You can drop students who have not attended class within the first two weeks, or who do not meet the prerequisites for the course. Your department scheduler can help you implement a drop. There is more information on the Tele-BEARS Guide for Faculty.

You are not able to drop a student after this period. The student can consult with the L&S Office of Undergraduate Advising to determine whether she is eligible to drop your course.

Inform the student that he needs to appeal to the Dean of Letters and Science to add the course. Please keep in mind that requests to add courses after the fifth-week deadline are rarely approved.

FYI, if you are using e-grades, your grade sheet will be much more complete than the old paper course reports. Consequently, the incidence of missing names should decrease dramatically.

Please check your class lists regularly, including right before the fifth-week deadline, and ask students to make necessary adjustments in their class schedule before the deadline. If you discover before the last day of instruction that a student is not properly enrolled, inform the student that she may appeal to the Dean for a late add of the class. Late adds are rarely approved.

The categories of students who have priority (such as majors, graduating seniors, etc.) are determined by the department. The process for ensuring that the students with priority are given the best chance of enrolling follows. First, the department scheduler usually sets up the enrollment reservation screen to give preference to certain categories of students. Tele-BEARS also allows you to designate any or all seats as 'Instructor Approval.' A unique Class Entry Code (CEC) is assigned to each seat in the Instructor Approval category; you may then give a CEC to each student whom you wish to be enrolled in your class. When it comes to filling in spaces vacated by students who were on the class list, you cannot directly enroll a student into your course unless the enrollments come from a manual waiting list. With a manual waiting list, you control who is enrolled. You are not restricted by the sequential order of the list. Automatic waiting lists can be converted to manual at any time. Consult the Tele-Bears Guide for Faculty for more detailed information.

You need to accommodate waitlisted students only if you have room for them in your class. Unless otherwise requested, Tele-BEARS will create a wait list when your course—or any particular seat reservation category —is full. If you do not want your course to have a wait list, inform your department scheduler. If you want to control who is enrolled into your course from the wait list, request that the list be manually processed. As long as a wait list exists, all enrollments must come from the wait list, with one exception: Class Entry Codes (CECs) override the wait list. Consult the Tele-Bears Guide for Faculty for more detailed information.

Creating a flyer or other advertisement that can be sent to the L&S Undergraduate Advising Office, Troy Gilbert,Associate Director of the Academic Centers in the Residence Halls , and Student Life Advising Services (SLAS) is very helpful. These are high-volume student-service units that can provide referrals to your class. You can update your CourseWeb site with an extended course description to provide more information to students who are shopping for courses in the Online Schedule of Classes. The L&S Undergraduate Division also maintains a website that bring attention to under-enrolled courses. To have your course posted in the "Looking for a Class?" website, please contact Elizbeth Wiley. Also, many departments will place advertisements in the Daily Californian for courses with low enrollments.

Your designated departmental scheduler can submit a request to Classroom Scheduling in the Office of the Registrar. You should submit your request as early as possible, but no later than the first two weeks of instruction. You will be notified by your department scheduler no later than the Friday of the third week of instruction regarding your request. Classroom changes will not be made after the third week of instruction.

Students can request enrollment in your class via the UNEX website. The student's application will be forwarded to you for review. Check with your department to determine whether approval of concurrent enrollment applications rests with you, departmental staff, your chair, or (in rare instances) your dean. You are under no obligation to approve a student for concurrent enrollment in your course. Please do not admit a concurrent enrollment student if it will mean a regularly matriculated student will be denied access to your class.

Concurrent Enrollment allows individuals to take regular campus courses through University Extension (UNEX) without going through the formal University application process. A Berkeley student may also elect to participate in the Concurrent Enrollment program because it allows students to enroll in up to three courses and pay fees per course, which can result in substantial savings. Students must meet the course prerequisites and no regular Berkeley student should be denied access to your course in order to enroll an Extension student. As of Spring 2005, the names of students concurrently enrolled in your courses appear on your regular Bearfacts screens and you can assign them grades electronically.

Students who have completed fewer than 60 units will not receive credit for upper-division special studies courses without permission from the Dean of the College. A student should appeal in writing to the Dean, explaining the nature of the course and how it fits into his academic plan. If possible, please try to enroll students in the lower division equivalent of your course.

Beginning Fall 2005, the following deadlines are in effect:

Friday of week five of instruction:

• Deadline to drop all courses other than Early Drop Deadline (EDD) courses*
• Deadline to add all courses
• Deadline to change the unit values on variable unit courses
• Deadline to change from P/NP grading option to letter grade

* The deadline for dropping EDD courses is midnight on Friday of the second week of instruction. EDD courses are listed on the Office of the Registrar's web site.

Friday of week ten of instruction:

• Deadline to change from letter grading option to P/NP (students not on Academic Probation only)

All changes to the class schedule must be made via Tele-BEARS (students can no longer make changes to their schedule using a paper form. Access will be available until midnight of the relevant deadline.

A $10 fee is charged for each class dropped after the second week of instruction. A $5 fee is charged to all students for each class added after the third week of instruction.

