The undergraduate catalog and the graduate catalog provide detailed information about academic regulations, academic programs, course descriptions, and learning resources. The student — not the advisor, parent, or guardian — is responsible for course selection, appropriate academic progress, and fulfillment of academic requirements.
Regular attendance, preparation for classes, and prompt performance of assignments are obvious duties expected of students. Each instructor will inform students about the attendance policies in effect for each class, and a statement about attendance policy will comprise a portion of the course syllabus. The policies regarding absences from any particular class are established by the faculty member teaching that class. For any absence, either excused or unexcused, it is the responsibility of the student to make up all work missed to the student’s satisfaction and that of the faculty member involved and to communicate with the faculty member regarding such makeup. It is always the student’s responsibility to inform the faculty member of the reason for any absence.
University of Lynchburg’s health services does not provide medical excuses for class absences or tardiness. However, as a courtesy during the last two weeks of the fall and spring semesters, health services will, with the student’s written permission, notify instructors via email of the dates that the student was seen by a health professional at the Health Center.
The values and attitudes that should guide student behavior consistent with maintaining an environment conducive to learning are outlined in the University of Lynchburg catalogs and The Hornet. Responsibility and authority for maintaining order in the learning environment are assigned to faculty in Section 3.12.3 of the Faculty Handbook.
The following standards and procedures apply to all learning environments. However, each college or school and each instructor may have codes to specify additional standards suitable for learning environments or activities.
No student in University of Lynchburg classes, laboratories, performances, lectures, and/or organizations shall behave in any way that obstructs or disrupts the normal functioning of the environment. Such behavior includes, but is not limited to, behaviors that persistently or grossly (1) inhibit the ability of other students to learn; (2) interfere with the meaningful participation of other students; or (3) inhibit the ability of an instructor or presenter to do their job.
Specifically, students should foster an optimal learning environment by doing the following:
- Arriving on time.
- Being seated when it is time to begin and being attentive throughout.
- Refraining from engaging in conversations with others unless participating in group activities.
- Using a courteous tone when speaking.
- Refraining from leaving the event while it is in progress (except for illness or with prior approval).
- Treating others with respect.
- Refraining from eating.
- Respecting the process of discussion and group activity.
- Leaving the facility in a neat and clean condition.
A faculty or staff member may identify problem behavior through direct observation or by a complaint brought by a student to a faculty or staff member.
If an instructor believes that a student’s behavior violates the Behavioral Standards for Learning Environments policy, the instructor should take action to stop the disruption, including directing the student to cease the disruptive behavior. If the student does not comply with the instructor’s direction, or if the instructor considers the disruption to be more egregious, the instructor may exercise any of the following options:
- When deemed feasible by the instructor, the instructor will initiate a private conversation with the student. At the discretion of the instructor, another member of the faculty/staff, and/or the student’s academic advisor may be asked to be present for the conversation. The conversation should include:
- Identification of the problematic behavior.
- Explanation of why the behavior is problematic.
- A statement regarding expectations of future behavior.
- Explanation of the consequences of continued misconduct.
Following the conversation, the instructor will create a written summary of the conversation and send copies to the student, the student’s academic advisor, and any staff member of the Advising and Academic Resource Center responsible for monitoring the student’s progress. If a faculty/staff member was asked to be present for the conversation, a copy of the summary will also be sent to that person.
- If the instructor believes that a private conversation will not be effective in resolving the misconduct, the instructor may call a meeting with the student and any of the following:
- The faculty member’s college or associate dean.
- The provost and vice president for academic affairs (or designee).
- The vice president for student development (or designee).
- The student’s academic advisor.
The meeting will address topics 1a – 1d listed above. After the meeting, the instructor and the ranking academic official in attendance will create a written summary of the meeting. Copies will be sent to the student, the student’s academic advisor, any staff member of the Advising and Academic Resource Center responsible for monitoring the student’s progress, and any other faculty/staff members who attended the meeting.
- The instructor may submit a written report of the problematic behavior to Community Expectations and Restorative Practices for disciplinary review under the policies and procedures described in the Honor and Student Conduct Codes.
