Student Support Resource Guide
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Resolution Center and Academic Resolution
Resolution Center
Student mentions possible legal action or has retained an attorney or is involving external agencies (e.g., Office for Civil Rights, Better Business Bureau, Department of Education).Student wants to file a formal grievance with the University because they are unsatisfied after working through Step I of the Resolution Procedure for Student Complaints. Student has contacted University leadership and/or Executives regarding a complaint. Student alleges discrimination/bias.Academic Resolution
If a student has a concern about an instructor or their course and/or would like to formally request a revised letter grade, the student should first attempt to resolve the matter with their instructor. If the student and instructor are not able to resolve the matter, the student may utilize the Academic Resolution process once the course is complete, and a final letter grade was posted no longer than 3 years prior to the request being received.
Student Conduct
Student Conduct
Student exhibits an established pattern of disruption of University operations after boundaries have been established and resources provided. Additionally, student conduct can support with issues related to:• Furnishing false/forged information
• Sharing/taking passwords to university resources
• Discrimination, Intimidation, Harassment click here for University definitions
• Reports of bias incidents
Academic Integrity
E: [email protected] – General inquiries, questions, or concerns regarding Academic Integrity
E: [email protected] – Incident reports
Academic Integrity
The Academic Integrity team is responsible for reviewing questions, concerns, and incident reports related to potential violations of academic integrity in the classroom. Student incident reports under review have the potential of being cited for one or more of the following:
• Use of academic share sites (CourseHero, Studocu)
• Matches to other student submissions
• Lack of/Poor Citations
• Fabricated Sources/Citations
• Misrepresentation of Resources
Investigations may also include situations of contract cheating and academic collusion.
If a student is found to have violated the Academic Integrity policy, the team ensures that appropriate resources are provided to the student. In certain cases, a coaching session may be offered for additional guidance and support.
Artificial Intelligence
While we receive concerns of students using generative AI to complete their assignments, it should be noted that this is difficult to prove. Given this, instructors must look at the writing within the assignment to determine other areas we may support the students with:
• Lack of in text citations – generative AI typically does not include citations in the writing unless directed to
• Fabricated References – programs such as ChatGPT makes up fake references. The instructor would need to verify these sources in the library, google/google scholar etc. to see if they exist. The library has provided a Fabricated Reference Citation resource to help with reviewing these.
• Misrepresentation of Sources – It is important to check that the information cited in the paper can be found in the corresponding referencePrior to submitting an IROAD, please use the Artificial Intelligence Checklist
Title IX
Leah Belsley, Title IX Coordinator X: 20705Title IXTitle IX is a federal law intended to protect people from discrimination based on gender or sex in all areas of education. It is the regulatory framework that guides our University Sexual Harassment and Sexual Misconduct Policy.Faculty, staff, and students may direct concerns related to gender or sexual harassment or discrimination to the Title IX or Deputy Title IX Coordinator(s).
Student Advocate HELPline
E: [email protected]
Questions and Consultation
Student Advocate HELPlineStudent discloses being impacted by loss of housing, domestic violence, sexual assault, or severe impact from the loss of a loved one.Student makes statements implying thoughts of harm to self or others.Student indicates the need for resources (ex., Counseling, utilities, unmet basic needs, etc.).We do not offer financial assistance, modifications to the Financial Aid process, long-term counseling, or 24/7 services. Student Advocates are available M – F from 8 am to 4 pm PT.
Access & Wellness
Access & WellnessStudent discloses having a chronic medical condition, mental health diagnosis, or documented disability.Student reports impact related to current or recent pregnancy or parenting event.Student experiences recent severe medical impact that may require temporary accommodations.
UAGC Behavioral Intervention Team (BIT)
UAGC Behavioral Intervention TeamThe University of Arizona Global Campus Behavioral Intervention Team (UAGC BIT) is a cross-departmental group that holistically addresses elevated student interactions and behavioral concerns that present a potential threat and/or risk to the Global Campus community. This can include but is not limited to threatening words or actions and/or acts motivated by hatred or discrimination. Through an integrated process of education, communication, assessment, and intervention, the team takes necessary action, preventing avoidable violence and facilitating appropriate departmental referrals.
