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Decisions regarding the consequences or sanctions for violating any of these academic regulations rest with the Academic Progress Committee (the “ARC”) and are determined on a case-by-case basis. The student must complete all 10 courses offered within the Program in a given year to graduate that year. If extenuating circumstances (See Regulation 2. 2 below) permit them from completing the program in the given academic year, they must complete any courses they did not complete that were offered in the academic year they first enrolled in the program.
If one or more of these courses are not offered in the year the student completes the aerogram, they may take the courses that are offered in their place in the subsequent year as accept able substitutes. A) The student must maintain a GAP of at least 2. 70 b) The student may not have grades below 2. 0 in more than the equivalent of 0. 5 Queen’s credit hours throughout the Program. C) The student may not have any final course grades of less than D- d) The student may not miss more than 25% of the class sessions of any course or they will fail that course. 1 .
Academic Rights ; Responsibilities 2. 3. Illness A student who wishes to claim illness as a reason for missing lectures or assignment deadlines is held responsible for informing the instructor concerned and may be required to present a doctor’s certificate to the Academic Director of the program within two days of returning to classes. A notification of absence from an exam must be accompanied by documentation as follows: In cases of illness when a student is under the care of a physician, the student should provide a note from the physician. Retroactive doctor’s notes (I. . Notes obtained from physicians after the illness) are not acceptable. If a student is ill, but not under the care of a physician prior and during an exam, she or he can provide the course instructor with a written statement of the nature and the seriousness of the illness, prepared and signed by the student. Normally, a retroactive statement prepared by a student can only be used once during a course. Documentation regarding illness is kept by the course instructor until final marks are submitted. Such documentation is then forwarded to the Master of Management Office.
Making a false statement regarding reasons for missing an exam is considered a breach of academic integrity and will be treated as such. Documentation regarding a death in the family must consist of a note signed by the student and be accompanied by other augmentation, such as a copy of the obituary, or a note from a relative, pastor, or funeral director. 2. 4. Extenuating Circumstances If a student is unable to satisfy the requirements of their degree due to extenuating circumstances in the academic year when first registered, they must notify the Program Director in writing.
The formal request should include the reason(s) why the student is unable to complete the requirements and what steps will be taken to complete the degree requirements. The student will be notified in writing whether they will be permitted to complete the degree requirements. Senate Academic Integrity Policy Statement Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (as articulated by the Centre for Academic Integrity, Clemson university; see www. Gastroenteritis. Org) all of which are central to the building nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the “freedom of inquiry and exchange Of ideas” essential to the intellectual life of the University (see Report on Principles and Priorities). Queen’s students, faculty, administrators and staff therefore all have ethical responsibilities for supporting and upholding the fundamental values of academic integrity.
The following list defines the domain of relevant acts without providing an exhaustive list. O Plagiarism Presenting another’s ideas or phrasings as one’s own without proper acknowledgement. Examples: copying and pasting from the internet, a printed source, or other resource without proper acknowledgement; copying from another student; using direct quotations or large sections of paraphrased material in an assignment without appropriate acknowledgement; submitting the same piece of work in more than one course without the permission of the instructor(s). Use of unauthorized materials Examples: possessing or using unauthorized study materials or aids during a test; copying from another’s test paper; using an unauthorized calculator or other aids during a test; unauthorized removal of materials from the library, or deliberate concealment of library materials. O Facilitation Deliberately enabling another’s breach of academic integrity. Examples: knowingly allowing one’s essay or assignment to be copied by someone else or the purpose of plagiarism; buying or selling of term papers or assignments and submitting them as one’s own for the purpose of plagiarism. Forgery Submitting counterfeit documents or statements. Examples: creating a transcript or other official document; creating a medical note. O Falsification Misrepresentation of one’s self, one’s work or ones relation to the University. Examples: altering transcripts or other official documents relating to student records; impersonating someone in an examination or test; submitting a take-home examination written, in whole or in part, by someone else; fabricating or falsifying laboratory or research data. O Individual vs.. Am assignment submissions Students are encouraged to discuss course material and assignment instructions with other students; however, the analysis which you submit in completion of course assignments must be your own (or specific to your team). Your submitted individual assignments must be entirely your own individual effort. Team assignments must be your team’s work and only your team’s work. No aspect of your work should be revealed to another team, nor should you or any member of your team discuss any aspect of the project with anyone outside of the team.
Do not: copy the work of another student, make your work or your team’s work available to another student or team, or plagiarism – the use of direct quotes or paraphrased material from a source without acknowledging such a source. Do not exchange rough or finished work relating to any assignment, via any electronic or hand-written instruments, With another student or another team. Student Access to Final Examination Papers The term final examination paper refers to the final examination question paper in a course together with the graded answer paper written by the student.
These documents, by Senate policy, must be retained by the roofless or the school for a period of 12 months. Informal Access Instructors may informally review the final examination paper with a student who requests it and are encouraged to do so. However, access may not be granted before the final marks are released. Formal Access As a part of the process of appeal of grades (see below), and on request, the student will obtain access by a method determined by the School of Business.
