Introduction

The purpose of this document is to orient adjunct faculty to the basic organization of William Woods University, to explain the expectations of adjunct faculty members, and to clarify various business and personnel matters relevant to the adjunct faculty position. Adjunct faculty are required to abide by all University policies and procedures applicable to their appointment as set forth in the University’s Employee Handbook, as amended from time to time, including those policies prohibiting misconduct, sexual harassment and discrimination. For additional policies, adjunct faculty members should consult the Faculty and Employee Handbook available in the Office of Human Resources and Benefit Services. In order to retain necessary flexibility in the administration of policy and procedure, William Woods University reserves the right to revise, reduce or delete any policy or benefit described in this Handbook, with or without notice as the University deems appropriate.

Mission Statement, Vision Statement, and University History

Mission

An independent voice in higher education, William Woods University distinguishes itself as a student-centered and professions-oriented university committed to the values of ethics, self-liberation, and lifelong education of students in the world community.

Vision

The vision of William Woods University is to be recognized as a progressive and growing leader in higher education, fiscally healthy, and achieving quality in all aspects of institutional life, while cultivating highly respected, innovative, and unique programs.

History of the University

Founded in 1870 in Camden Point, Missouri, in response to the needs of female children orphaned by the American Civil War, the institution, first known as the Female Orphan School, has experienced three name changes and one relocation.

During the late nineteenth century, the institution moved to Fulton, Missouri, and expanded its elementary and secondary programs to accommodate young women who aspired to become teachers. Known briefly at the turn of the century as Daughters College, the institution changed its name to William Woods College, in honor of a major benefactor, and began offering a two-year college program. In 1962, in anticipation of dramatic changes in the role of American women in the labor force, William Woods became a four-year college. Expanding its mission to address the need for graduate and adult-oriented programs, the institution, in 1993, became know as William Woods University, and began offering graduate degrees and admitting men as well as women into its programs.

An independent institution, chartered by the State of Missouri, governed by a self-perpetuating board of trustees, and in an ongoing covenant relationship with the Christian Church (Disciples of Christ), William Woods University remains committed to serving the public good by helping students link intellectual development with the responsibilities of citizenship and professional life.

Mission and Goals of Graduate and Adult Studies

Graduate & Adult Studies is the academic and administrative unit of the University charged with responsibility for the administration of post-baccalaureate programs and undergraduate programs directed toward adult learners.

The primary goals of Graduate & Adult Studies are:

• To provide respected, innovative and unique programs of study in a variety of formats;
• To serve the community beyond the residential campus throughout the state of Missouri and beyond;
• To create national and international links to the region;
• To foster integration of theoretical and practical knowledge;
• To provide the foundation for additional studies and higher degrees;

The Cohort Model Philosophy

The essential element of the study group (cohort) model is the recognition of the distinction between the traditional aged (18-22) college student and the older learner who has assumed the adult responsibilities of self-determination, financial independence, and professional development. We will focus our attention on two critical learning objectives. The first of these is shared participant responsibility for self-directed learning and small group learning dynamics. Professional and personal growth requires that individuals develop the skills necessary to manage their own learning. Throughout the courses of the program participants are expected to seek answers to their questions, to identify and develop resources for their concerns, and to take charge of their own learning. For this reason, cohort programs are designed to provide the structure and support necessary to encourage independence and self-direction.

The second objective is to develop the interpersonal skills necessary for effective participation in groups. The groups are comprised of three to five learners each and meet weekly outside of class. Study groups function as mutual support mechanisms through which learners can and do learn more efficient problem solving from the professional expertise of peers. Adult learners and faculty are acknowledging as major learning resources, through which individuals learn from one another through participation in the process of inquiry and involvement with the study group.

The adult learners enthusiastically support the use of the study groups as a tool. Surveys indicate that the study group concept is extremely beneficial in assisting adult learners achieve predetermined learning outcomes. When adult learners accept the fact that they can learn from one another, a system of trust and support evolves and the learning process becomes interactive.