Employee Assistance Counseling (EAC)
Employee AssistanceHuman Resources provides support to UAGC staff and faculty who are impacted by student behavior or personal struggles.
Life is full of challenges, and we all need help handling them sometimes. Employee Assistance Counseling (EAC) through Life & Work Connections provides diverse entry points to help us build resilience and strengthen the skills needed to address those challenges.Email Human Resources or open a Human Resources Help Ticket.
Incomplete Grade Policy & Tuition Credit Requests (TCR)
Tuition Credit Request (TCR)This process is accomplished by connecting the student with their assigned Academic Advisor to discuss full eligibility requirements.TCR Policy Change FAQTuition Credit Requests may be applied for the following documented reasons that directly impacted a student’s ability to continue in and successfully pass a course or program during the timeframe in which the course occurred:• Documented personal or family* medical emergency that resulted in 3 or more days in the hospital;
• Federal or State Declared, State of Emergency; or
• Documented death in the family*Students who need to withdraw due to military service may follow the Military Deployment Provisions section of the UAGC Catalog for further information.*Family is defined as husband, wife, domestic partner, grandparent, grandchild, mother-in-law, father-in-law, bother-in-law, sister-in-law, daughter-in-law, son-in-law, (step/adoptive) mother, (step/adoptive) father, (step/adoptive) brother, (step/adoptive) sister, and (step/adoptive) child.If a student does not meet the TCR Guidelines, please refer them to the Resolution Center
Incomplete Grade PolicyIf a student has shared that they have experienced a temporary hardship such as a crisis, illness and/or caring for a sick family member, disability impact, lost computer or internet access, financial difficulty, childcare difficulty, change in workload, etc., an incomplete grade could provide a student up to 30 days to complete their course work and find success in the class. It is instructor’s discretion to approve an incomplete grade request except for a pre-authorized incomplete grade associated with a student’s authorized accommodation from the Office of Student Access and Wellness.Incomplete Grade PolicyIncomplete Grade Process FAQStudent Guidance Decision TreeIncomplete Grade Process Job AidEmailing Students Regarding Incomplete Grade DeadlinesFaculty Help
Scenarios
Many highly concerning student situations will warrant referrals to multiple departments. It is appropriate to take the time to ask for help to ensure that those with a legitimate need to know are kept informed. Any referral made will be forwarded to the appropriate departments for follow-up.As you support students or are engaging in challenging conversations, please remember to think about who your student is as an individual.• How does what you’re communicating to your student show them you care, or you want to support them as they navigate what is being shared?• Outside of the University resources identified in these scenarios, are there additional ways you can support your student’s engagement with the University?• Is the student connected to or would they benefit from a CHAMPS peer mentor, a Student Club or Organization, Career Services, or participating in upcoming events from UAGC or other support services like the Library, Writing Center, etc.?
Report of Housing Distress
Samantha, who goes by Sam, is a student who is upset because they wanted their stipend. Sam was speaking with a Financial Services Advisor and stated they will be evicted from their home if they don’t receive this stipend today. The student threatened to contact the Department of Education to complain that the University was discriminating against them because they have a disability and UAGC would not “give” them their money. What is your next step?
Suggested GuidanceAllow the student time to share their story and listen for any actions they are already taking to address needs.Thank this student for their openness and share your awareness that this is an urgent issue they are working to resolve. Use the HELP Resource document on Homelessness (Staff/Faculty) to provide an initial resource if the student is open to receiving information.Provide a clear explanation about what you can and can’t do to assist at this moment, along with the steps you plan to take.
Initiate referrals to:
• Student Advocate HELPline – The student reported pending homelessness due to extreme financial hardship.• Access & Wellness – The student disclosed that he is an individual with a disability.• Resolution Center – The student stated they feel they are being discriminated against and plan to contact the Department of Education.
Plans to Visit Campus
Joe is a former student who recently contacted the University because they were unable to access their official transcripts due to a Student Affairs hold. Joe was speaking with an Advisor and stated that they also disagreed with their prior balance due because their request to drop a course had not been honored. The student recently sent an email to an Advisor stating, "I will be in Arizona next week, and you can bet I'll be at your office to find someone who can solve this problem." What is your next step?