Please help us by reminding students to check and update their schedules early in the term. Lack of attendance or lack of knowledge about course enrollment does not constitute sufficient grounds for an exception to the deadline.

For courses taken during the summer, deadlines vary. Refer to the Summer Sessions website for specific dates.

All information about semester start/end dates, holidays, and exams is noted on the campus academic calendar.

See the campus academic calendar. All holidays are noted on this page.

An Incomplete grade is given when a student was doing passing work but due to circumstances beyond his control he is unable to complete the course. For those courses that extend more than one term and in which evaluation of student performance is deferred until the end of the final term, provisional grades of IP (In Progress) are assigned in the intervening term(s). The provisional grades are replaced by one final grade when the student completes the full sequence.

No, a student cannot remove an Incomplete by repeating the course. If the student repeats the course the incomplete will lapse to an F or NP. A student should not enroll in a course in order to make up an Incomplete. She should arrange to audit the course informally if that is required in order make up the missing work for the course.

For an Incomplete given in the fall semester students have until the first day of classes the following fall to complete the work. For an Incomplete given in spring or summer the student has until the first day of classes for the following spring to complete the work.

The dean may extend the deadline for an undergraduate to complete an Incomplete grade with permission of the instructor of record for the course. If a student requests an extension from you and you feel it is appropriate to grant additional time, please set a new date for completion of the work and complete the appropriate petition as provided by the student. Please direct the student to the Office of Undergraduate Advising, 113 Campbell Hall for the Petition to Extend an Incomplete Grade.

The student should give you a form called "Petition to Remove an Incomplete" at the time she finishes the final work for the course. The student should fill in the information on the top half of the petition and the petition should have a stamp from the Registrar indicating the five-dollar processing fee was paid. Please complete the lower half of the form, noting the student's grade. The petition should then be sent to the Registrar. Download a PDF version of the petition.

Any Incomplete grade that has not been replaced before the deadline will, at that time, lapse to a grade of F (or NP if taken passed/not passed). After that time, but not retroactively, the grade is counted into the student's grade-point average. Once the grade has lapsed a student is allowed to repeat the course under the repeat rules of the University.

You may assign an Incomplete grade if the student's work in your course has been of passing quality but is incomplete for reasons beyond the student's control (e.g., sudden illness). A student should make prior arrangements with you concerning the Incomplete grade, as you may be required to specify the reason for the Incomplete grade to the department chair. An Incomplete grade is given at your discretion. Please refer to the general catalog for further information on Incomplete grades.

As the instructor of record you should be involved in any grade disputes. Remember that grades are to be adjusted only to correct errors in procedures or clerical mishaps, not due to a re-evaluation of the student's work. Whether you determined the final grade or not any grade dispute in a course for which you are the instructor of record does involve you. Please refer to the general catalog and to Section A207 of the Regulations of the Berkeley Division. If you are concerned about your participation in a grade dispute, please contact the Faculty Ombudsperson of the Academic Senate.

A student has a right to bring a grade grievance if he or she believes that "improper academic criteria" were used to evaluate his or her work. Please see the definition by COCI regarding academic criteria for grading.

If a grade grievance comes at the end of the term, please assign the grade you believe is appropriate based on your grading policy and your evaluation of the work submitted by the student.

However, more commonly students will contest a grade based on academic grounds, i.e., they disagree with the grade assigned. If a student has a grade grievance based on academic criteria it is suggested that you either meet informally with the student to try to resolve the dispute or ask him to address his concerns in writing. If you disagree with the student's challenge, you might offer to write a letter for the student's file describing in detail the reasons for the grade and any extenuating circumstances that may have influenced your grading.

If a challenge arises, you can expedite its resolution by preparing a written description of course content, measures used to evaluate student performance, and a complete record of the individual student's work.

Grade changes can occur only as the result of clerical or procedural errors. Grade changes should not occur as result of a re-examination or the submission of additional work after the close of the term. We would encourage you to help students understand that academic integrity and fairness to the other students in the course prevent you from re-evaluating their individual work with an eye towards a grade change. You are under no obligation to re-evaluate papers or exams except for clerical or procedural errors.

Clearly written grading policies on your syllabus will help to avoid grade disputes. Also, if you make changes to the written grading policy during the semester it is recommended that you put the changes in writing and distribute them to your students. Finally, careful record keeping throughout the semester will help in any grade challenge.

You can refer the student to the campus Office of the Ombudsman for Graduate and Undergraduate Students and Postdoctoral Appointees at 642-5754. Please note that while the Ombudsperson assists students with University grievances, she is not an advocate for the student.

If you are concerned about your participation in a grade dispute, please contact the Faculty Ombudsperson of the Academic Senate or the Ombudsman for Graduate and Undergraduate Students and Postdoctoral Appointees (642-5754), who would also be happy to provide information regarding this process.

Grounds for formal grievances are the application of nonacademic criteria, as described in Section A207 in the Academic Senate regulation. Campus procedures for the informal resolution and formal settlement of such grievances are described in the same section of the Regulations.