The study group concept is based on the premise that learning is not determined by a central source. The process of education encompasses the breadth of human experience. Working adults seldom have the time to devote to full time, formal education. Through combining and sharing the talents, experience, and learning resources of the study groups, adult learners assume a greater self-direction and responsibility for their learning. By sharing learning responsibilities, more information can be disseminated among the group members within a limited amount of time. Thus, more content is covered than can be achieved through individual effort. The study group members make the commitment to work together and assist each other in meeting the objectives and outcomes of the course and program.

The adult curriculum is designed to focus on participative learning outcomes. Through the study group process, the learning process is enhanced because adult learners are provided with the opportunity to analyze their experience, and to compare and contrast these experiences with theories presented in the curriculum materials.

Study groups meet outside of the required class time to discuss and prepare assignments, and to share learning resources. Each course generally requires a group project in the form of a written and/or oral report, usually presented to the class for discussion and critique. Group grades are awarded, so the ability to integrate each member’s total participation becomes the responsibility of all group members, and is reflected in the grade.

Traditionally, the role of the student is relatively passive. The cohort model demands active participation by learners in their educational process, thus placing substantial responsibilities on the learner. The dynamic process of study groups maximizes each student’s understanding and involvement in his or her degree program. To provide higher education programs to working adults, the study group and cohort model have been developed and instituted to better serve the needs of these learners.

The faculty member should make sure that he/she and the adult learners fully understand the theory and concepts that underlie the study group learning process. It is the responsibility of the faculty member to instruct the study groups on the process of applying small group interaction, as necessary. The faculty member must make learners aware of the fact that, by combining and sharing talents, experience, and learning resources in the study group, both adult learners and faculty benefit from the self-directed learning process. Furthermore, faculty members must be sensitive to the time demands that the study group process requires, and be responsive to accommodating adult learning needs. It is important to remember that faculty member participation in the study group process greatly enhances the adult learner’s understanding and involvement in his/her degree program.

Faculty Appointment and Pay Information

Employment

William Woods University’s Graduate and Adult Studies department relies on a strong, experienced, and well-credentialed faculty to build our reputation of knowledge and instructional excellence for the students we serve. Ordinarily searches for adjunct faculty are carried out locally and regionally. Searches are primarily carried out through postings on our University website or through advertisements in local newspapers. As a general rule, William Woods University accepts adjunct faculty applications year round as our needs change frequently.

An official William Woods University Application, Official Transcripts/Vitae and references are required for consideration.

Adjunct Faculty members receive a letter of appointment from the Dean of Academic Affairs upon being selected to teach a class. Adjunct appointments are either Final or Contingent. Final appointments are made for classes in existing cohorts with confirmed enrollments. Contingent appointments are made 90 days or more in advance of the start of instruction for classes in new cohorts. Each class in an Education cohort lasts six weeks and meets one night per week for four hours. BSM and MBA courses vary in length from 5-8 weeks.

The University has no contractual obligation to adjunct faculty; accordingly, their employment can be terminated or reduced at any time. While the University makes every effort to treat adjunct faculty fairly and compassionately, and respects loyalty and longevity-based teaching experience, adjunct faculty have no right to be hired, retained, or given any particular teaching assignment.

General criteria used in adjunct faculty member selection include the appropriate degree for the teaching assignment and the professional credentials of the candidate, with emphasis on the extent and relevance of teaching experience. In addition, individual departments may have additional criteria depending again on the teaching assignment.

Salary Determinations

For adjunct education faculty, base pay is determined by the degree held. Once an instructor has taught for William Woods University for five years, he or she will receive an additional $100 per course. Base pay for MBA is based upon course length and degree program. Additional stipends may be added for mileage or number of students in a cohort. These amounts are subject to change each fiscal year.

Payroll Information Forms

The following employment forms are required to be returned within two weeks of receipt. Adjunct faculty members cannot be entered into the payroll system until each of these forms have been completed and returned:

WWU Application for Employment

Original Transcripts

WWU Employee Information Form

WWU Faculty Information Form

U.S. Dept. of Justice I-9 form-this requires that we make a copy of 2 forms of identification as listed on the back of the I-9 form.

W-4 & Mo W-4 Withholding forms

Background Check Release Form

Statement of Confidentiality

Employer Acknowledgement of Adjunct Handbook and University policies.

