future students
current students
alumnae
parents
faculty
ursuline college
Ursuline Athletics @Ursulinearrows   Final: The @WalshCavaliers 78, @UrsulineWBB 53
Policies and Procedures

UCAP Mission Statement
The mission of Ursuline College Adult Program (UCAP) is to uphold the College's tradition of excellence in education by providing a quality, accelerated adult educational program in a practical learning environment. The UCAP Program will enable students to grow intellectually and professionally and will promote lifelong learning for the enrichment of their own life as well as the lives of others.

Learning Methodology

This is an accelerated learning, time intensive program designed for adults. The design of this program recognizes that adults learn most effectively and most rapidly through a process of self-discovery and self-learning. The design of the program further recognizes that each adult brings both life and work experiences to the course that can be a learning resource to the other students in the class. Shared-learning happens in the classroom through discussion, participation, sharing and self-disclosure. It enables each participant to learn from the life and professional experiences of others. Self-learning happens before class through reading and preparation of assignments. It ensures that each student can contribute in a meaningful way to group discussions and be an effective resource in shared-learning. Each adult learner in this class must participate. The student takes primary responsibility for his or her learning and secondary responsibility for the learning of others, through sharing life and work experience. The principal responsibility of the facilitator is to guide the learning process, not to teach the technical content of the course. The facilitator is a technical expert in the field and will skillfully guide the course direction to meet the stated learning outcomes, but the primary responsibility for learning belongs to the student. Ordinarily the facilitator will not lecture for extended periods of time, though will answer questions beyond the competence of the participants in the course. Each UCAP class has a course module. This module contains the course description, course learning outcomes, and a list of required materials. In addition, it describes the learning outcomes, activities and assignments for each class session, including an assignment which must be completed prior to the first night of class. The module provides the framework for the course, and ensures that basic requirements are met each time the course is offered. Individual facilitators may supplement or build on the module, and will distribute a syllabus the first night of class that outlines specific policies or requirements in addition to the course module.

Ethics Statement

An integral component of courses in the UCAP Program is student and facilitator self-disclosure (the use of personal experiences) for the purpose of facilitating course work. Students enrolled in the UCAP program are expected to honor confidentiality as it pertains to student disclosure. No shared information, comments or opinions expressed by another student or the facilitator during the course of classroom discussion should ever be used in a manner in which is intended to humiliate, embarrass, harass, damage or otherwise injure other students in their personal, public, or business lives. In addition, confidentiality must be upheld by not disclosing any information which would identify any particular individual. An additional integral component of higher education is challenging your own perceptions and beliefs regarding course content and integrating information, as well as understanding opposing perceptions and beliefs. Thus, students have the right to choose how much they will disclose, and they must accept the responsibility of respecting disclosure of other students and facilitators.

Written Assignments and Workload

An important component of most classes is the completion of written assignments. These may take place in or out of class. The St. Martin's Handbook by Lunsford is available in the College Bookstore and may be helpful to students. Facilitators will expect written work to conform to established standards of written English. The grade students earn on papers will reflect their demonstrated ability to use these standards. The Academic Support Center on campus (Mullen M312, 440 646 8123) offers assistance for those students who wish to polish their skills. The highly accelerated pace of UCAP requires students to take a great deal of responsibility for their own learning. Students should expect to devote a minimum of 15 hours per week to study, homework assignments, and/or group projects. Facilitators give regular updates on student progress. In an accelerated program it is especially important to stay on target. When students have course questions, it is their responsibility to contact the facilitator.

Academic Disability Support

For students with documented physical, psychological, or learning disabilities, accommodations in accordance with Section 504 of the Rehabilitation Act of 1973 are provided when requested. After students provide URSA with appropriate documentation, the staff will work with them to select reasonable accommodations. URSA will provide each student with letters to faculty listing reasonable accommodations, which may include extended time on exams, testing in a quiet distraction-free room, and note-takers. To continue receiving accommodations, the students must meet with URSA staff at the beginning of each semester to renew accommodations.

Equipment and computer software such as Jaws, Dragon Dictate, Kurzwiel, Phonic Ear, Smart Pen, and a laptop keyboard computer are available for student use in Mullen 312. If a faculty member or a student wishes to appeal an academic accommodation, s/he must complete the Academic Accommodations Policy Board form available in the Office of Academic Affairs. The Policy Board will review the grievance in a timely manner.While the decision of the Policy Board is not appealable internally, a faculty member or a student may contact external agencies (e.g., Office of Civil Rights) for filing a formal grievance. For more information about any of these services, please contact the Director at (440) 449-2049 or stop in Mullen 312.