If you are the instructor of record for this course, you must be involved in the grade appeal. Grade grievances can be brought by a student if she feels that issues such as race, politics, religion, sex or sexual harassment affected her grade or if her work was evaluated by other criteria that did not directly reflect her performance of the course requirements. More commonly students will challenge a grade based on academic grounds. Please refer to the question "What if a student wants to grieve a grade" for further information on grade grievances procedures.

You may change a grade due to a clerical or procedural error. Grade changes may not be made on the basis of a reassessment of the quality of the student's work. A grade change can be done either via petition or by a memo on departmental letterhead to the Registrar. Please provide an explanation for the change in grade. It's a good idea to check with your department's staff for any department-specific instructions before submitting the letter.

Students may change their grading option from P/NP to letter grade through Friday of the fifth week of instruction. This change must be made via Tele-BEARS.

Students who are not on Academic Probation may change their grading option from a letter grade to P/NP through Friday of the tenth week of instruction. This change can also only be made via Tele-BEARS.

A student must complete work of C- quality (or better) to qualify for a Pass grade.

No, you can assign these students either a P, NP or Incomplete as appropriate. However, it is helpful to record the letter grades, as they will come in handy in situations such as a retroactive change of grading option request. Some departments ask that faculty members turn in letter grades for all students; it's a good idea to ask your departmental staff if there is a relevant departmental policy or preference. Note the letter grade in the comments section on Egrades.

There are no campus-wide standards. In large lecture courses, however, instructors are expected to help section or lab leaders reach a consensus about grading as well as policies on such things as late assignments and student requests to submit revised work or earn extra credit. Within reasonable limits, the way of assessing the quality of student's performance in a course and the guidelines for assigning grades in a course are determined by the instructor in accordance with departmental practices. If in doubt, please consult the department chair.

In addition, the Office of Educational Development Faculty Guidebook recommends that you "explain your grading policies to your students at the beginning of the term: the grading standards you will observe, procedures for determining final grades, and rules about late work, absences, and extra credit. This brief discussion will ease your students' anxiety about grading and should save you the headache of facing a line of students unhappy with their final grades."

For a more detailed discussion of grading in general, please see the chapter on "Grading Practices" from Tools for Teaching, by Barbara Gross Davis. The chapter is located on the Office of Educational Development website, where you will also find other useful information about teaching.

If the student has not contacted you regarding the final paper you should award her the grade she would earn in the course if she does not submit the final paper. If, after grades are submitted to the Registrar, you determine that the student's failure to submit the paper and to contact you regarding the final paper was due to circumstances beyond the student's control you can submit a grade correction memo to the Registrar, and assign the student an Incomplete grade. In order to receive her final grade after that, the student must obtain a Petition to Remove an Incomplete Grade (download a PDF version of the form) and file it with you along with completing the final paper within the deadlines for removal of an incomplete grade.

You are not necessarily doing the student a favor by assigning an F rather than a D grade. A grade of D is considered a passing grade and the student will receive unit credit towards his or her degree while a grade of F is a failing grade and carries no unit credit. A student may repeat the course whether he received a D or an F, following the repeat guidelines of the University. When the student repeats a course, the grade received in the course the second time will replace the original grade in the calculation of the student's grade point average. In effect the GPA will reflect the most recent grade. Whether the student received a D or an F, if he repeats the course and does better the second time, he will improve his GPA. A student can repeat up to 12 units to improve his or her GPA in this manner. For additional courses repeated after the 12 units the two grades are both calculated.

A grade of F is failing grade. Grades of D, D+ or D- are given unit credit towards graduation. The General Catalog describes the grading policy.

It is likely that the student intended to drop the course and did not do so in the appropriate time frame. Please assign the student a failing grade. An F or NP grade will not penalize a student who has dropped the course by the fifth-week (or second-week, for EDD courses) deadline or withdrawn from the University.

This designation is reserved for the Registrar only; it's used to note that the instructor for this course did not submit a grade. Please assign an F or NP grade if the student has not attended your class nor turned in assignments. An F or NP grade will not penalize students who have dropped the course by the fifth-week (or second-week, for EDD courses) deadline of the semester or have withdrawn from the University.

The UC Extension Registrar handles record keeping for all Concurrent Enrollment students; late grades need to be submitted directly to UC Extension.  The student's name will appear on the E-Grades system.

If grades are turned in after grade processing is complete, the delay may affect the student's academic status. If you know you will not be able to make the deadline, you MUST arrange an extension with the Registrar's Office. An extension can be arranged by notifying Assistant Registrar Karen Denton at 642-5042 or kjed@berkeley.edu.

Grades are due 72 hours after the final exam. If no exam is given, grades are due 72 hours after the last day of instruction. Information on the E-Grading system can be found on the Registrar's website.

If the student stopped attending the course at some point during the semester it is possible that she has dropped the course. Unfortunately, students are not required to inform you that they are dropping your course. If the student's name appears on your final electronic or paper course report you should assign whatever grade is appropriate for the student based on work completed (if any) and on all assignments, tests, etc that were missed. Please remember that an F or NP grade will not penalize a student who has dropped the course by the 8th week of the term or withdrawn from the University.