Pay Schedules

Payments will be issued to adjunct faculty within 30 days of the receipt of course materials. A signed Grade and Attendance list, faculty end of course survey and Study Group Logs (if applicable) must be returned to the Registrar’s Office within two weeks of the last day of the course. A signed copy of the Letter of Appointment must be on file with the Business Office prior to payment.

Tuition Remission for Adjunct Faculty (G&A Studies)

Beginning July 1, 2006 an adjunct faculty member must have completed teaching twenty-four (24) credit hours from July 1 through June 30 for a dependent to be eligible for

Tuition Remission the following Fall and Spring Semesters in the traditional, on-campus undergraduate program. The dependent is determined by their being claimed on the adjunct’s income tax. There are no sponsorships allowed under this policy.

Employees who meet the adjunct faculty admissions requirements of the University will be entitled to a 100% remission of tuition. The employee is responsible for payment of all course fees and other fees related to enrollment. In programs where the cost of books and other fees are included in tuition, the employee will be charged a reasonable predetermined fee for such. For purposes of tuition reduction, advanced placement credits and credit for experiential learning are considered special course fees and are the responsibility of the employee. In some cases there may be courses offered that are contracted through other institutions and charges for those courses are incurred by William Woods University on a per credit hour basis. In such cases, those charges will be passed onto the employee/dependent/etc. It is the employees’ responsibility to verify what qualifies for tuition remission and what does not.

Employees are admitted into a course on a space available basis. Employees may be asked to withdraw if space is required to accommodate paying students.

This benefit applies only to regular courses offered through one of the academic divisions of the University and does not include special programs, institutes, or workshops.

Tuition Remission for employees is considered a fringe benefit. As such, taxability is determined by IRS laws in effect at the time the benefit is received. Taxable benefits will be included on form W-2.

Dependent Eligibility: The adjunct faculty member must be employed and meet the criteria listed under the eligibility section above prior to the beginning of the semester to be eligible and receive tuition remission for that semester of study.

The dependent children of an adjunct faculty member are entitled to full tuition reduction at the University with full participation in the LEAD program. Should the dependent lose their LEAD award, tuition remission will be reduced by the amount of the LEAD award. The determination of dependence is interpreted in the same manner as established by the IRS. A dependent child of divorced parents is treated as the dependent of both parents.

WWU attendees are required to complete the FAFSA (Free Application for Federal Student Aid) through the Student Financial Services Office. All students entitled to this tuition reduction are subject to the normal admissions requirements as well as the payment of the application fee. The student is responsible for payment of all course fees and other fees related to enrollment.

Once an employee’s dependent, who is enrolled at William Woods University, is no longer considered “dependent,” he/she will be permitted to complete the academic year in the traditional program at no tuition charge.*

Tuition remission for dependent children or stepchildren is considered a fringe benefit. As such, taxability is determined by IRS laws in effect at the time the benefit is received. Taxable benefits for such will be included on form W-2.

How to Enroll: Tuition remission forms are available in the University Office of Human Resource and Benefit Services. Forms must be completed in order for tuition remission to be applied to the employee’s account.

*Students enrolled who fail to meet the participation requirements of the LEAD Program lose their eligibility for the LEAD Program and thus also lose the LEAD award amount designated toward tuition remission and will be required to pay that portion of the tuition.

University-Wide Policies

Discrimination and Harassment Policies

Equal Opportunity Employment

Equal opportunity shall be provided for all employees and applicants for employment, on the basis of their demonstrated ability and competence without discrimination on the basis of their race, color, religion, sex, national origin, age, status as Vietnam era veteran, protected physical or mental disability, medical condition, sexual orientation, or any other characteristic protected by law. This also applies to the administration of personnel policies and procedures.

Guidelines: The principle of equal employment opportunity applies to all aspects of the employment relationship, including:

Initial consideration for employment,

Job placement and assignment of responsibilities,

Evaluation of performance,

Promotion and advancement,

Compensation and fringe benefits,

Access to training and other professional development opportunities,

Formulation and application of personnel rules and regulations,

Access to facilities and services,

Layoff and recall from layoff, and

Discipline and termination.

All employees are expected to support the principle of, and to contribute to the realization of, equal employment opportunity. Employees with responsibilities and authority in personnel matters who fail or refuse to subscribe to the principle of equal employment opportunity will be subject to appropriate internal action, including disciplinary action.