Suggested GuidanceWhile empathizing with the student’s report and informing them that appropriate referrals will be made to address concerns, the Advisor makes referrals on the student’s behalf to:• Behavioral Intervention Team – A perceived threat is present when stating they would make an in-person visit to the physical site to address existing concerns.• Student Conduct – The student had a Student Affairs hold on their account. Have the student contact [email protected].• Resolution Center – The student is asserting that their request to withdraw from a course was not honored and wants to dispute the balance.
Classroom Disruptions
Harry is a student in good academic standing. In their current political science course, the topic of immigration came up in a discussion post. Harry replied with their belief that anyone crossing a border illegally should be shot. Harry’s post received a few responses in the forum, and several students reached out to you directly to report concerns about the mention of violence in this post. What is your next step?
Suggested GuidanceTake the time to acknowledge and listen to students who are reaching out with concerns. Engage Harry with questions and remind them that they will want to focus their responses on the prompt while using appropriate academic sources (ex. text, scholarly articles). Review the Engaging in Civil Discourse in the Classroom document to help navigate difficult conversations. Faculty can also connect with their Faculty Coach or Consultant to discuss potential classroom interventions and plans to discuss concerns with this student.While it doesn’t appear that referrals are needed at this time, keep the following in mind:• Student Advocate HELPline – If a student is triggered by this discussion and shares that they are experiencing an ongoing impact as a result, ask them if they would like to connect with a Student Advocate to explore support and resources.• Student Conduct – After documenting attempt of establishing boundaries and providing resources, if any student continues to exhibit a pattern of communication that is discriminatory, intimidating, harassing, or a disruption of University operations, a referral may be appropriate.
Prospective Student Communication
Cindy is a prospective student. They email every day and often ask personal questions that are unrelated to their academics. Staff reported feeling uncomfortable when interacting with this student because of the way they steer conversations and some of the images they share. Multiple advisors have brought Cindy up to their manager with concerns about the student continuing their enrollment. The student’s Enrollment Advisor has attempted to explain the expectations for Cindy regarding appropriate and professional communication. Each time, Cindy corrects the behavior for a couple of days. Recently, the student began sending emails multiple times per day, some with photos, and has also attempted to add staff on social media. What is your next step?
Suggested GuidanceBased on the pattern of behavior, the Admissions Specialist can recommend to their Manager that this student not be enrolled and take steps to implement this decision. The Manager can inform the student that they will no longer be permitted to enroll based on the behaviors and disregard of expectations set by the University.Additionally, the following referrals and process can be initiated depending on the degree of impact:• Employee Assistance Counseling - To ensure staff are supported, EAC information can be offered and referrals made to Human Resources for additional support as needed.• Contact Routing/Blocking – Managers can follow available guidance for routing or blocking contact and document the issue in order to monitor and manage future contact attempts.
Self-directed Harm
Jason, a new student, sends an email to their academic advisor regarding a current class. Jason shared they have not been able to complete the work for the last week of the course and feel hopeless about life. They report reaching out to their instructor but still don’t feel they can complete the work, even with the flexibility provided by the instructor. Jason shares that they thought they were ready to go back to school but are feeling too “overwhelmed” and “stressed” about everything that is going on. While sharing this, they say it’s to the point that they are thinking about “ways to end it all.” They go on about previous suicide attempts and being in treatment. Jason shares they have been struggling and are trying to reach out to their counselor for support but don't have an appointment yet. What is your next step?
Suggested GuidanceSome topics can be difficult to talk about. Normalizing the situation is the most helpful thing to do so the student feels supported and empowered to reach out without concern for judgment.• Always acknowledge and thank students for being vulnerable and sharing what is going on for them.• The Academic Advisor should ask clarifying questions about what the student means when stating, “ways to end it all.”• Ask if the student is accessing other resources that may be available while they are working to schedule an appointment with the counselor.• In response to the stated pressures related to academics, remind the student of course drop and break options that can make space for taking care of the student’s current needs.Additionally, the following referrals and process can be initiated depending on the degree of
impact:• Student Advocate HELPline – The student is using language that suggests they may be considering suicide and have interest in additional support. Submit an Online Care Report and Include all the details of the conversation and concerns for the student. It’s also important to remember that having suicidal ideation is not the same as having a plan to die by suicide, but it does require a referral for further follow up and support.• Remember to reference the UAGC Red Folder for additional guidance on recognizing and responding to student distress.