If the student did not take the final exam, but has completed other work for the class, again please assign the student a grade based on the work completed, averaged in with the F for the missed final exam. If there are extenuating circumstances for this student, it is the student's responsibility to contact you regarding the missed final. You are under no obligation to assign an Incomplete grade and are encouraged not to do so unless you have spoken with the student and determined that this is the appropriate course of action.

The Electronic Grades feature in the faculty version of Bear Facts allows instructors to submit their final grades electronically. This system replaced the use of pre-printed course reports and eliminated the need to pencil in students' final grades on paper. Only the instructor assigned to the class listed on the "Class System" and the instructor's approved delegates may use this system. Student names are taken from the most recent class list, which means that your E-Grade sheet will be much more complete than the old paper course reports. If a student's name does not appear on your course final E-Grade sheet, it means that student is not officially enrolled in the course. Please contact the student and refer him to the Dean's Office of his college.

You can use the e-grading system of BearFacts to assign midterm grades for fall and spring during the eighth week of the semester. The Registrar's Office will notify your department when the system is open. Your department should then notify you that you can submit mid-term grades. The actual process for assigning mid-term grades is the same as for assigning final grades. Please consult the Assigning Grades section of the Faculty User's Guide to Berkeley's Online Grading System for more information.

Midterm Status Reports are used to alert a student to academic difficulty. The Office of Undergraduate Advising is informed when a student receives more than one notification. Your participation in this process allows the advising office to reach out to students in difficulty.

Even though you are not required to submit mid-term status reports, it is important that you do submit such reports since they provide useful information for students, particularly those on academic probation, and enable the College to identify and help students who encounter academic difficulty during the term. If you do not have any way of determining a student's academic status in your class when mid-term status reports are due, it's not necessary to submit a report.

Instructors or their campus department may either return examinations or copies of them, or retain them for 13 months after the date of the examination. Students must be allowed supervised access to their examinations and they have the right to pay for and keep photocopies of retained examinations. Please consult the Catalog for more information on record keeping.

Yes, according to University policy final examinations are required in all undergraduate non-laboratory courses, with the exception of courses that the Schedule of Classes indicates do not require a final examination. Prior approval from the Committee on Courses of Instruction is required if you believe that a final examination is not required in order for the students to demonstrate comprehensive proficiency in the course material. Department Chairs may approve a one-time only waiver of the final exam, but if you do not wish to administer a final exam in the future for a course, you must petition the Committee of Courses for an exception. The number of midterm examinations varies at the discretion of the instructor.

Berkeley campus' policy for accommodation of students who miss exams because of their religious commitment is distributed annually at the beginning of each fall semester. The policy follows:

"ACCOMMODATION OF RELIGIOUS CREED: In compliance with Education code, Section 92640 (a), it is the official policy of the University of California at Berkeley to permit any student to undergo a test or examination, without penalty, at a time when that activity would not violate the student's religious creed, unless administering the examination at an alternate time would impose an undue hardship which could not reasonably have been avoided. Requests to accommodate a student's religious creed by scheduling tests or examinations at alternative times shall be submitted directly to the faculty member responsible for administering the examination.

Reasonable common sense, judgment and the pursuit of mutual goodwill should result in the positive resolution of scheduling conflicts. The regular campus appeals process applies if a mutually satisfactory arrangement cannot be achieved."

Except for students who are registered with the Disabled Students Program (DSP) and who have been approved by DSP for such accommodations, you are under no obligation to offer a final exam except at the stated time in the Schedule of Classes. If you wish to offer an exam at an alternate time you would be responsible for finding a location and appropriate supervision for the exam. Check with your department to see if it offers such options. If the student has a DSP recommendation for either extended time or a different location, the DSP Program Specialist for that student can provide necessary location and proctoring services. The student must make prior arrangements with both you and his or her DSP specialist for test accommodations. Please see information on the DSP website regarding accommodations for testing.

To request an exemption, you must submit your request to the Committee on Courses of Instruction (COCI) by Friday of the 5th week of the term.

Due to a recent change in Academic Senate procedures, your department chair now has the authority to grant one-time only alternate final examination methods. Talk to your department scheduler for more information.

Some classes have been granted permanent exemptions, due to the pedagogical nature of a given course. Requests for this type of exemption also go through the Committee on Courses of Instruction.

The date and time of final exams are based on the day and time the course is offered. When your department staff is initially requesting your room assignment, (in December for fall Semester and in July for spring Semester), you will want to take this into consideration. Talk to your department scheduler about your needs before the Schedule of Classes is finalized. After the schedule is set, if you would like to change your exam date, you are required to make a formal written request to the Committee on Courses of Instruction.

Neither the University Registrar or Academic Senate Regulations address the archiving of honors theses. Therefore individual departments can determine if it is necessary to store them and the duration of such storage. Departments are under no obligation to provide space for the archiving of such papers in the central office.