This may be either supervised access to, or a copy of, the final examination paper as well as all other material submitted by, but not returned to, the student and for which a mark has been assigned. 2 Electronic Submission of Assignments Graded assignments may be returned to you in one of two ways; hard copy or electronic. In order to facilitate the return of graded assignments it is sometimes necessary for the Programs Office to print a copy of your electronic submission and deliver it to Queen’s School of Business faculty for grading.
Graded assignments returned to our office are then scanned into electronic format and returned to participants securely through the course portal. It is our policy to keep the hard copy of the graded assignment in our office for 4 weeks following the date the electronic document is returned to he participant. The electronic document will become the original document after this time period. Our office will destroy all hard copy assignments after this time. It is therefore important that you review your electronic graded assignment and advise us if you have any concerns.
Appeals of Academic Decisions Appeals of academic decisions fall into two possible categories: appeals of grades and general appeals (all other appeals). Different processes are in place to handle these appeals. (I) Appeal of Academic Decisions The Faculty Board of Queen’s School of Business has delegated to the Academic Progress Committee (APPC) the responsibility for monitoring the progress of participants in the Program. The APPC considers the cases, including special circumstances, of participants who have failed to meet one or more of the program regulations.
The Academic Progress Committee notifies the student in writing of its decision and the right of appeal. The appeal process at Queen’s University allows for multiple levels of appeal in a graduated sequence. The body that hears appeals at the Queen’s School of Business level is the Academic Appeals Committee of Faculty Board. The Faculty Board of Queen’s School of Business has delegated to the Academic Appeals Committee the responsibility for dealing with appeals of decisions of the APPC.
The Academic Appeals Committee is composed of five Faculty Board members and is chaired by the non-voting Chair of Faculty Board. Four of the Committee members are faculty, one of whom teaches in the Bachelor of Commerce program, one in the Ms/PhD program, one in the MBA program, and one in a Queen’s Executive MBA program. None are contemporaneously members of the APPC. The fifth Committee member is a participant member of Faculty Board. The Committee members are appointed by the Associate Dean (Administration) on an annual basis but with an objective Of maximizing continuity.
A student who is appealing to the Academic Appeals Committee of Faculty Board must provide a written submission outlining why he or she is appealing the APPC decision within 14 days of being informed of the decision. The student has the right to appear in person before the Academic Appeals Committee to state his or her case and answer any questions posed by members of this Committee. The student may also bring representation, which would normally be a grievance officer of the University r legal counsel.
The student also has the right to have the appeal resolved in a timely fashion and, with one exception explained below, may not be subject to any sanction or penalty until the appeal is resolved. In the event of an appeal to the Academic Appeals Committee of Faculty Board, the Chair of the APPC will summarize for the Academic Appeals Committee the deliberations of the APPC and the decision regarding the participant. The student has the right to hear these details.
After hearing the case, the Academic Appeals Committee will uphold or dismiss the student’s appeal. In doing so, it will ensure that the process implies with the principles of natural justice. These principles include the rights of the student appellant and matters of academic fairness in relation to academic program regulations. The student will be notified in writing by the Secretary or the Chair of Faculty Board (also verbally if the appellant appeared before the Committee) of the Academic Appeals Committee’s decision.
If the student receives a negative response on the appeal, the student also receives contact information for the University Student Appeal Board as a next level of appeal. A student has the right to appeal an adverse academic session of the APPC on procedural grounds, but no right to seek a review of the underlying academic assessment as the basis for an appeal. In general, procedural grounds for appeal fall into two categories. First, a decision may be appealed on the grounds that the process leading up to this decision was flawed or incorrectly administered.
Second, a decision may be appealed on the grounds of extenuating circumstances of which the APPC was unaware when the decision was made. Note that it is the students responsibility to clearly establish that grounds for an appeal exist as the basis for an appeal. At each level of the appeal process, the body asked to hear the appeal may decide that appropriate grounds for appeal have not established and, as a result, the appeal will not be heard. Ii) Appeals of Grades Decision-making about student’s academic progress and appeals of those decisions initially is dealt with at the individual faculty and program level. Examination papers and class records of participants whose final grade in a course is a few marks below a C grade (50%), a B grade (65%), or an A grade (80%) are reviewed with special care by faculty members before such grades are assigned. If a student participant feels that, a course grade, or a portion of it, has been unfairly assessed, an attempt should be made to resolve the issue informally with the instructor involved.
If the student feels that the issue remains unresolved, he or she should contact the Academic Director who will establish a process of resolution as described below. Requests for reconsideration by the Academic Director must be accompanied by a fee of $100. This fee will be refunded to the student if, as a result, a failing grade is raised to a pass or if a pass is raised by as much as five marks or to a higher letter grade.
The reconsideration shall be conducted by two examiners appointed by the Academic Director or his or her designate; one examiner shall be the original instructor or grader, if available. The reconsideration shall involve a re-reading of the final examination or deliverable(s) in the course and a review of the student’s course record. It shall be the responsibility of the student to preserve all exercises, papers, reports, and other graded material for the course and to submit a file of these documents with the request for reconsideration.
