travel insurance are not reimbursable.
They include, for example:
•International SOS Assistance, Inc.
P.O. Box 11568
Philadelphia, PA 19116
Phone: 1-215-244-1500 or 1-800-523-8662
Fax: 1-215-244-0165
www.internationalsos.com
•Diplomat International
Global Underwriters Agency, Inc.
3195 Linwood Road, Suite 201
Cincinnati, Ohio 45208
www.globalunderwriters.com
•International Teacher Identity Card (ITIC) www.istc.org
7.Out of Country travel may not be reimbursed unless these procedures are followed as stipulated in the "Travel & Reimbursement Policy"
approved by the Board of Trustees and effective 6/01/99.
Faculty Resources
Human Resources
Health and wellness: http://louisville.edu/hr/gethealthynow
Work-life: http://louisville.edu/hr/gptw/worklife/
http://louisville.edu/hr/benefits
Instructional Resources
The Delphi Center is pleased to offer a wide variety of instructional design services to faculty. From one-on-one
consultations to classes to “summer camp,” we offer design solutions for all types of faculty needs.
http://louisville.edu/delphi/resources
Syllabus Guidelines
Guidelines concerning the creation, distribution, and modification of syllabi at the University of Louisville.
Faculty Consultation
Meet with one of the Delphi Center’s instructional designers and learn more about how to upgrade your current class or
design a new course.
Instructional Design Tips
Simply looking for some tips? We’ve collected some of our favorites to share. Follow this step-by-step plan for addressing
instructional design projects.
Online Teaching Resources for Faculty
Learn from what others across the country have done by visiting some of our suggested online teaching resources.
SABBATICAL LEAVE POLICY
Redbook Sec. 4.3.5.
The sabbatical leave is recognized as a serious professional responsibility and shall be utilized for activities that will improve the
faculty member’s contribution to the University’s missions. A tenured faculty member who has six contract years of full-time service
at the University of Louisville may petition for a sabbatical leave of absence for one-half contract year on full pay or for one contract
year on one-half pay. Faculty members on twelve-month appointments may receive six months of leave with full pay or twelve
months’ leave with one-half pay. No more than one year of leave, as defined in Sections 4.3.6 and 4.3.7, may be counted as years of
service toward sabbatical leave. The University shall make every effort to approve all appropriate applications. Sabbatical leave shall
be granted only upon the approval of the dean (and the Vice President for Health Affairs, where appropriate), the Provost, and the
President. No leave will be granted without the guarantee of at least one year of continued full-time service after return from the
sabbatical leave.
Guidelines
1.
The eligible faculty member shall submit to the department chair a detailed description of the activities and objectives
proposed for the leave period. If the faculty member has commitments as a result of grants or contracts, the request must state
how those commitments will be fulfilled.
2.
The department chair shall evaluate the proposal and, if approved, forward it with an evaluation and endorsement to the Dean.
The chair shall also specify how the responsibilities normally filled by the faculty member will be met.
3.
The Dean shall evaluate the proposal and consider the potential of the applicant to complete the proposed sabbatical program.
The Dean shall also assure that the faculty member’s leave will not be detrimental to the operation of the unit. If the faculty
member holds a joint appointment, the appropriate Dean must also review and endorse the request. If approved, the Dean
should forward the sabbatical request with an endorsement to the University Provost. The Provost will approve or disapprove
the request.
4.
When the faculty member returns from sabbatical leave, he or she must submit to the Dean a detailed report concerning the
completion of the sabbatical program. The Dean shall provide a written assessment to the faculty member of how well the
faculty member met the objectives of the sabbatical program. A copy shall be retained in the individual’s personnel file, and
such reports are to be considered by the Dean in evaluating future requests for sabbatical leave.