Instructors may opt either to return final exams (or copies of them) or to retain them. If final exams are not returned, then they should be retained by you or your department office for thirteen months after the date of the final exam. Please see the General Catalog for the policy regarding record keeping. The University Registrar notes that although there are no specific written guidelines for handling of grading records she suggests the same logic should be used as for final exams. As the Registrar states "The reason final exams are kept for the thirteen-month period by departments is in case a student wants to challenge the final grade that he/she received. The grading records also play a very important role in the dispute or challenge should one arise." Since students have two semesters after the completion of a course to file a grade grievance, it would be wise to save records for the same 13 months period as required for final exams.

The SJA recommends the following measures:

• Inform students of academic standards for scholarship and conduct;
• Explain how cheating harms students and describe campus sanctions;
• Minimize the opportunities for cheating and plagiarism;
• Take visible actions to detect dishonesty so that students know you will not tolerate cheating;
• If cheating occurs, respond swiftly with disciplinary measures.

Academic dishonesty strikes at the heart of a university's function and self-definition. When you suspect academic dishonesty, it is your obligation to investigate and, if suspicions are confirmed, to confront the student with the fact and determine an appropriate penalty. Of assistance at such times is the Office of Student Judicial Affairs (SJA), formerly the Office of Student Conduct. At the request of the instructor, SJA will investigate and help resolve suspected violations of the Code of Student Conduct, including both academic and non-academic issues.

Even if you don't engage SJA to help you resolve a violation, you are encouraged to report cases of academic dishonesty to SJA so that its files will be as complete as possible.

The Help Desk recommends that all instructors get a copy of the Instructor's Guide for Addressing Student Academic Dishonesty, available from the SJA website. The Guide is sensible, systematic, and detailed and is the source of much information here.

Federal regulations do not allow such information to be shared.

Yes, if you feel that meeting with the student will be (or has been) adequate to the situation. The Office of Student Judicial Affairs (SJA) may or may not become involved, at your discretion. (The office does, however, encourage professors to report violations and their resolution, partly to discourage repeat offenders.) You may of course consult with experienced colleagues and/or your department chair, preserving confidentiality. If you think the matter requires a non-academic penalty, or if you feel uncomfortable about confronting the student, or if the student maintains innocence or protests the academic sanction you imposed, get in touch with the SJA.

Cheating is defined as fraud, deceit, or dishonesty in an academic assignment, or using or attempting to use materials, or assisting others in using materials, that are prohibited or inappropriate in the context of the academic assignment in question. This includes but is not limited to:

• Providing answers to or receiving answers from others;
• Using notes, information, calculators, or other electronic devices or programs during exams or for assignments from which they have been prohibited, expressly or implicitly;
• Improperly obtaining or using advance knowledge of an exam or assignment;
• Putting one's name on another student's exam or assignment;
• Altering previously graded work for submission in a grade appeal.

The GSI is no different from any other instructor and may follow the course of action outlined above, including referral of an uncertain case.

You may not lower a grade or fail a student on a suspicion of plagiarism.

If possible, yes. Students who have plagiarized often confess when the evidence is clear, or after judicious questioning about their topic, style, etc. If you feel threatened or for some other reason uncomfortable, refer the matter to the Office of Student Judicial Affairs (SJA).

The submission of such work will, under University rules, render the offending student subject to an F grade for the work in question or for the entire course, at the discretion of the instructor, and will also make the student liable for referral to the SJA.

The Office of Student Judicial Affairs (SJA) has many good suggestions, including the following. Please see the SJA faculty handbook available on the SJA website for many other useful strategies.

• Clarify the distinctions between plagiarism, paraphrasing and direct citation;

• Ask students to seek permission before resubmitting previous academic work to you;

• Change your paper topics and exam questions as often as is practical;

• Request that students submit rough drafts before or along with final versions of papers;

• Assign a variety of short in-class papers during the term.

All written work submitted for a course, except for acknowledged quotations, must be expressed in the student's own words. It must also be constructed upon a plan of the student's own devising. Work copied without acknowledgment from a book, from another student's paper, from the internet, or from any other source is plagiarized. Plagiarism can range from wholesale copying of passages from another's work to using the views, opinions, and insights of another without acknowledgment, to paraphrasing another person's original phrases without acknowledgment.

Such cases are among the most distressing of an instructor's experiences in the classroom, not to mention the effect on the class as a whole.

If the student exhibits threatening behavior towards you or other members of the class, call the Threat Management Division of UCPD at 643-1813.

If the disruption is non-threatening, try to meet privately with the student to review what is and is not acceptable behavior. Document all contacts with the student, including dates, times, and locations when incidents occurred, and your response. It is your right to expel a disruptive student from your classroom—but only for that day's session. He has the right to return to class the following day, and may remain so long as the disruptive behavior is not repeated. If it is, the instructor should contact Office of Student Judicial Affairs, which can coordinate campus-wide resources to assist the instructor and the student involved.