American with Disabilities Act of 1990

The University does not discriminate in the interviewing, hiring, or promotion of individuals on the basis of disability. The University is committed to compliance with the Americans with Disabilities Act of 1990 and its related Section 504 of the Rehabilitation Act of 1973. It shall endeavor to provide reasonable accommodations requested by all employees with documented disabilities who are otherwise able to perform the essential functions of their jobs.

Guidelines: The ADA Coordinator shall work with all staff employees and their supervisors in determining the most effective accommodations that can be reasonably provided on an individual basis. The Academic Dean’s Office will work with the faculty to provide reasonable accommodation. The Human Resource and Benefit Services Office shall maintain records of such requests and accommodations in a confidential manner.

Policy Regarding Sexual Harassment

It is the policy of William Woods University that sexual harassment is not acceptable conduct at the University. The University is committed to maintaining a learning environment for its employees that is free from sexual harassment. Further, the University shall take all steps reasonably necessary to prevent sexual harassment from occurring, which will include affirmatively raising the subject and expressing strong disapproval thereof, developing appropriate sanctions, informing faculty, staff, and students of their rights and developing methods to sensitize all concerned.

Definitions: Sexual harassment in employment includes, but is not limited to, unwelcome sexual advances, requests for sexual favors, and verbal or physical conduct of sexual nature when:

Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment.

Submission to or rejection of such conduct is used as a basis for employment decisions affecting that individual.

Such conduct creates an intimidating, hostile, or offensive working environment.

Qualified employees are denied employment opportunities or benefits because the opportunities or benefits are given to another employee who submitted to an employer’s sexual advances or requests for sexual favors.

NATURE OF SEXUAL HARASSMENT: Sexual harassment is not limited to conduct by males toward females or faculty members toward students. For purposes of this policy, sexual harassment may occur between any or all of the following:

Student to faculty member.

Male to male.

Female to female.

Male to female.

Female to male.

Examples of Sexual Harassment:

Unwelcome Sexual Advances:

Whether the advance is “unwelcome” is determined on a case-by-case basis. Unwelcome advances may include, but are not limited to, the following:

Any invitation (even subtle) intended to result in a sexual liaison.

Invitations to dinner or social events, when refusal results in the loss of a promotion or in other adverse employment action.

Propositioning an employee.

Unwelcome Verbal Conduct of a Sexual Nature

Sexually provocative or explicit speech.

Publicly expressed sexual fantasies.

Jokes of a sexual or crude nature.

Derogatory comments directed to males or females as a class (language directed toward a specific employee is more likely to be viewed as sexual harassment).

Demeaning comments.

Threats for not agreeing to submit to sexual advances.

Writing sexually explicit memos.

Unwelcome Physical Conduct of a Sexual Nature

Grabbing or twisting an individual’s arm.

Any unwarranted touching.

Sexually offensive pranks.

Drawing sexually explicit cartoons, other drawings, or graffiti.

Gestures indicating sexual behavior.

Suggestive winks.

Kissing.

Investigation of Sexual Harassment Complaints:

If an employee believes he/she is being sexually harassed, the employee should bring the concern to the attention of one of the Designated Officials of the University. Designated Officials for purposes of this policy are as follows:

For allegations against students – Dean of Student Life

For allegations against faculty – Academic Dean

For allegations against staff – Director of Human Resources & Benefit Services

For allegations against vendors – Chief Financial Officer

For allegations against any Executive Cabinet Member – President

The Director of Human Resources and Benefit Services has been designated as the Sexual Harassment Officer. The Sexual Harassment Officer will work with the appropriate Supervisor and Executive Cabinet Member.

If the Designated Official is not of the same sex as the employee, or if the employee for any other reason would prefer to report the concern to another administrator at the University, the employee should contact the Sexual Harassment Officer. If the employee feels more comfortable speaking with someone other than the Designated Official or the Sexual Harassment Officer, the employee may do so. However, it is essential that the report be made to someone with the authority to act upon the concern.

Any administrator, faculty member or staff member who receives a report, orally or in writing, from any employee regarding sexual harassment must forward the report to the Sexual Harassment Officer or the Designated Official within 24 hours or within a reasonable time thereafter, for good cause shown.