Sabbatical Leave Policy (continued)
Obligations of the Faculty Member
• Prepare a leave request, addressed to your department chairperson, which describes in two or three pages what you
propose to accomplish during your sabbatical. The proposal you prepare should be as explicit as possible and should
indicate what specific outcomes you expect to achieve. It should be written in such a way as to allow administrators outside
your own department to understand the nature of your project. Keep in mind that a sabbatical leave is not an automatic
entitlement, but rather a benefit that is granted upon approval of an appropriate leave plan.
• Indicate in your proposal the exact period for which you are requesting leave (fall semester, spring semester, or full
academic year). Indicate also how your leave will both contribute to your own professional development and enhance your
ability to contribute to the research, teaching, and service missions of the College of Arts and Sciences and the University of
Louisville. Be sure to sign your proposal.
• If you anticipate receiving any funding or salary from some institution or agency outside the University of Louisville during
the period of your sabbatical leave, indicate this anticipation in your proposal. However, you should not request a year-long
leave based on outside funding if that funding has not yet been assured. Rather, you should request a leave for the
semester during which you are certain you want to be relieved of your regular faculty responsibilities and then revise your
leave request once you have secured the additional funding you are seeking.
• Append to your proposal your current c.v. as well as a summary of your accomplishments in the area of Research and
Creative Activity since your appointment to the University of Louisville faculty or since your last sabbatical leave. This
summary might include, for example, a list of works published, grant proposals funded, or exhibits mounted.
Obligations of the Chairperson
• Verify with the Dean's Office the eligibility for leave of the faculty member applying for a sabbatical.
• Prepare a memorandum, addressed to the Dean and signed, that includes the following:
1. Your approval of the period of leave requested by the faculty member. Please note that full-year leaves are strongly
encouraged because they are seen to benefit faculty members the most.
Sabbatical Leave Policy (continued)
(Obligations of the Chairperson)
2. Your assessment of the appropriateness of the plan for the sabbatical leave and your judgment about the feasibility
of the plan's completion during the sabbatical period. This section of your memorandum should refer specifically to
the value of the proposed sabbatical project to the faculty member and to your department.
3. Your evaluation of the impact on your department of the sabbatical leave, if it is granted. Indicate how your
department will cover the obligations normally fulfilled by the faculty member requesting leave. Indicate also
whether your endorsement of the leave depends on the availability of supplemental funds (from money released by a
year-long leave or from other sources). Please note that if your support is conditional on supplemental funding for
the department, final approval of the leave may be delayed until the College's budget for the year of the sabbatical is
known.
Conditions of Sabbatical Leave
• Faculty who have had a B-10 or B-12 salary arrangement during the academic year preceding the sabbatical year may
request a leave for one-half of the academic year at full base pay or for one full academic year at one-half the base pay.
• Faculty members who have had A-12 contracts for at least two full academic years immediately preceding the sabbatical
year may request a leave for six months at full pay or for twelve months at one-half the A-12 salary. Persons on A-12
contracts for less than two full academic years immediately preceding the sabbatical year receive compensation during the
leave based on the B-10 salary.
• Faculty members on sabbatical leave are strongly discouraged from participating in departmental or College activities
during the leave period.
• After returning from sabbatical leave, faculty members must submit to the Dean a detailed report indicating the degree to
which they achieved the specific outcomes outlined in the proposal.
Faculty Parental Leave: The Basics*
I. POLICY
Eligible faculty will receive six weeks of paid parental leave in connection with the birth or adoption of a child. The parental
leave shall begin no sooner than two weeks before the anticipated delivery date or adoption, and must end no later than six
weeks after the birth or adoption of the child. “Eligible" means any current university employee who has completed at least
twelve (12) consecutive months of either full-time employment or at least .50 FTE employment.
II. PROCEDURE
To receive parental leave, a faculty member must submit Request for Leave Form to the department chair; the request
should indicate the days the leave begins and ends. Additionally, the FMLA Medical Certification Form must be completed
by your medical professional.
http://louisville.edu/artsandsciences/faculty/facultyaffairs/Faculty%20and%20Administrators%20Leave%20Request%20and%20Eligibility%20Rights.pdf
http://louisville.edu/artsandsciences/faculty/faculty-affairs/Certification%20of%20HCP%20-%20Employee-1.pdf
The department chair will report such request to the Dean explaining how teaching, research, and service assignments will
be covered during the faculty member’s absence.