Please see the Office of Student Judicial Affairs' Instructor's Guide for the following transgressions, with helpful subheadings:

• Furnishing false information in the context of an assignment;
• Creating an unfair advantage for oneself or a disadvantage to another, e.g. contaminating a lab sample;
• Theft or damage to intellectual property, e.g another student's paper;
• Selling or distributing course lecture notes, etc. without the permission of the instructor.

The campus operates a shared system for providing test accommodations and proctoring for students with disabilities. Your department or college should arrange testing accommodations and proctoring at the local level when it has available space and staff to serve as proctors. Focusing proctoring arrangements initially at the departmental level allows you to have greater control over the test-taking process.

Requests for midterms should be made at least two weeks prior to the regularly scheduled exam. Requests for final exams should be made at least six weeks prior to the scheduled exam. Consult the web page, http://teaching.berkeley.edu/proctoring/request.html , for exact final exam deadlines. Exams must be delivered to and picked up from 403 Sproul Hall, the Office of the Assistant Vice Provost for Undergraduate Education, by you or a person you designate.

During slower times and summer session it may be possible to make alternate arrangements for testing site, pickup and delivery by contacting the Proctoring Coordinator. However, during final exams and other heavier times of the semester, exam proctoring coordinated through the DSP central location must follow the standard procedures outlined above.

For more details, visit the proctoring page of the "Teaching at Berkeley" website.

Fundamentally, your responsibilities are to assure equal opportunity in your classes for all students with disabilities who are qualified to be in your classes, and to protect students' confidentiality in the process. Here are a few things you can do:

1. Include guidance in your syllabi and other course-related handouts, web-sites, and the like. Consider announcing similar information in your first days of class. Here's some recommended wording:

   If you need disability-related accommodations in this class, if you have emergency medical information you wish to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately. Please see me privately after class or at my office.

   Students who need academic accommodations (for example, a note taker), should request them from the Disabled Students' Program, 230 César Chávez Center, 642-0518 (voice or TTY). DSP is the campus office responsible for verifying disability-related need for academic accommodations, assessing that need, and planning accommodations in cooperation with students and instructors as needed and consistent with course requirements.

2. Make sure all course-related websites are accessible to users with various disabilities. For a discussion of various disabilities and web usability, see the World Wide Web Consortium's (W3C) How People with Disabilities Use the Web. An online service, WebXACT, can evaluate web pages for accessibility according to W3C guidelines. See also the UC Berkeley Web Design Guide.

3. Review the pamphlet "Teaching Students with Disabilities," also available in hard copy at the Disabled Students' Program office.

Contact your Department Scheduler. She or he will make the necessary arrangements, including any contact with the Office of the Registrar. If you don't know who your Department Scheduler is, you can find out by calling 642-0313.

Students who work with the Disabled Students' Program are strongly urged to communicate with instructors as soon as possible. However, the University must make every feasible effort to accommodate students regardless of the notice.

A specific answer to this question would need to be given in the context of the necessary accommodation. For example, a student who has a vision impairment may need to use a dark pen and write in large print. Perhaps she will need to write the short answers on a separate sheet of paper instead of in the blank spaces on the test document itself. This accommodation really doesn't require any advance preparation, so not much advance notice may be needed. On the other hand, if a student's accommodation requires an instructor or the department to arrange a separate, quiet room, a proctor, or both, then more time is obviously needed. For such matters, especially when a department must arrange a proctor, it is reasonable to expect advance notice of three to five working days.

If you are concerned that the recommendation is not appropriate for your particular class, then you should contact the signatory. The Disabled Students' Program advisers know that their recommendations can occasionally inadvertently compromise the purposes or standards of a class, and are ready to discuss such concerns with you.

The goal is to find a way to accommodate the student in a manner that does not fundamentally alter the essential performance standards of your class. If there is an unresolved disagreement after a good-faith effort, there is a process for pursuing the matter; see the Berkeley Campus Policy for Accommodating the Academic Needs of Students with Disabilities. Note, however, that the DSP Adviser's recommendations must be followed until they are overturned or modified.

There are many kinds of disabilities, and they affect students in many different ways. Specific answers about what an instructor must do will depend on an individualized analysis of each student's need. You have the resources of the Disabled Students' Program (DSP) for help with this, and it is in your best interest (logistically, legally, etc.) to use that help.

DSP will make sure that a student is indeed entitled to accommodations in your class, and perform the professional assessment of what those accommodations should be. All you have to do is refer the student to DSP and request that he acquire a "letter of accommodation" from a DSP professional.

Once you have a "letter of accommodation" from DSP, you need only follow the recommendations in that letter.

Contact the Transfer, Re-entry, and Student Parent Center and ask the staff there to post a flyer about your course.

The personal reasons may be child care or an elderly family member for whom the student is responsible. He may be commuting to campus and leaving as soon as his classes are over. Since most older students are highly motivated, they can really benefit from one-on-one discussions in office hours, so try to accommodate him by suggesting other times you may have available.