The scanned copy of any graded assignment or material returned to a participant hall be deemed to be the original document for the purposes of this section. The decision of the examiners shall be final. (iii) Effective Date of Sanction Section 35 of Queen’s university Senate Policy on Student Appeals, Rights and Discipline states the following: (a) Ordinarily, no sanction, penalty or requirement to withdraw shall be put into effect until the student affected has either exhausted all channels of appeal or has allowed the time for appeal to lapse.
For the purpose of this provision, the University will normally consider an adverse academic decision to be a sanction. B) Notwithstanding subsection (a), where an academic unit determines that the interests of third parties may be prejudiced by the continued enrolment of a student in a course or program, the unit may decide that pending an appeal from an adverse academic decision, the student should not be permitted to continue in the course or program, or may be precluded from progressing to the next academic stage. C) Notwithstanding subsection (a), where the Associate Vice-principal and Dean of Student Affairs or delegate determines that the interests of other students, staff or the proper administration Of the residences may be significantly and adversely affected by the student continuing to reside in residence, the Associate Vice-Principal and Dean of Student Affairs or delegate may decide that, notwithstanding subsection (a), the sanction shall take effect at a date and time specified in the decision that is no sooner than 4:30 p. M. On the first business day after the decision made under this subsection is communicated to the student. D) The student may appeal a decision made under this subsection to the Chair of USAF by filing a completed Notice of Appeal (Form 26(a)) with the Co- ordination before the date and time specified in the Associate Vice-Principal ND Dean of Student Affairs or delegate decision. The Chair of USAF will hear and decide the appeal of the decision made under this subsection within two business days from the date of its filing. If the student appeals under this subsection, the sanction shall not take effect pending the disposition of the appeal to the Chair of USAF, whose decision is final. E) A student who is subject to an immediate sanction under subsections (b) or (c) may request that the Chair of the appellate body with jurisdiction over the matter expedite the hearing of the appeal. This request may result in a erection abridging the time for filing of documents, or other interim or preliminary direction made pursuant to section 36 of the Senate policy on Student Appeals, Rights and Discipline. Complete details of this policy can be found at: http://www. Queens. Ca/secretariat/senate/policies/SARA_Policy. UDF Commentary Some academic experiences involve student interaction with third parties, or may be subject to laws and regulations such as those governing professions such as the Regulated Health Professions Act and the Medicine Act. For example, and without limiting other possible circumstances, there are ligament requirements in Education and mandated clinical placements in Medicine, Nursing and Rehabilitative Therapy, where the interests of third parties would justify immediate suspension of a student from a course or portion of a program.
In programs involving intensive group work, the interests of other students might justify such a suspension. In addition, the unique circumstances of life in student residences may give rise to the need for the immediate effect of a sanction, particularly when the peaceful coexistence of certain students is unlikely. The immediate effect of a sanction may also be warranted as the academic year rays to a close when there is reason to believe that appeal rights may be exercised for the purpose Of avoiding the sanction altogether by ‘running out the clock.
Such unsanctioned breaches of the rules potentially creates a disruptive environment for other residents at a critical time of the year. It also undermines confidence in the non-academic discipline system in the residences. Queen’s University Code of Conduct Preface Queen’s university has developed the following Student Code of Conduct to describe the standard of behavior to which its students will be held.
Contravention of the terms of conduct published here or of any other applicable University policy by a Queen’s student may lead to disciplinary consequences. Queen’s students are valued members Of the University community with a valid interest in contributing to, participating in and remaining part of the University community. The academic and social privileges associated with student membership at Queen’s university are conditional upon the fulfillment of the responsibilities such membership entails.
Being a member of the Queen’s community does not carry any special privilege before civil or criminal codes regulating the behavior of local residents. The University’s system of non-academic discipline is a complementary system that may be derived naturally from our existence as a clearly distinguishable community of interests. It should not be regarded as a substitute for the civil or criminal law. Students may be subject to consequences for misconduct both under the University’s discipline system and under the criminal law concurrently.
In the exercise of its disciplinary authority and responsibility, the University treats students as free to organize their own personal lives, behavior and associations subject to the law and to hose University regulations that are necessary to protect the legitimate interests of the University and/or members of the University community. Queen’s University prides itself on fostering within its students excellence in academic education. An academic education is built upon academic integrity.
The five core fundamental values of honesty, trust, fairness, respect, and responsibility, are central to the building, nurturing and sustaining of an academic community in which members of the community will thrive. Adherence to the values expressed through academic integrity forms a inundation for the ‘freedom of inquiry and exchange of ideas” essential to the intellectual life of the University. Queen’s students therefore have ethical responsibilities to support and to uphold the fundamental values of academic integrity.
In addition, Queen’s University encourages within its students an understanding of and commitment to good citizenship. To this end, the University promotes integrity in all aspects of student life, academic and non- academic, and looks to these same core values to inform and guide student conduct. Queen’s strives to provide a safe and civil environment in which students may vive, work, and study, to the extent that this is within the University control.