Oral complaint of sexual harassment should be put in writing by the complainant or by the person who receives the complaint, and should be signed by the complainant. However, the complainant’s refusal to sign a complaint does not relieve the University the obligation to investigate the complaint.

Any employee who believes that he/she has been subjected to sexual harassment shall not be required to confront the alleged harasser prior to making the report.

Following the receipt of the report, the Sexual Harassment Officer and/or the Designated Official will promptly and fully investigate the complaint. The investigation shall commence within two business days of the receipt of the report. The complainant and the accused will be separately interviewed. The accused will be furnished with a copy of the complaint and will be given an opportunity to respond. Within a reasonable period of time (normally not longer than 20 days) the investigator will complete the investigation and prepare a written report outlining his or her findings.

The University will, to the best of its ability consistent with the requirements of this policy, maintain the confidentiality of the complaint and the details of the investigation to the extent possible.

If the investigation substantiates the complaints, the University will take appropriate disciplinary action against the offender(s), commensurate with the severity of the harassment, up to and including termination of employment. If the offender is a student, the matter will be referred to Student Status for disciplinary action.

If the investigation is indeterminate, the matter will be designated as unresolved, and the investigation file will be maintained by the Sexual Harassment Officer in a file separate and apart from any student or personnel file.

There will be no retaliation against or adverse treatment of any employee who uses this procedure to resolve a concern when such complaint has been brought in the good faith belief that the complainant has been subjected to sexual harassment.

The Sexual Harassment Officer shall follow up regularly with the complaining employee to ensure that the harassment has stopped and that no retaliation has occurred.

The University’s Sexual Harassment Officer will be available to answer all questions regarding this policy or its implementation.

The above-referenced procedure is in addition to and not a limitation of the University’s rights as outlined in the Faculty Personnel Policies, the student Handbook, and the William Woods University Employee Handbook. The University reserves the right to formulate additional procedural rules as may be appropriate to supplement the procedures contained in the policy.

Publicizing Sexual Harassment Policy:

A copy of the University’s sexual harassment policy regarding employees shall:

Be included in the Employee Handbook distributed to employees.

Be displayed in a prominent location at each work site.

Discipline/Consequences:

Any employee who permits or engages in the sexual harassment of employees will be subject to disciplinary action, up to and including dismissal.

Any employee who receives a complaint of sexual harassment from another employee and who does not act promptly to forward the complaint to the Sexual Harassment Officer or the Designated Official shall be disciplined appropriately.

Any employee who brings a false charge of sexual harassment shall receive appropriate discipline. The term “false charge” mean charges brought in bad faith, that is, without the good faith belief that one has been subjected to sexual harassment. The term “false charge” does not include a charge that was brought in good faith but which the University was unable to substantiate.

Responsibilities of Adjunct Faculty Members

Academic Workshops

In addition to the required documentation listed above, adjunct faculty has additional obligations. Because we want our instructors to succeed, attendance at an Academic Workshop is required each year. These professional development workshops are offered regularly and are usually held on Saturday mornings and are required to be eligible for subsequent adjunct appointments.

OWLnet & Email

Adjunct faculty must have access to a computer and have a current email address.

OWLnet is a part of the University’s website. Adjunct faculty will access class rosters, and enter grades on this website.

OWLnet ids and passwords are distributed to all Graduate and Adult Study faculty who teach at William Woods University, once they are accepted for a class and return all of the required paperwork listed above.

Adjunct faculty is required to report grades within two weeks of the conclusion of a class.

Grades are reported electronically through OWLnet and a signed copy must also be turned in with the other required materials to the Registrar’s Office.

Academic Regulations

Adjunct faculty is required to be conversant with the academic regulations of the University.

Enrollment Verification

During the second week of class, a list of all students who officially completed registration is available on OWLnet. This is provided to instructors for the purpose of enrollment verification. Enrollment verification is extremely important and adjunct faculty members are required to comply with requests for information concerning class attendance and enrollment. Adjunct faculty should report immediately any of the following:

1. Students who are attending class but whose names do not appear on the class roster
2. Names of students who are registered but not attending

This information is essential for completing proper billing for tuition as well as making certain that academic credit is properly awarded. It may affect salary determination, and is the only manner in which the faculty member will be able to correctly report final grades.

