The reasons for this policy evolution are multi-faceted. Sometimes, extenuating circumstances are outside of a student’s control, and requiring a student to provide a medical note, death certificate, or other documentation just adds time, stress, and a cost to what might already be a difficult situation. The requirement for medical notes also ties up our health care system and exposes students to others who may be ill when seeking their documentation.

“We trust our students will use this option in good faith,” says Laurie Schnarr, Vice-Provost (Students). “They are still required to complete the missed work, it just eliminates the need for students to justify their brief absences when extenuating circumstances arise. That time is better spent studying or making up missed schoolwork.”

Commonly asked questions from faculty and staff

What is considered a brief and temporary absence?

• A situation outside of a student’s control, such as a medical event or condition, that temporarily affects their ability to fulfill their academic obligations.
• Includes illnesses and medical conditions, compassionate/personal needs, religious observances, bereavement, and participation in approved academic or athletic events.

How does it work?

• Self-declaration forms are valid documents students can use for missed tests, exams or assignments, and instructors are obligated to make reasonable academic arrangements based on course outlines.
• Students don’t need to share personal information about their situation beyond declaring the nature of the extenuating circumstance on the self-declaration form.
• The self-declaration form cannot be used for planned absences like vacations. It is also not to be used for longer-term absences or ongoing circumstances like Authorized Withdrawals, Leaves of Absence, or disability-related accommodations, which will still require additional documentation.

How should I respond when I receive a self-declaration form?

• Ensure a supportive response, letting students know about supports available to help with their health/extenuating circumstances.
• Provide clear details on the academic arrangement that will be available for the missed work (including new dates/deadlines).
• Do not question or minimize any circumstances presented. If you have concerns, speak to your unit head for guidance.
• Retain the form in accordance with record retention policy in your academic unit.

Can I make an academic arrangement without requesting or requiring this form?

• Yes, we encourage instructors to be supportive of student inquiries (in person, email, etc.) for assistance if they have extenuating circumstances.
• If you didn’t previously require students to provide documentation for extensions or missed tests/quizzes, you don’t need to start requiring or requesting the self-declaration form now.

For more information, read the policy and procedure or visit the information page for staff and faculty on the UM Intranet. If instructors have questions or concerns about the policy, please connect with your unit leadership. 

“Whatever kind of change is coming, the question should be: How do we get education professionals to work together effectively, and how can they work with the public, rather than setting one against the other?” Hargreaves said in phone interview.  “I think this is going to be the most positive way forward.”

GLAZE

And Hargreaves should know, he’s worked with educators and politicians in some five regions through periods of system-wide educational reform, including Ontario (1994) and Nova Scotia (2018) whose reviews were conducted by Avis Glaze, the lead consultant in Manitoba’s review. And he’ll be sharing those experiences during a lecture on Feb. 3 at the Faculty of Education.

Hargreaves’ message comes as prescient for Manitoba educators bracing for a K-12 review, expected to be completed this spring. In response, Hargreaves proposes a model of collaborative professionalism, a concept he and co-author Michael O’Connor expand on in a book of the same title.  

Hargreaves describes two approaches to collaborative professionalism. One group emphasizes relationships, trust and about informality. An example of this approach would be a principal who tours their school, expressing interested in what is happening, rather than staying in their office, formulating agendas and scheduling meetings to realize those plans.

Another group emphasizes deliberate designs and structures. This could apply to networks, collaborative planning and assessment reviews. They establish clear roles and responsibilities—where everybody knows exactly what they’re doing. These people have a firm grasp of expected outcomes and protocols that guide interactions.

“So, the collaboration isn’t fluffy, but it’s focused on the need to make a difference,” Hargreaves said of the second group.

There’s a time and a place for both approaches—what Hargreaves calls the solidarity of relationships.

Appeal to all stakeholders

Because the concept of collaborative professionalism calls on all stakeholders to take action, Hargreaves says his lecture holds broad appeal, from teachers, other educators, teacher-educators, student-teachers, people thinking of coming into teaching and . . . “Anybody who is concerned about community involvement in public education, and who are concerned about how their community can work with other communities.”

Hargreaves is speaking as this year’s Joan Irvine lecturer.

Irvine first served as a rural-Manitoba schoolteacher, joining staff at Manitoba Teachers’ College in 1964. The following year, she joined the Faculty of Education at the University of Manitoba when the college closed and staff joined the university.

Irvine’s career was characterized by her ability to instill confidence and fulfilment in co-workers and students by motivating them to muster their best efforts.  Bearing broader objectives in mind, Irvine taught students to question their work through a lens of critical inquiry. And in retirement, work continued, developing the Early Years Program, engaging faculty and students on challenging issues while working to build bridges between the Faculty and community schools.

Register for the event here.

What: Leading Through Change in Education

When: Monday, Feb. 3, 2020

Time: Reception at 6 p.m., lecture starts at 7 p.m.

Where: Room 290, Education Building, Fort Garry Campus, U of M

• RSVP optional at 474-9001.
• Paid parking at University parkade.
• Free parking available on campus at St. Andrew’s College.

For more information, contact:

Charlie McDougall, communications coordinator, Faculty of Education, 204-474-7402, or email: Charlie [dot] McDougall [at] umanitoba [dot] ca

The Student Discipline Bylaw outlines the disciplinary actions available to discipline authorities (e.g. department head, associate dean etc.) and the subsequent appeal process available to students for findings of academic misconduct and non-academic misconduct.

The student discipline procedures have been separated to have stand-alone documents for Student Academic Misconduct, Student Non-Academic Misconduct and Concerning Behaviour, and Appeal Procedures.

What is the Student Academic Misconduct Procedure?

The University of Manitoba emphasizes the importance of academic integrity and works diligently to uphold a rigorous and ethical academic environment.