• If you as a staff member feel the student is in imminent danger, please feel empowered to call emergency services using the national 911 contact (866-869-9959) and request emergency medical support in the form of a wellness check while also making a HELPline referral.
Classroom Medical Disclosure
Bec, a student in your course, sends you an email during week 4. They share that they have been struggling emotionally and are 27 weeks pregnant but don’t ask for an extension or for anything specific. Bec has a C+ in your course through week 3 and notes they have not been able to complete the other work for this week because they are feeling “overwhelmed” and “run down”. They report not having support at home and managing financial difficulties after just losing their job due to attendance issues related to their health. What is your next step?
Suggested GuidanceThe student has indicated several impacts that are impeding their ability to be successful in your course. This is an opportunity to engage in a dialogue to better understand how you can support the student by providing resources available at the institution.• Use active listening to engage with your student in a positive way.• Acknowledge their challenges and ensure the student knows that you are here to support them.• Ask if the student is accessing resources, has friends or family outside the home they are reaching out to for support, or would like to connect with a Student Advocate or Access and Wellness Counselor regarding the impacts they shared.• In response to the stated pressures related to academics, remind the student of your ability to offer an Incomplete grade, as well as encourage them to talk with their Advisor about course drop, tuition reimbursement, and break options that can make space for taking care of the student’s current needs if the incomplete is not a fit.Additionally, the following referrals and process can be initiated depending on the degree of
impact:• Student Advocate HELPline – The student has indicated that they have lost their job and are managing financial difficulties due to health-related concerns.• Access & Wellness – The student disclosed health and pregnancy related impacts.
Incomplete Grade Process
A student in your course experienced a medical impact and is struggling meeting expectations at work and trying to support their three children. The student struggled to meet deadlines in multiple weeks having fallen behind in their work. They reached out to you explaining the situation. The student may need some additional support and may be too overwhelmed by matters, may be experiencing an exacerbation of symptoms, or is unsure of their options to ask for specific support to complete work and successfully finish the course. What are your next steps?
Suggested Guidance
If the student already has an authorized accommodation on file with Access and Wellness an incomplete grade is already pre-authorized.o Connect with the Student’s Access and Wellness Counselor for support before communicating the incomplete grade information/deadlines.If the student does not have an authorized accommodation:o Connect with the student to discuss the impacts and gather information about their situation and possible options for next stepso Review the Incomplete Grade Policyo Utilize the Student Guidance Decision Tree to help navigate possible pathways for supporto Connect with your Faculty Support Coach or Consultant, Program Lead, student’s Advisor, or Student Affairs partner for additional support in granting an incomplete grade
Once an incomplete grade has been approved, work with your UAGC partners in Access and Wellness and/or the student’s Advisor:• Review the late and/or missing assignments that need to be completed. Work directly with the student to outline all eligible gradable items that are approved for the incomplete grade and corresponding deadlines for submission• Review the Incomplete Grade Process Job Aid for information on what needs to be posted within the classroom• Review the Emailing Students Regarding Incomplete Grade Deadlines resource guide to document the information associated with the approved incomplete grade including gradable items, deadlines, and the attendance policy• Copy the student’s Advisor on communication regarding the incomplete grade and encourage the student to connect with their Advisor with any questions or concerns about the attendance policy
Report of Discrimination
Jamie, a student, sends a message to a faculty member accusing them of discrimination based on feedback left in the gradebook, in discussions, and on assignments. Jamie states that they feel discriminated against because the instructor “doesn’t treat the male students in the course the same as female students.” Jamie alleges that the female students in the course are receiving greater support and more detailed responses to their discussion posts. They also alert their Advisor to the concerns about gender discrimination in the classroom.
Suggested GuidanceAs the faculty member, consider the following before drafting your response:
• Regardless of the validity of the student’s report, what are your reactions?
• Are you taking time to process your emotions and consider any bias or privilege before drafting your response?
• What is the goal of your response?
• How can you show your student you are actively listening?