Talk to the student about how many peers she has on campus: approximately 2,000 undergraduates and 3,000 graduate re-entry students. Reassure her that she is an important part of the student body and that you understand the challenges in being an older student at Berkeley. Refer her to the Re-entry Center. Also, tell her about other programs that will help her adjust to Berkeley: internships, study groups, etc.

Yes. The Transfer, Re-entry, and Student Parent Center offers services designed for this special population. The services include advising, workshops, writing tutorials, social events, and courses to help students get acclimatized to Berkeley and break through the isolation they sometimes experience. The courses also provide academic support in writing and study strategies. This Center is located in the César Chávez Center.

The U.C. Berkeley Academic Senate has created guidelines to help you deal with conflicts that can arise between extra-curricular activities and academic requirements. "The object of these guidelines is to avoid misunderstanding and to foster a climate in which learning can take place. The basic assumption is that matriculated students-while often deeply engaged with other activities--are in university primarily to achieve academic goals." The Senate guidelines not only clearly delineate the students' responsibilities but also recommend actions that you can take--such as providing all due dates for major exams and assignments, and the dates of mandatory field trips, on a syllabus distributed on the first day of classes--to minimize the chances that conflicts will arise.

The Transfer, Re-entry, and Student Parent Center in the César Chávez Center.

Yes. The Transfer, Re-entry, and Student Parent Center offers services designed for this special population. The services include advising, workshops, writing tutorials, social events, and courses to help students get acclimatized to Berkeley and break through the isolation they sometimes experience. The courses also provide academic support in writing and study strategies. This Center is located in the César Chávez Center.

You might suggest he visit the Transfer, Re-entry, and Student Parent Center, where he will have the opportunity to explore options and, if appropriate, be referred to the Student Learning Center for academic support.

Yes. The Transfer, Re-entry, and Student Parent Center offers services designed for this special population. The services include advising, workshops, writing tutorials, social events, and courses to help students get acclimatized to Berkeley and break through the isolation they sometimes experience. The courses also provide academic support in writing and study strategies. This Center is located in the César Chávez Center.

Doe and Moffitt Libraries (and many branch libraries) will assist you in placing materials on Course Reserve There are reserve systems for print and electronic materials as well as instructor-supplied materials.

You can find profiles of faculty who are using new technologies to solve a problem or enhance learning at the Educational Technologies Services website.

Educational Technology Services (ETS) and Informational Technology Systems (IST) work together to produce live webcasts of selected courses. For information see the webcast website.

Educational Technology Service's (ETS) Learning Systems Group offers orientation sessions to introduce faculty to the course website options available, training sessions to teach instructors the basic skills necessary to use course management tools, and consultations to work with instructors on individual solutions. More information is available from the ETS website.

CourseWeb automatically generates a basic site for every lecture course. You may enhance your basic site with links to your photograph, personal web page, syllabus, office hours, etc. Students access the information in CourseWeb by following the link from the Online Schedule of Classes. To add features to your site, log in to CourseWeb using your CalNet ID and Passphrase. Additional instructions are available at the Educational Technology Services site.

Make your undergraduates confident researchers by sending them to a library workshop. Better yet, ask a librarian to tailor a presentation to the exact needs of your class.

Doe and Moffitt Libraries (and many branch libraries) will assist you in placing materials on Course Reserve There are reserve systems for print and electronic materials as well as instructor-supplied materials.

A Freshman Seminar is a one-unit course, usually meeting one hour per week and enrolling no more than 15 first-year students. There are also seminars bearing more units, some of which also admit sophomores. The program provides a context for meaningful contact between faculty and lower-division students and allows both to participate in the thoughtful exploration of a topic.

Each semester a call goes out to Academic Senate faculty-and roughly 100 answer the call. Senate faculty who teach the seminar as an overload to regular teaching duties receive a research grant of $2000, but most are motivated by the joy of teaching our youngest and most eager students. For more information go to the Freshman and Sophomore Seminars website or call Alix Schwartz at 642-8378.

DE-Cal ("Democratic Education at Cal") courses are student-initiated, group study courses. They can add valuable topics to the curriculum. If you are considering sponsoring a DE-Cal course, please consult the campus guidelines for 98 and 198 Group Study Courses.

While student-initiated, these courses require serious faculty involvement. As a September 2002 memo from the EVCP and the Chair of the Academic Senate points out, "responsibility for course review, approval, and instruction for these courses rests entirely with the sponsoring faculty member and the department chair."

Your chair will need to approve the course and commit resources. According to Academic Senate regulations (Section A230) governing 98 and 198 group study courses, the written course proposal must describe "the matter to be studied, the methods of instruction, the number of units to be credited and the methods of evaluation of student performance. A copy of the approved proposal must be submitted to the Committee on Courses of Instruction." You should expect to actively supervise the course, meeting frequently with the course coordinators who, in most cases, will lead discussion or arrange speakers. There should be a clear "mechanism for keeping accurate records and documentation to support the awarding of credit." As with your other courses, you are responsible for resolving for any problems and grade disputes.

The Student Learning Center has a seminar series for student coordinators and facilitators. Please encourage prospective student coordinators to attend.