- If the instructor believes that the student’s behavior is so disruptive as to require immediate action, the instructor may require the student to leave the classroom immediately. If the student refuses to leave immediately, the instructor may summon campus safety officers to escort the student from the room.
After instructing the student to leave the classroom immediately, the faculty member will contact the provost and vice president for academic affairs to recommend a course of action, which may include:
- Dismissal from the course with a grade of “F” (The grade of “F” cannot be changed by student-initiated withdrawal.).
- Suspension from the University.
- Referral of the matter to Community Expectations and Restorative Practices for disciplinary review following policies and procedures described in the Honor and Student Conduct Codes.
The provost and vice president for academic affairs (or designee) will arrange a meeting with the student, the instructor, and the instructor’s college or associate dean. During the meeting, the provost and vice president for academic affairs (or designee) will inform the student of the course of action deemed appropriate to address the reported disruption.
A variety of learning resources are available on campus to support student’s academic progress. Students are encouraged to become familiar with and fully utilize these resources.
- Room 4, Hopwood Hall
- Appointments: Call or visit their website.
The Wilmer Writing Center provides qualified tutors at no charge to students seeking assistance with written assignments, including brainstorming, organizing ideas, using sources, and revising. Handouts on grammar and writing skills, and networked computers are available. Priority is given to students with appointments, but walk-ins are also welcome. Students can also request online tutoring. See the Writing Center’s website for directions; email WritingCenterGA@lynchburg.edu for more information.
- 313 Hobbs-Sigler Hall
- Appointment: Schedule an appointment using the Lynchburg Math Engagement Center scheduling link
The Mathematics Engagement Center (MEC) offers undergraduate students an effective resource for all quantitative courses. A variety of cost-free tutoring options are available for math and statistics courses, such as individual and small-group sessions, special topic seminars, and instructional video archives. Undergraduate students are encouraged to schedule an appointment with a MEC tutor (in-person or virtual) or to visit the Center during its hours of operation.
- 366 Schewel Hall
The Modern Language Resource Center (MLRC) provides computers, headsets with microphones, DVD drives that play many foreign films, webcams, Skype, and computer-based learning programs to help students reinforce their foreign language skills outside class. Tutors are available without charge to assist students in French, German, Latin, and Spanish. Appointments are not necessary to use MLRC computers, but appointments are strongly recommended for tutoring and conversation sessions.
A breakout room in the MLRC can be reserved for watching foreign language films, working on class-related skits, conducting oral interviews in the target languages, and other language-specific tasks and assignments. Also, students currently enrolled in French, German, Latin, or Spanish can check out foreign language films without charge for a three-day loan period.
Peer academic coaches provide students with individual, targeted assistance to help them develop better organizational skills, including but not limited to improved organization of their course materials and study habits, time management, priorities, connections to resources, and steps for completing selected tasks. By utilizing this service, students can efficiently address their concerns, preventing the loss of good academic standing and motivating them to persevere through challenges. Questions about peer academic coaches should be sent to the director of the Learning Resource Center (simms.e@ lynchburg.edu).
Peer-Assisted Supplemental Study (PASS) allows students to learn as a group outside their scheduled classes. PASS is offered in historically difficult subjects: accounting, biology, business statistics, chemistry, economics, nursing, and psychology. Trained tutors, who attend class lectures to stay current with course material, lead weekly study sessions, and assist with problem sets and test reviews. Questions about PASS should be sent to the director of the Learning Resource Center (email@example.com)
- Circulation Assistance: 434.544.8430
- Research Assistance: 434.544.8575
The Knight-Capron Library is more than just a building that houses print and media collections. In addition to spaces for collaboration, and quiet, comfortable places to study, the Library offers electronic resources that are available from anywhere, 24/7, via the Library webpage. These online resources include ebooks, journal articles, databases, tutorials, and the Digital Showcase, a repository of the University's scholarly works.
The Library’s greatest resource is the dedicated staff, who provide user-friendly assistance to students and faculty in the pursuit of lifelong learning. Librarians offer assistance at the reference desk and through one-on-one research appointments held in-person or online, and via live chat, phone, and email.