UCAP Admission Writing Assessment Policy
At the time of admission to the Ursuline College Adult Program (UCAP), entering new and transfer students must take a writing assessment test. To ensure academic success, students who score below the designated levels on writing will be placed into the appropriate level of writing course(s) as his/her first required classes in the program.

The writing assessment score will supersede any articulation agreement that Ursuline College has made with partnering colleges. For example, a student who transfers into the UCAP program with an associate of arts or sciences, yet scores below the designated writing level, will be placed into appropriate writing course(s) to further develop his or her writing skills.

UCAP Attendance Policy, Revised 9-2014

Expectations of Students:
Attending all classes is mandatory. It is our expectation that students communicate with their facilitators or the UCAP office about possible class misses as soon as students know the class will be missed. In the absence of such communication, grades and status in the course may be jeopardized.

Students who must miss a class due to the following situations may be exempt from the final grade letter drop penalty provided the following conditions are met:
  • Students communicate their situation with facilitators OR the UCAP office as soon as students know the class will be missed.
  • Students still submit class course work for continued progress in the class. 
  • Facilitators use their discretion to allow or not allow make-up work.
  • Facilitators communicate to students in their syllabus the consequences of the missed class in terms of possible loss of points or grades for assignments due that class period.
  • Facilitators determine if students can still complete the course successfully or if dropping the course is recommended.
Situations:
  • Medical Emergencies
  • (Documentation will be requested by facilitators. Documentation can include hospital discharge papers and/or a doctor’s statement.)
  • Other serious medical situations
  • Mandatory work-related situations
  • Urgent or necessary child care situations
  • Dangerous, hazardous or severe weather situations
A few words about tardiness:
Occasional or one-time tardiness due to traffic, weather or other situations may be excused particularly when students communicate with facilitators or the UCAP office the day/evening of the class.

If students are consistently late to class, especially over 30 minutes each class period, facilitators will speak to students about the impact of tardiness on grades.

UCAP Incomplete Policy

Incomplete grades are granted at the discretion of each facilitator and are normally only given in extenuating and serious circumstances, such as severe illness. In addition, incompletes should only be granted to students who have already completed the majority of work in the course, with the exception of a final project or exam.

The deadline for completing coursework is 3 weeks after the last day that the course ends. It is the student's responsibility to contact the facilitator who will determine the work to be completed and the three week deadline date.

If the student fails to complete the assigned requirements in by the three week deadline, the "I" Incomplete will automatically turn into an "F" grade the day after the three week deadline.


UCAP Course Cancellation and Drops

If a class is cancelled, a UCAP representative will contact the student prior to the start of class. An academic advisor will help the student choose an alternative course or will receive a full refund for the cancelled class.

If a student wishes to drop a course, s/he should contact the UCAP office as soon as possible. Students must withdraw from a class prior to the 4th class session. If a student is receiving financial aid, s/he will need to notify the Financial Aid Office at 440 646 8329; dropping a class may affect the financial aid award.


UCAP Refund Schedule

Refund Schedule for 5 or 10 Week Courses
Before the 2nd class - 100% refund
Before the 3rd class - 50% refund
After the 3rd class - 0% refund


UCAP Course Withdrawal Policy

Course withdrawal deadline for 5-week class - must withdraw BEFORE week #4; Course withdrawal deadline for 10-week class - must withdraw BEFORE week #7 or the student will receive the grade earned for the class.


UCAP Concurrent Course Enrollment

Due to the accelerated nature of the Ursuline College Adult Program (UCAP), students are strongly advised to take one course every 5- or 10-week session. If a student wants to double-up or take classes concurrently, two classes per 5 or 10-week session, s/he must maintain a grade point average of 3.5 and have permission from his/her academic advisor.


UCAP Prerequisite Policy

Many courses offered by Ursuline College Adult Program (UCAP) require the completion of prerequisite courses taken at Ursuline College, or the equivalent taken at another accredited institution. The UCAP Course Schedule lists prerequisites after each course title when applicable.

A prerequisite is a requirement that must be completed prior to the registration of a course. For instance, BU 230 (Organizational Behavior) must be taken before BU 330 (Human Resource Management). BU 230, in this case, is the prerequisite for BU 330.