Lecturers may sponsor DE-Cal courses; GSIs may not.

You and your teaching partner need to talk to your department chairs about teaching load and possible compensation issues. Will you cross list your course, that is, offer it for credit in two or more departments? If so, you may need special scheduling arrangements. If it is a new or cross-listed course it will need to be approved by the Committee on Course of Instruction (COCI) well before the schedule of classes goes to the printer.

Instructional Minigrants of up to $1,000 are available to help you improve existing courses, develop new courses, evaluate instruction, and assess curricular needs. Classroom Technology Grants of up to $3,500 can help you introduce new technologies into your classroom. Projects involving large lecture courses, especially at the lower-division level, are especially encouraged.

The Office of Educational Development site has applications for both grants, as well as lists of previously funded projects that may help spark ideas.

The Graduate Student Instructor (GSI) Teaching and Resource Center offers Course Improvement Grants to support projects that enhance learning in GSI-taught sections or courses.

The Office of Educational Development offers individual consultation and classroom observation to help you teach your class effectively. Also, you will find a link on their website to a publication called "Tools for Teaching," a collection of useful strategies for instructors at all levels of experience.

The GSI Teaching and Resource Center, located in 301 Sproul Hall, is an academic unit in the Graduate Division that prepares graduate student instructors for teaching at Berkeley and in future careers. Programs include fall and spring orientation conferences, noon-hour workshops on pedagogical topics of interest to GSIs, course improvement grants, confidential consultations, classroom videotaping of GSIs, grants to departments to develop pedagogical seminars for GSIs, and the Outstanding GSI and Teaching Effectiveness Award programs. The center conducts workshops and seminars for faculty on providing pedagogical mentorship to GSIs. The center also houses a library of books, articles, videos, and other reference materials on teaching of interest to GSIs. The center's Language Proficiency Program provides courses and testing for prospective GSIs who do not speak English as a native language.

There are places to send students:

1. The Career Counseling Library has a large collection of materials designed to help students make major and career choices;
2. Another unit, the Career Center also offers services, including workshops that give students an opportunity to hear from graduates in their field who have gone into various sectors. The Career Center website has a "What can I do with a major in ..." function that allows students to see what recent alumni in their majors are doing for a living.
3. If your department surveys recent graduates, your Undergraduate Assistant/Student Affairs Officer may have useful information.
4. Finally, many professional associations and learned societies have developed career resources for undergraduates at their websites. If yours has one, ask to have it linked to your department website.

Check with your department. Some departments have courses that are specifically designated for internships or experiential learning, and special requirements for enrollment. These "field studies" are usually numbered 197. A 199 course is usually reserved for independent study or research.

Many faculty members do support students through their own grants. There is also a small fund for L&S students: Travel Grants for Undergraduate Research (TGUR). This grant may be used for airfare (up to $500) to collect data or to present research at a professional meeting. If the student has worked with you through the Undergraduate Research Apprentice Program for two or more semesters, she may be eligible for a URAP grant.

Funding for undergraduate research is still very limited. There are two kinds of funds available: research fellowships that cover student living expenses and often research expenses (the Haas, McNair, and Beckman Scholars Programs cover expenses for an academic year or more; the Biology Fellows Programs offers a one-term fellowship), and research grants that cover only necessary research expenses such as supplies or travel (URAP offers such grants to apprentices with 2 or more terms in the program; the new Travel Grants for Undergraduate Research Program (below) is open to L&S students and covers airfare). See the Undergraduate Research @Berkeley site for more information about these programs.

All departments offer a 199 course, usually called "Supervised Independent Study." This is appropriate for many projects but is available only on a P/NP basis. For more involved projects, where a grade would be appropriate, many departments have a special research and/or senior thesis course. Check with your department for local restrictions on enrollment in these courses.

1. If you are a regular faculty member, you may apply for research apprentices through the Faculty Information page of the Undergraduate Research Apprentice Program website. You must be willing to take the time to train and work closely with these students. During the academic year there are modest grants available to cover supplies needed to keep the apprentices at work; students are not paid during the academic year but work for credit. In the summer there are work stipends available for 30-40 continuing URAP apprentices.
2. In many departments, students may enroll in a section of 199 as they pursue research with faculty. Remember that "Supervised Independent Study" courses (199) are intended for student-initiated research, so while the student project may be closely allied to your research, the student goals should take precedence in the contract for 199 units.
3. If you have funds to pay a student, you should see your department personnel manager about steps necessary to advertise and hire a student assistant.

Abroad: The UC system has one of the largest and most distinguished Education Abroad Programs (EAP). There are many opportunities for faculty to become site directors or visiting professors at UC Study Centers abroad. There are also shorter-term faculty exchange programs with many foreign institutions.

Washington, DC: Berkeley faculty who would like to teach for a semester at the UC Berkeley Washington Center should contact Associate Dean Steven Botterill, stevenb@uclink.berkeley.edu. Replacement costs are available to departments that release ladder faculty to teach in the "UC-DC" program.