• How can you tell the student what you are hearing?
• How can you seek clarification on items and confirm your understanding is accurate?
• How can you provide support and help this student continue towards their goal?
• Visit the academic catalog to view the UAGC Nondiscrimination Policy and learn more about protected classes.After taking time to think about what the student is saying and what you want the student to take away from your response, consider the following prior to sending:• Draft your response and include information about the Student Dispute Resolution Center and Title IX as resources.
• Seek additional input from a Faculty Support Coach or Consultant, Program Lead, Supervisor, or Student Affairs partner.
• Reach out to the assigned Academic Advisor to inform them of the reported concern and ask that they initiate a referral to the Resolution Center and Title IX on the student’s behalf.
• Inform the student that this referral has been made to provide additional support.
Generative AI
A student submitted an assignment that the instructor suspects is generative AI. The instructor feels the writing is not typical of the student’s work and decides to use various online AI detection programs. The detectors indicate that the assignment has a high percentage of being created by an AI program such as ChatGPT. What are the next steps?
Generative AI Scenario Suggested Guidance• Remember that generative AI is difficult to prove, and we cannot use AI detection programs as evidence that the student violated the Academic Integrity policy. Part of the concern is ensuring there is an equitable review/response to students. We have found that these tools are inaccurate (which can lead to inequitable responses and outcomes - especially when students use Grammarly, dictation tools, thesis generators, editing tools, and other AI tools that are used ethically).• Review the assignment for other potential generative AI indicators such as:
Lack of in text citations – generative AI typically does not include citations in the writing unless directed to.
Fabricated References – programs such as ChatGPT makes up fake references. The instructor would need to verify these sources in the library, google/google scholar etc. to see if they exist. The library has provided a Fabricated Reference Citation resource to help with reviewing these.
Misrepresentation of Sources – It is important to check that the information cited in the paper can be found in the corresponding reference.• If one or more of these indicators are present, reach out to the student for a ‘seek to understand’ conversation:
Refrain from being accusatory
Ask the student questions based on what is seen in the assignment such as:
“I had some concerns in the last paper you submitted, can you explain to me your writing process?”
“I am seeing information in the assignment that is not common knowledge and missing citations, do you need support in APA? How to cite? Creating a reference listing?”
“How are you conducting your research and finding scholarly sources for your assignment?”
“I was unable to find these resources in your reference page, can you send me the links/PDFs of where this was found?”
“I am not finding the information in the assignment is matching the reference, can you help me find where this came from?”• Depending on the student’s response (or lack thereof), the instructor may consider using a teachable moment/redo of the assignment given our Culture of Care. If the student is non-responsive, and this is a first offense, the instructor can email the Academic Integrity inbox at [email protected] for an informal review and additional guidance will be provided.• If the student is non-responsive and/or this is not a first offense (student was already given a teachable moment/redo option) then the instructor may consider submitting an IROAD. Please keep in mind that an IROAD submission does not mean the student will be cited for generative AI but rather one of indicators listed above as this is an area we can prove.
Tips for Navigating Difficult Conversations
Use Active Listening
Limit distractions when reviewing and responding. This is an opportunity to remain engaged with your student in a positive way. Listen attentively, paraphrase what you are hearing, and reflect what is said, withholding judgment and advice.• I appreciate you taking the time to share your impacts with me. From what I understand, you have been experiencing (repeat what the student shared) and are seeking (restate what the student is seeking) as a potential resolution.• I understand your situation, and I can see how our communication may not have been as clear as it could have been. I heard you say, “I want to fix this problem,” and I am here to help you with that. My suggestion is that we (provide your suggestion). What do you think about that?Focus on Service to our Students
Your dedication and service to our students is key to their success. Every interaction with a student is our opportunity to strengthen our community and support student success.• I am here to help you. I am going to refer you to the proper department, but if you don’t get a hold of them, please reach back out to me by email/phone.• Now that I better understand your situation, here are some things we can do together to reach a potential solution.