It is the responsibility of adjunct faculty to take attendance and maintain an accurate attendance record for each class. Because cohort classes are accelerated attendance at all classes is expected.

Individual Course Syllabus and Textbooks

Prior to the beginning of a course, an adjunct faculty member will receive a packet from the University which includes the course Syllabus, a textbook, and other supplemental materials. The signed Grade and Attendance Sheet, Faculty End-of-Course Survey, Study Group Logs (when applicable), and signed copy of the Letter of Appointment must be returned within two weeks of the conclusion of a course.

Class Meetings

The accelerated study model employed by the University extends to individual classes as well as the entire degree sequence. Thus, class schedule disruptions necessarily result in degree sequence disruptions. Consequently, class meetings are to be conducted in conformance with the published class schedule. Instructors may not cancel or alter the class meeting schedule, without prior approval of the Graduate and Adult Studies Department. If cancellation is permitted, notification of cancellation must be accompanied by immediate rescheduling of the class with the overall class calendar (that is, a class must be rescheduled prior to the last class scheduled for a course). Cancellation is permitted only in exceptional circumstances. Requests regarding schedule adjustments or cancellation are to be made to the Academic Dean or her designated representative.

In addition to meeting classes when scheduled, instructors are expected by Graduate and Adult Studies, the academic department, and their students to hold class for the entire time scheduled. An instructor who cuts the class short can expect complaints from students and a follow-up by Graduate and Adult Studies. Instructors who do not meet their scheduled class times may have their salary reduced accordingly.

Holidays

Ordinarily, classes will not meet on Holidays observed by the University. Always consult your course calendar for meeting dates.

Inclement Weather

The prospect of wintry weather and hazardous road conditions raises the question of what our policy is regarding the cancellation of classes. Simply stated, our position is that it best serves students and faculty to tough out the bad weather. At the same time, we are well aware of how trying wintry weather can be. The following pointers are intended to be helpful and serve as a guide to faculty and students. Give yourself added time for getting to class. Faculty is asked to be flexible and good-natured in allowing time for students to get to class and in permitting them to arrive late. Faculty is also asked to provide extra review time or even a handout the next week for the students who do miss class because of bad weather.

However, if class cancellation becomes necessary, it may take one of two forms:

1) Weather conditions are widespread and severe enough to warrant cancellation of ALL
classes for the University.

2) Weather conditions are localized enough that cancellation of classes at a specific site
is warranted.

If widespread weather conditions warrant a general cancellation announcement of classes of the University, area media will carry cancellation announcements. The University website will carry information as well.

If weather conditions are sufficiently localized to warrant cancellation of class at a specific site, the established telephone chain for the relevant cohort group(s) will be activated. Such a decision is normally made by appropriate University personnel in conjunction with the faculty facilitator.

Study Groups

Policy and Practice

The following G & AS degree programs: BS (Management), BS (Marketing), MBA, Ed.S (Educational Specialist, M.Ed (Educational Administration, Curriculum & Instruction, and Athletic Administration), and individual ACCESS program courses all require the use of the organized study group. Organized study groups should consist of three to five members.

As a result of program differences and in recognition of the fact that program design may play a role in how study groups are formed and how they function within a given program or course, there is no one prescribed practice for the formation and functioning of study groups.

The following is based upon a literature review and upon observed practice and operating experience. Observing these principles in the process of study group formation has proven effective in the success of forming functioning, task-oriented groups.

1. Study groups shall consist of no fewer than 3 and no more than 5 members.
2. Study groups should reflect a diversity of skills and experiences.
3. Ideally, individuals having the same employer should not be in the same study group.
4. Spouses should not be in the same study group.
5. Study groups should determine the rules of group operation. This should also include an understanding of sanctions that could be imposed if group rules are continually and persistently violated. (Expulsion from the study group is not the sole right of the study group.)
6. Meeting place and meeting time (including starting and stopping times) of the study group are to be determined and agreed upon by ALL members.
7. The leadership function within the study group should be discussed and determined. The function may be rotated.
8. Study group members should determine individual strengths and weaknesses and discuss them openly.
9. In remote locations and in ACCESS program courses geography may become a more dominant criterion in study group formation.