The student is responsible for meeting prerequisite(s) wherever listed. Until a prerequisite equivalent is established, the student will be unable to register for the class. All course registrations are checked for appropriate prerequisites and must be approved by UCAP Academic Advisor. If the appropriate prerequisites are not met, the student may not register for the course. In addition, if a student has an "I" (incomplete grade) pending or has failed the prerequisite course, the student cannot proceed to take the next course until a "D" grade or above has been achieved.

In the event of a course scheduling conflict which would prevent a student from graduation, the student can petition the Director of Faculty and Curriculum for a prerequisite waiver. A prerequisite waiver would allow the student to take courses out of sequence, but the student would still be required to take all of the courses listed on his/her degree plan required for graduation. The student who petitions for a prerequisite waiver must be able to provide documented experience in the course subject matter in which s/he is petitioning.


Academic Integrity, Plagiarism and Cheating

Ursuline College expects that all course work will be fairly and honestly completed by the student. Plagiarism consists of any intentional or known representation that the work, or opinions of another, are those of the student. Most often plagiarism takes the form of failure to properly acknowledge sources when using exact wording, or paraphrased material or factual information that is not a matter of common knowledge. Plagiarism may also take the form of partial or wholesale use of another's paper, project or presentation.

Cheating consists of the use of or attempt to use unauthorized material or information or another student's answers during a quiz or exam.
The determination of whether or not plagiarism or cheating has occurred rests with the instructor. At her/his discretion, the instructor may assess one of the following penalties:

  • Failure in the course
  • 0% on the test, paper or project which is the subject of plagiarism or cheating
  • Required retest, redraft or additional paper or project. Credit to be determined by the instructor

The instructor will notify both his/her Dean and the student of the situation and will document the event by filling out a Student Offense form found in the Office of the Vice President of Academic Affairs.

Ursuline College reserves the right to assess additional penalties, over and above any assessed by the instructor, up to and including dismissal from the College, of any student who has been found guilty of cheating and/or plagiarism on more than one occasion.

Students who have been charged with plagiarism or cheating may seek redress according to the academic appeals procedures stated in the Ursuline College Student Handbook/Planner.


UCAP Extension of Ursuline College Academic Integrity Policy

In addition to the Academic Integrity (plagiarism and cheating) policies listed in the Ursuline College Undergraduate catalog, students are not permitted to use an instructor's manual or instructor's materials without express permission of the facilitator/faculty member. Doing so will be considered a breech of academic integrity. Please refer to the Ursuline College Undergraduate catalog for Academic Integrity Policy.


UCAP Statement of Understanding

At the start of each 5- or 10-week class, the UCAP student is asked to complete a "Statement of Understanding". This form verifies that the student has read the course module and syllabus. In addition, the statement confirms that the student understands the purpose of the course, the contents of the syllabus, module, course assignments and course expectations.


Evaluating Course Performance

While grading criteria varies from course to course, certain standards apply across the curriculum. The "Course Performance Criteria" and the UCAP definition of grades are at the back of your module. "Writing Evaluation Guidelines" and "Characteristics of Writing" at the end of this module will help students prepare written assignments and we encourage facilitators to use these guidelines in evaluating assignments. Any deviations from these standards should be included in the syllabus handed out the first night of class.

Many classes also include "class participation" in assessing the final grade. Participation requires the student to make contributions to the class that are relevant, insightful and that show adequate preparation. It also requires active listening to other students and the facilitator by asking questions and refraining from monopolizing discussions.


Student with Disabilities

For students with documented physical, psychological, or learning disabilities, accommodations in accordance with Section 504 of the Rehabilitation Act of 1973 are provided when requested. After students provide URSA with appropriate documentation, the staff will work with them to select reasonable accommodations. URSA will provide each student with letters to faculty listing reasonable accommodations, which may include extended time on exams, testing in a quiet distraction-free room, and note-takers. To continue receiving accommodations, the students must meet with URSA staff at the beginning of each semester to renew accommodations.

Equipment and computer software such as Jaws, Dragon Dictate, Kurzwiel, Phonic Ear, Smart Pen, and a laptop keyboard computer are available for student use in Mullen 312. If a faculty member or a student wishes to appeal an academic accommodation, s/he must complete the Academic Accommodations Policy Board form available in the Office of Academic Affairs. The Policy Board will review the grievance in a timely manner.While the decision of the Policy Board is not appealable internally, a faculty member or a student may contact external agencies (e.g., Office of Civil Rights) for filing a formal grievance. For more information about any of these services, please contact the Director at (440) 449-2049 or stop in Mullen 312.