II. TENURE-TRACK FACULTY
Tenure-track faculty may request a one-year extension of probationary period in writing to the Dean.
*This summary is not meant to substitute for the complete Parental Leave Policy, which may be viewed at
http://louisville.edu/hr/benefits/policies/PER418.html
UNIVERSITY OF LOUISVILLE LIBRARIES
Information Literacy Mission & Program Overview
Our core mission is to encourage the development of information literacy in individuals. We define information literacy as the “ability to
recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (American Library
Association, 1989). These skills contribute to the ability to think critically and they are vital life-skills for all individuals in our society. We
encourage this development in the following ways:
• By collaborating with our university colleagues from all departments and units to integrate information literacy into academic programs
• By promoting the use of library resources in all formats
• By providing instruction formally or informally, in-person or via technology across distances
• By evaluating the effectiveness of our approaches and constantly renewing our own skills
American Library Association. Presidential Committee on Information Literacy. Final Report.(Chicago: American Library Association, 1989.)
http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htm
What is information literacy?
In short, information literacy (IL) is the ability to know when information is needed, and find, evaluate, and use the appropriate information. We
take our definition from the American Library Association's Presidential Report.
Why do my students be information literate?
Information literacy is more than just an academic skill-it is a life skill that students will need in both personal and professional contexts. With the
proliferation of information sources, students need guidance more than ever in learning to critically evaluate their information needs and the
information they receive to meet those needs.
How does UofL Libraries fit into the picture?
The IL program is based in the Libraries because information finding skills in the academic context begin in the library. We see the library as the
starting point, but we feel that the teaching of information literacy can and should be a part of all disciplines. In partnership with teaching
faculty, we are working toward the integration of IL instruction into all subject majors at U of L. Our mission statement addresses this succinctly.
Why doesn’t UofL offer a separate IL class?
While stand-alone information literacy courses certainly have their place and students can benefit from them, we believe students receive the
maximum benefit when information literacy is placed in its disciplinary context and taught from that perspective.
UofL Libraries (continued)
Tips for Creating Good Research Assignments
Importance
Let students know that the assignment has a specific understood purpose and communicate why learning how to find
information is important to their success in class, in college, and throughout their careers. If they’re not interested in
scholarly research, point out that information exists on any topic, from buying a new stereo to planning a trip to Europe. If
you have a personal story that illustrates the power of information, tell it.
Goals
Think about what you want students to gain from the assignment. Just as you cannot teach a semester course in one day,
information literacy cannot be achieved in one assignment. For anything other than a large research paper, consider
focusing on a particular collection, research tool, or skill, such as finding reference books on a topic, using a specific
periodical database, or evaluating information.
Expectations
Don’t assume students know how to use the library, even if they tell you they do. The majority of students have never been
presented with the number of information choices they find in a university library. They also do not enter college
understanding the organization of information within a discipline, how to search computerized databases, or how to
evaluate information.
Relevancy
Try to tie information seeking into class assignments or to some area of student interest. Assignments asking students to
find things for no particular reason (i.e. the scavenger or treasure hunt) are often considered “busy work” by the students,
are actively resented, and have been proven to be ineffectual.
Reality
Don’t ask your students to do something that can’t be done. An impossible assignment frustrates a student and turns them
against the library. Try doing the assignment yourself to test its feasibility and see if there are enough books and periodicals
available in the library to sufficiently cover the assignment requirements. For additional help on determining the feasibility
of an assignment as it relates to the library’s collections and holdings, check with one of the reference librarians.