Class Representatives

Class representatives are chosen to facilitate communication between the University, faculty, and cohort members.

Grade Appeals

Students who believe a grade to be assigned in error or who wish to review a grade that they believe may be inaccurate must correspond in writing to the instructor responsible for issuance within two weeks after the receipt of a grade. If a mathematical, recording, or technical error is discovered by the instructor at this time, the instructor may recommend the appropriate grade change to the Program Director and must accompany the recommendation with documentary evidence which substantiates that such error had occurred. No other basis for change initiated by the instructor is acceptable. If substantive issues remain unsolved after the written correspondence with the instructor, the student should submit a copy of the written correspondence with the instructor to the appropriate program director along with a request for a grade change. If after meeting with the program director, the student still disputes his/her grade, step three is for a written appeal to the Academic Dean along with copies of the written correspondence with the instructor and program director. The appeal must allege one of the following:

1. A computational, recording, or other technical error has been made but has not been acknowledged by the instructor; or,
2. The grade has been assigned in an arbitrary, capricious, or vindictive manner, or in a manner intended to inappropriately manipulate or control the student.

The findings and conclusions of the Academic Dean are final

LIBRARY SERVICES

Library Website

http://www.thewoods.edu/academics/library

Library Hours

Summer

8am-4:30pm, Monday-Friday

August 15-May 1

8am-11pm, Monday-Thursday

8am-5pm, Friday

9am-5pm, Saturday

1pm-11pm, Sunday

Library Staff Contacts

Erlene Dudley, Director

Contact with resource requests or comments and suggestions regarding resources and services

573-592-4291, edudley@willaimwoods.edu

Tena Edwards, Reference Librarian

Contact with questions about using library resources and conducting research.

573-592-4279, tena.edwards@williamwoods.edu

Missy Martin, Access Services

Contact with questions about circulating library materials and interlibrary loan

573-592-4289, mmartin@williamwoods.edu

Note: toll-free access to the library is available at 1-800-995-3199.

INFORMATION RESOURCES

Access to Library resources requires a WWU username and password. Contact the Library Staff listed previously if you do not know your username and password.

Books, eBooks, video recordings, etc.

Find books, eBooks, video recordings and other library materials in the Library’s online catalog (ARTHUR—http://arthur.missouri.edu). Click on the link in the description of any eBook to retrieve the text; eBooks are available 24/7. To request books and other circulating items owned by the WWU Library, contact the Library Circulation Desk at 573-592-4289 or mmartin@williamwoods.edu

with the title, author and call number of the book(s). The library will send these items to you via USPS along with a postage paid return mailing label.

If you do not find what you need in the WWU library catalog, search the MOBIUS library catalog (http://mobius.missouri.edu/search/). MOBIUS is a consortium of over 60 Missouri libraries, including the University of Missouri libraries. You can place direct online requests for books in the MOBIUS catalog. If you choose William Woods as the pickup location when requesting a book, the library will mail you the items you request when they arrive, along with a return mailing label. You can also choose to have the books sent to another MOBIUS library near you (see http://mobius.missouri.edu/screens/libinfo.html for a list of libraries). You may also visit MOBIUS member libraries, but you must have a WWU student or faculty ID to check out library materials on site.

Interlibrary Loan

If you don’t find the resource you need in the ARTHUR or MOBIUS catalogs, or in an information database, contact the library with a complete citation to request what you need. Online interlibrary loan request forms are available at http://www.thewoods.edu/Category.asp?135

Article and Information Databases

William Woods University subscribes to over 50 different databases that include information such as reference works, journal and newspaper indexes, as well as the full-text of journal and newspaper articles. These databases are accessible in the Research Databases section of the Library website at http://www.thewoods.edu/Category.asp?131. Contact the library if you need help choosing or searching these resources.

Some of the most popular article databases for Graduate and Adult Studies students include the following:

Education—ERIC, Education Fulltext

Business—Business Source Premier and ABI/Inform for articles, Company Financial Reports and Valueline for financial information

General—Academic Search Elite and Article First

Online Citation Information

Consult the Research Help section of the library website when writing papers for assistance with creating a list of works cited at

http://www.thewoods.edu/Info.asp?3048.