(provide suggestions)Take Your Time
Unless it’s an issue of imminent danger, take a break before engaging. Collaborate with your colleagues, manager, Faculty Coach, or Student Affairs partner. They can provide support and help determine if a referral is needed for any concerning situation.• Thank you for bringing these concerns to my attention. Let me take some time to review (restate concerns shared), and I will get back to you as soon as possible.• Let’s schedule a follow up conversation after I have had a chance to review and research the information you shared with me.Set Clear Expectations
Communicate and document your expectations regarding concerning behavior and any further communication. Remember, general netiquette issues are a guide, not violations of policy and one escalated person cannot de-escalate another escalated person.• I want to help you, but if you continue to (state the concerns) I’m going to have to disconnect the call/stop communicating. We’ll then need to reschedule/resume our communications for a time when you’re ready to address this specific concern.• I can see/hear you are angry/frustrated about this situation, and I want to be able to support you. However the language you are using shows me this might not be the right time to work through this. Let me know a time/day where we can try this conversation again. Before we speak again, let us both be prepared to discuss the concerns positively and productively.• I am here to listen and support you. When we create an open space where we each communicate clearly and listen to one another, it makes the conversation more productive. Are you willing to create that space together?• From the language you have used, I understand that you are (restate what student shared). In order for us to work together to find positive ways to move forward, I am asking that you avoid profanity and all capitals, and focus your questions and concerns in a way that allows me to determine if I need to clarify feedback/adjust feedback/find another way to outline feedback, so that we can help you find success.Model Expected Behavior
When responding, try to stay objective and avoid mirroring the student’s perceived attitude.• Focus more on supportive behavior and how you can connect with the student in a way that works for them. Is this an opportunity to connect via phone so that a more in-depth conversation can help you better understand the concerns?• Written communication can lessen your ability to understand tone and intent. A self-check or even a second-level review from a Faculty Coach or Manager can help assist in developing supportive language that leads with care, even when you perceive an attitude.Talk it Through
An educational conversation from University personnel can have a lasting impact on a student. Look for the opportunity to dialogue about the situation and from a place of curiosity to learn more and find opportunities for resolution and appropriate pathways for their concerns. Seek to understand where the student might be coming from or other impacts that may be causing them to communicate less effectively. A referral to their Advisor, Access & Wellness, HELPLine, or the Academic Resolution process may be necessary.• I want to help you. Help me understand (restate student's claims) so I can figure out how best to support you.• What’s your ideal resolution?Acknowledge the Individual’s Situation
Students may be working hard to address their issues and may be managing very real hardships that a traditional student population does not encounter. Each student should be treated individually based on their specific situation, and instructors can use their discretion when considering current performance and other factors. Attempt to understand the root of the issue and feel empowered to work with a student if applicable to their specific situation.• I’m sorry this hasn’t been the best experience for you. Let’s work together to resolve this concern.• If a concern is expressed, listen and acknowledge the emotions and impact the student has shared. Ask open ended questions to better understand how to support the student or guide them to the most applicable university resources.• Providing one student with additional time to complete coursework does not require you to provide the same support to all students in a course.• Faculty can utilize the Supporting our Students CETL site for more guidance which includes the Student Guidance Decision Tree to help determine existing ways to support students based on their current situation.Be Mindful of Word Choice
Words make an impact, and we are equally responsible for remaining mindful of the words we choose while navigating tough conversation and stress.• Try to avoid dismissive language. All students have the right to submit a “report” to the institution through the Academic Resolution process and in other ways when receiving a grade or feedback they do not understand.• Students may not be able to advocate for themselves in a way that we would hope or expect. Attempting to find a positive resolution and taking a moment to clarify might help lead to a positive outcome.• When navigating difficult conversations in the classroom, Faculty can utilize the Engaging in Civil Discourse video from the CETL Classroom Management Mastery Series.Be Cognizant of the Power Differential
Students understand that staff and faculty have some control over their financial aid, grades, and status at the institution. They might demonstrate a defensive reaction or unexpected assertiveness to a seemingly simple response or piece of feedback, or they might retreat from communication altogether due to unreported significant challenges or their concerns or impacts.• Regardless of the situation, please seek to understand their concerns and lend an empathetic ear.• Many times, grading disputes can be left at one-line responses (i.e. Grading is final or sending students back to materials already available in the classroom). Going further into details with a student about their concerns and why a grade has been earned can help to alleviate student frustrations and confusion.