UofL Libraries (continued)
(Creating good research assignments)
Clarity and Accuracy
Be specific in what you want the students to do and how your direct them to do it. If you want them to use scholarly
articles, be sure they are clear about what distinguishes a scholarly journal from a popular journal. If you want the students
to look for articles in PsychInfo, don’t tell them to go to a library computer and find it on the internet. Instead, direct them
to the Library’s Web page/ Databases A-Z / PsycInfo. Provide a list of appropriate resources to give students a starting point.
Topic
Choosing a topic is often difficult for students. Although everybody writing on the same topic creates difficulty in keeping
materials on the shelf, too wide a choice of topics paralyzes many students and often finds them researching inappropriate
subjects for which they can find very little information. Consider offering your students a list of possible choices that you
have pre-researched and know will result in a successful research experience. If it is necessary to have students write on
one topic, consider putting items on reserve at the Circulation Desk.
Critical Thinking
Create an assignment that requires the student to think about the information they are retrieving. Often, students will take
the first things they find on a topic if not given a reason to be more discriminating.
Pace the Assignment
For large research assignments, break the assignment into smaller chunks so you can ascertain whether or not the student
understands the research process and is finding appropriate sources. Looking at a draft of a bibliography a month before a
paper is due can help direct student research and also gives students time to use the Interlibrary Loan services, if necessary.
Additionally, pacing the assignment discourages procrastination.
UofL Libraries (continued)
(Creating good research assignments)
Internet
Explain to students the difference between public web documents found through search engines (like Yahoo, Google and
Dogpile), and structured scholarly information databases available via the web like (ERIC, Medline and Philosopher’s Index).
Students are often told by their instructors NOT to use the internet for a class assignment, when in reality the majority of
our periodical databases are only accessible via the internet.
Technology
Make sure students understand the technology required and have reasonable access to the computers and software
necessary to complete assignments.
Getting Help
It is helpful to the librarians, if you provide a copy of your students’ assignment. This allows us to support your educational
goals and be additional resources for your students. If you have questions, or would like a librarian to look over an
assignment for potential problems, collaborate on an assignment, or talk with your class, please contact Anna Marie
Johnson in our Office of Information Literacy at x1491 or [email protected].
Tips for Creating Good Research Assignments was first created by librarians
Sarah Blakeslee and Kristin Teftsat
The Meriam Library
California State University, Chico
September 23, 1999
UofL Libraries (continued)
Examples of Good Research Assignments
Locating Primary and Secondary Sources
English 542 Library Exercise: Dr. Erika Lin, English
Requires students to look at both primary and secondary literature of the English Renaissance. Students must find 5-10 secondary sources using
library databases such as MLA Bibliography and then use those sources to find additional citations. They must also find 4 primary sources written
prior to1660 by using Early English Books Online (EEBO).
Using Several Different UofL Libraries
English 101/102 Research Synthesis Paper: Dr. Tamara Yohannes, English
Uses a semester long theme (some examples: the 1930s, humor, myth) for the course and includes extensive use of library resources. Students
must write four papers, each focusing on the topic they choose within the theme. Students must use resources from several different UofL
Libraries or collections (and thus different disciplines).
Using a Microfilm Collection
History of Childhood in America: Dr. Nancy Theriot, Women & Gender Studies
Students read one issue of a nineteenth-century children's periodical (available from the Libraries American Periodical Series microfilm
collection) and write an essay (5-8 pages) analyzing the periodical in terms of any theme we have discussed thus far (such as race, religion, class,
region, slavery, urbanization, gender, institutions).
Using Popular Literature as a Jumping Off Point to the Scholarly Literature
English 101 Annotated Bibliography Exercise: Alana Frost, English
Students gather 5 texts that they read regularly. These can be comic books, magazines, song lyrics, novels etc. They summarize their choices and
include them in an annotated bibliography. The class goes to the library and conducts research to find work that is being done on the same
topics as they've identified in their own "pleasure reading." Students then submit a second annotated bibliography based on the scholarly work
they've found.