Course Performance Criteria
In general, the performance criteria or expectation for each letter grade is as follows:
Grade Requirements:

A
  • Demonstrates accurate and sophisticated understanding of readings and issues. Does more than repeat what the text says or what was said in class. Draws out additional important implications.
  • Shows a critical stance toward opinions expressed in class or in the readings. The student expresses his or her own views articulately and defends them well.
  • Shows originality of thought in expressing the critical stance, in drawing out additional implications from the readings and class discussions, and in finding personal meaning in the readings and issues discussed.
  • Expresses his or her ideas clearly. Papers contain few grammatical or stylistic weaknesses.
B
  • Shows all the elements of "A" work, but with less accomplishment.
  • There is still: accurate understanding of readings and issues with a demonstrated ability to do more than repeat the text; a critical stance with some effort to defend that stance, though not always successful; some attempt to find personal meaning, with at least hints of originality and creativity of thought, and very clear expression of thoughts and ideas.
C
  • Overall, demonstrates an accurate grasp of the readings and issues, but with some inaccuracy and without deeper sophistication and the ability to draw out additional implications.
  • Some attempt to take a critical stance, but with little effort or success in \ defending that stance.
  • Some attempt to find personal meaning.
  • Sufficient clarity of expression to communicate ideas, but stylistic or grammatical weaknesses create some difficulties.
D
  • A genuine effort to understand has been made, with some demonstrated understanding of readings and issues, but with serious deficiencies.
  • Generally lacking in critical stance or defense of that stance.
  • The attempt to find personal meaning is either lacking or greatly hindered by difficulties in understanding.
F
  • Simply an unsatisfactory effort in key respects, especially in understanding or clarity of expression.


URSULINE COLLEGE DEFINITION OF COURSE LETTER GRADES

Grades are valued in quality points on a 4.0 scale: one hour with a grade of A = 4.0 points,
A- = 3.7 points, B+ = 3.3 points, B = 3.0 points, B- = 2.7 points, C+ = 2.3 points,
C = 2.0 points, C- = 1.7 points, D+ = 1.3 points, D = 1.0 point, D- = 0.7 point.

A: 95-100% 4.0  
A-: 91-94% 3.7
B+: 88-90% 3.3  
B: 85-87% 3.0
B-: 82-84% 2.7
C+: 79-81% 2.3
C: 76-78% 2.0
D+: 69-71% 1.7
D: 66-68% 1.3
D-: 61-65% 1.0
F: Failing (below 61%)

Characteristics of Effective Writing

  • Main Idea
    The paper is focused, meets the expectations set up by the writer, and makes these expectations clear to the reader. The paper shows a clear sense of purpose. Usually it has a thesis statement or main question explicitly stated near the beginning of the paper. The topic is not too broad or too narrow to be adequately addressed in the assigned length.
  • Well-Organized
    The paper is clearly developed. It has an introduction, statement of the thesis (or question), supporting material and summary or conclusion. Transitions are clear from sentence to sentence and paragraph to paragraph. In other words, the writer has not simply made a series of unrelated or vaguely related statements. Rather, each sentence and paragraph carries the reader closer to an understanding or appreciation of the writer's goal.
  • Support
    The writer provides specific, concrete and appropriate information from memory, observation, reading, interviewing or other sources. The paper is well developed with examples, details, illustrations, anecdotes or similar material.
  • Style
    Sentences and paragraphs are varied, and word choices are accurate. There is an absence of "clutter" or "padding." Phrasing is clear and direct. It uses simple, clear sentences. Tone is handled consistently; sentence length and word choice are appropriate to the audience and purpose of the piece.
  • Mechanics
    Punctuation, grammar, spelling and aspects of format are handled correctly. The writer has prepared the paper carefully with attention to appearance and other details. Opening, closing and title are strong and contribute to the purpose, focus and unity of the writing.

  • While proofreading your paper, ask yourself the following questions:
    1. Is my major point or question clear and appropriate?
    2. Is the structure apparent and easy to follow?
    3. Have I supported generalizations, opinions and conclusions with specific examples or arguments?
    4. Have I avoided using unnecessary words and cliches, or overly complex sentences?
    5. Does my paper have spelling, punctuation and typographical errors?