UofL Libraries (continued)
(Examples of good research assignments)
Other Ideas
• Relationships between articles: Have students trace citations. Start with a scholarly journal article and have them trace a
few of the citations back to the original-and then perhaps trace some of the citations in that article back. Upper- level
students could use Web of Science to do this. OR Have student analyze the bibliographies of several scholarly articles on the
same topic to see sources in common. Discuss why those might be good sources to look at.
• Find a fact or statistic in a magazine article. Have students research the statistic. Where did it originally come from? Is it
used correctly?
• Anthropology, Ethnology, Cultural Studies using eHRAF (Human Relations Area File electronic database). See
http://www.yale.edu/hraf/teachingehraf.html for ideas.
• Early English Books (EEBO) Examples of works from all disciplines: http://eebo.chadwyck.com/info_res/featured.htm
"They are recommended as key texts from the collection, as well as for being interesting and representative of the times.“
• Trace a news quote in Lexis-Nexis.
• Trace the use of a word using a full-text primary source database like Literature Online (LION).
• Compare how an event is reported in the alternative press and the mainstream press using Ethnic Newswatch or Alt-Press
Watch.
For more information about any of the above assignments, contact Anna Marie Johnson
Internal Grants
http://louisville.edu/research/for-faculty-staff/internal-grants.html/
CLINICAL AND TRANSLATIONAL SCIENCE PILOT GRANT PROGRAM -- NEW
COLLABORATIVE PLANNING and DEVELOPMENT AWARDS
The announcement, application form and instructions for the Collaborative Planning and Development Awards are available on the web.
INTRAMURAL RESEARCH INCENTIVE GRANTS
The Intramural Research Incentive Grants (IRIG) program is funded by the University and administered by Dr. William M. Pierce, Interium
Executive Vice President for Research. Competitions for these grants are held twice a year with deadlines in the Spring and Fall. Full- and parttime faculty of the University of Louisville may apply for a grant from the Research on Women program. Full- and part-time students may apply
for the Undergraduate Scholar Grant. All other grants are open only to full-time faculty. Term faculty, one year or less, are ineligible for the MRG,
PCG, and the RIG grants. A principal focus of the program is to provide funds for projects for which the director intends to seek external funding.
However, special consideration is given to projects in disciplines in which there is limited opportunity for extramural support. Recent awards are
listed at the end of this document. A brief final report is required by everyone who has accepted funding for the Intramural Research Incentive
Grants
COMPETITIVE ENHANCEMENT GRANT
Proposals for the CEG must be received by the first day of the month (the first work day) in order to assign reveiwers for that month's Research
Advisory Council meeting.
UNDERGRADUATE RESEARCH OPPORTUNITIES
Undergraduate Students that are interested in Research Opportunities should go to the Undergraduate Research Opportunities web site.
FACULTY AWARDS
Running on the Tenure Track
A&S Personnel Policy
“In normal circumstances, persons
promoted to the rank of associate
professor . . . . shall have shown
evidence of having attained proficiency in
teaching, research and creative activity,
and service, and shall give promise of
continuing performance at proficient
levels in these areas.” (1.3.C)
Procedure: After Fifth Year
• May: Selection of 12 extramural reviewers
• September: Department review (committee and
faculty)
• October: Chair review
• November: College (A&S) review
• December: Dean (A&S) review
• February: Provost/President review
• April: Board of Trustees decision
Extension of Probationary Period
• Criterion: “extenuating circumstances that do not require
a leave of absence but result in a significant reduction in
ability to perform normal duties (such as personal illness,
the birth or adoption of a child, or care of an ill family
member)” (Redbook)
• Extension: up to two extensions of six months to one year
each
• Deadline: before the end of the fifth year of the
probationary period
Tenure Binder
• Evidence required for all claims on CV (e.g.,
copies of published articles and books, letters
of acceptance from editors or signed contracts
for forthcoming publications, thank you letters
for service activities)
• Use standard A&S CV form (identify peerreviewed publications)
Extramural Reviewers
• At least ten recognized experts in the field
• No bias for or against reviewee (e.g., personal
friend, former mentor, co-author, close
collaborator)
• Hint: Begin compiling list during your first
year.
Overview of Promotion and/or Tenure Process and Timeline
Early April
Memo from the Associate Dean is sent to all department chairs which initiates all faculty review processes for the
current academic year.
Early May
Faculty subject to promotion and tenure (accelerated or mandatory) must submit the following to the Coordinator
of Faculty Affairs ([email protected]) in the Dean’s Office. (See online Faculty Affairs Calendar for dates)
• list of 10-12 potential extramural reviewers as WORD attachment
• the list of materials to be reviewed as WORD attachment
• four copies of the review materials
• four copies of a current CV
• Verification of Extramural Reviewers form signed by the chair and reveiwee
Required Document Details
The List of Potential Extramural Reviewers required information is as follows:
- Name, rank, university, city, state, zip code, phone and e-mail address for each reviewer
(Minimum of ten, twelve preferred)
- A brief annotation of each entry (e.g., edits journal in field; wrote book on...)
- Indication of the relationship of the potential reviewer to the candidate
Extramural reviewers should be recognized authorities…who have no bias either for or against the reviewee. A
recognized expert in the field who is a personal friend or a former mentor of the reviewee, for example, would not be
an appropriate extramural reviewer. Neither would a co-author or a close collaborator.” (Dean’s Guidelines)
Organization of Materials to be Submitted for Extramural Review
The List of Materials to be Submitted for Extramural Review must be categorized e.g., books, articles, manuscripts,
conference papers. This document is sent as a WORD attachment along with the List of Potential Extramural
Reviewers.
Contacting Reviewees
Reviewees are chosen by the Associate Dean of Faculty Affairs. The coordinator contacts them by e-mail attaching the list of
materials to be reviewed. Responses are received and materials mailed accordingly. If the initial list of potential reviewers is
exhausted, the Associate Dean will contact the department chair for another list of potential reviewers.
Once Reviews have been Received
Once all four reviews are received, the coordinator of faculty affairs masks a copy for the reveiwee. The reviewee is contacted
and informed that a masked copy is ready for them to pick up. A three-day deadline for rebuttal or comment is established on
the Acknowledgment of Consultation form and the masked reviews given to the reviewee. The original reviews, along with
any comment or rebuttal, are forwarded to the department chair after the established deadline has passed for inclusion in the
promotion review file. The department can then begin its review.
Binder Preparation
Promotion and tenure binders are prepared in the Office of Faculty Affairs and include the following:
• Prior recommendations to include merit, pretenure, periodic career and previous promotion and or tenure reviews
• Annual work plans
• CV from hiring process (if promotion and tenure review) or CV from last major positive review (if promotion to full review)
• Extramural reviews (current and from previous review)
August (first week)
Promotion and/or tenure binders are forwarded to the department chair. The extramural reviews will be included if they have
been received, otherwise, they will be forwarded later. Department chair gives binder to the faculty member to add research
and creative activity, service and teaching evidence.
Note: please add what is feasible by hole punching and adding it to the binder. You may create additional binders, if
needed, but they must be labeled as to their content. Do not use boxes for lose files. Accordion folders work well for books.
Extramural reviews must be removed from the binder before it is given to the reviewee. The identity of extramural reviewers
should remain anonymous to the reviewee.
Case Review
Once the binder is completed, the department personnel committee reviews the file and writes its recommendation. The
reviewee is then presented with the recommendation and signs and dates the Acknowledgment of Consultation form
indicating he/she is aware of the established three-day deadline for comment or rebuttal. The Acknowledgment of
Consultation form is located before the tabbed sections begin with other forms pertaining to the reveiwee’s file. This form
should be returned to this location following the reviewee’s signature.
After the deadline has passed and rebuttal or comment submitted or the reviewee has waived same by submitting an email for the file or recording it on the Acknowledgment of Consulation form, the file is then made available for department
faculty review. Ballots are prepared and given to faculty to vote. The actual ballots should be placed in the review binder.
Once the faculty has voted, the file is forwarded to the chair for his/her review of the file. The same procedure is followed
above. The chair recommendation is then given to the reviewee and she or he signs and dates the Acknowledgment of
Consultation form that establishes a three-day deadline for comment or rebuttal by the department chair.
Once the deadline has passed or the reviewee waives rebuttal, the promotion and/or tenure file is forwarded to the Dean’s
Office for the A&S Personnel Committee to review usually around the second week of October. Following review by the A&S
Personnel Committee, the file is submitted to the Dean on or before the first Friday in December. If the reviewee is a
member of the graduate faculty, it is forwarded to the graduate dean for review. It is then forwarded to the Office of the
Provost on or before February 1 and then to the Board of Trustees April meeting for final action.
Reveiwees will receive notification of the Provost’s decision prior to the April Board meeting and the notification of the
Board’s approval following the meeting through a letter from the President.
How Not to Get Published
by Jim Martin, editor, American Journalism
•
Don’t use Wikipedia as a source. Not, that is, if you expect to be taken seriously.
• Don’t submit a manuscript on lavender paper, scalloped on the edge. Don’t send your article on scented stationery. I’m all for going green, but don’t
submit a manuscript printed out on the back of old test papers (really happened) – and while we are here – watch the coffee stains and grease spots as well
(really happens). I don’t smoke cigarettes, so I may be over sensitive, but I can usually tell if an author had one lit up when she put her five copies in the
manila envelope.
• Don’t beg (1). “Dr. Martin, I’m in my last month before tenure review, and if I don’t get a publication, I’ll be fired for sure, and if I get fired then my car’s
going to get repossessed and my wife’s going to leave me because she really doesn’t want to move. Please? And could you have an answer by next week?”
• Don’t sell yourself short. “I’ve already been rejected by two other publications, but I thought I would try one more time . . .” “I know this is probably not
what you are looking for, but . . .” My advice: If the manuscript is bad I will see that soon enough. Don’t send advance warning.
• Don’t threaten me. “You better publish this. If you don’t, I’ll just have to send it to Journalism History. And when I do, I’ll tell everybody what a sorry
editor you are for not accepting an article that is clearly superior to anything you have published in the last ten year. I’m a full professor, you know.”
• Don’t drop names. “I wrote this paper for Dr. ___________’s seminar. She gave me an “A” and told me it was the best paper she had ever read on this
subject. She said I wouldn’t have any trouble getting it accepted.” I showed this article to Professor _________________. He said it was good and just the
kind of paper American Journalism would want to publish.” (You don’t think this happens? Think again.)
• Don’t beg (2). “Oh please Dr. Martin. Can’t you overrule the reviewers? I know that all three of them agreed that this piece should be rejected, but they
just don’t understand what I was trying to do.”
• Don’t submit an article without first taking a look at the journal. I get query letters for magazine articles. I get first-person travelogues. I’ve had one
manuscript submitted in German. And after six years as editor, I still get submissions addressed to former editors Karla Gower and Shirley Biagi. Go figure.
• Don’t flatter. “I’m sending this article to your splendid journal, unquestionably the most respected in the field. I would rather publish in American
Journalism than in any other journal in the country (or outside, for that matter). And you are surely the best editor who ever walked planet earth.”
• Don’t ignore conventions. Many rejections have nothing to do with journalism history whatsoever. Instead, the piece is too short, or too long, or has no
footnotes. We do not reprint book chapters or articles that have been published in other journals.
• Articles submitted to American Journalism need very little in the way of a cover letter. I don’t forward the cover letters to our reviewers. And I don’t try
to influence the reviewers one way or the other.
How to get published? The best way I know is to have a good manuscript, well written and thoroughly researched.
American Journalism
Summer 2010