Behaviours that constitute academic misconduct include but are not limited to: plagiarism; cheating on quizzes; tests or final examinations; inappropriate collaboration; duplicate submission; personation; and academic fraud.

What is the Student Non-Academic Misconduct and Concerning Behaviour Procedure?

The University expects all students to act in a fair and reasonable manner toward their peers and the faculty, staff, administration and physical property of the University.

Behaviours that constitute non-academic misconduct include but are not limited to: threats of harm or actual harm by any means (including electronic means) to another person; property-related misconduct; inappropriate or disruptive behaviour; abuse of the process of University policies and procedures or regulations.

Concerning behaviour means any behaviour that, while not indicative of a clear immediate threat, gives rise to a reasonable apprehension that the Student may engage in conduct harmful to him-herself or to others, including but not limited to: (a) threats of self-harm and (b) worrisome behavioural changes in an individual, such as changes in appearance, social withdrawal, or isolation, apparent detachment from reality or inordinate interest in or discussion of violent themes or events.

When was the bylaw and related procedures passed and when will they take effect?

They governing documents were approved by Senate on May 18, 2016 and by the Board of Governors on June 22, 2016 and became effective September 1, 2016.

Was there consultation with parties outside of the Behavioural Policy Working Group?

Yes, as with the other updated and new behavioural policies a total of 17 presentations were made to groups including Senate, each of the unions (UMFA, AESES, UNIFOR, CUPE AND CUPE Engineering), Provost’s Council, Associate Deans (Undergraduate), Student Experience Committee, staff members within Student Support, Sexual Assault Working Group (SAWG), UMSU senior sticks, UMSU Council, University Discipline Committee and to the broader community at both Fort Garry campus and Bannatyne campus. In addition all U of M community members were given the opportunity to provide anonymous feedback via email.

What are some of the main revisions all University of Manitoba community members should be aware of?

• Student Discipline procedures have been separated to have stand-alone documents for Student Non-Academic Misconduct, Student Academic Misconduct, and Appeal Procedures;
• The Inappropriate or Disruptive Behaviour policy has been repealed and incorporated into the Student Non-Academic Misconduct and Concerning Behaviour procedure, under Student Discipline Bylaw;
• Within the Student Discipline Bylaw, provisions regarding suspension, expulsion and reprimand have been reorganized for better flow;
• “Academic Misconduct” and “Non-Academic Misconduct” are defined and separated into their own procedures;
• The misconduct procedures cover jurisdiction, investigation, consultation, decision, and confidentiality;
• The jurisdiction of disciplinary authority for each type of misconduct is separated into two tables;
• The layout of the tables has been improved for easier navigation;
• The section on concerning behaviour now reflects a clear reporting protocol as well as outlines the role of STATIS (Student/Staff Threat Assessment Triage Intervention Support team) and University of Manitoba Security Services;
• The appeal procedures have been reorganized for better flow and consistency in terminology.

Where can I find more information about the Student Discipline Bylaw and related procedures?

The Student Discipline Bylaw and related procedures are available here: http://umanitoba.ca/admin/governance/governing_documents/students/student_discipline.html

You can find more information about Student Academic Misconduct, including tools and support, on the Academic Integrity website:

http://umanitoba.ca/academicintegrity/

Information about the discipline process, including a tutorial, is available on the Student Advocacy website: http://umanitoba.ca/student/advocacy/

Whom should I contact if I have any questions or concerns regarding student discipline?

Allegations of Student Academic Misconduct or Student Non-Academic Misconduct are to be referred to the appropriate disciplinary authority, as per the procedures.

If you have concerns about a student’s behaviour, you may wish to contact the Student Support Case Management office http://umanitoba.ca/student/case-manager

Concerning behaviour of a student is to be reported to a University community unit head (e.g. dean or director), a member of STATIS and/or Security Services.

STATIS http://umanitoba.ca/student/case-manager/statis/index.html

Security Services http://umanitoba.ca/campus/security/

The Student Support Case Manager is a member of STATIS.

Student Advocacy provides confidential support to students and offers education and information to members of the University community on issues pertaining to student academic and non-academic misconduct. Visit their site for more information http://umanitoba.ca/student/advocacy/ or phone 204-474-7423 or email st.advocacy@umanitoba.ca

Four policies in particular will have an impact on a student’s academic decision making: Repeated Course Policy, Grade Point Averages Policy, Voluntary Withdrawal Policy and the Authorized Withdrawal Policy. A web page has been created to explain the policy changes.

The Repeated Course policy enacts a new registration rule called ‘Limited Access’ – this registration rule comes into effect in Fall 2017, and will affect you if you want to repeat a course that you completed or VWd in Fall 2016, Winter or Summer 2017.

Limited Access gives priority registration to students taking a course for the first time. If a student wants to repeat a course they’ve completed or VW’d, they will be subject to Limited Access in that course for the following THREE terms. For further explanation of Limited Access please read our FAQ below.

For further clarification, we encourage students to speak to an Academic Advisor (Undergraduate, Graduate).

FREQUENTLY ASKED QUESTIONS

WHAT IS LIMITED ACCESS?
Limited Access is a registration rule that allows students who have never before completed or voluntarily withdrawn from a course (or its equivalent) with the opportunity to register for these courses prior to students who are repeating the course.

Limited Access first takes effect in Fall 2017 and applies for three Terms following when you initially took the course.

WHAT IS CONSIDERED A REPEATED COURSE?
If you have previously taken a course and received a final grade or voluntarily withdrew (VW)*, any future attempt to take that course or its equivalent is considered a repeated course.

*A previous VW is only considered a repeat if done in Fall 2016 or later.

HOW DOES LIMITED ACCESS AFFECT MY ABILITY TO REPEAT A COURSE OR GET ON A WAITLIST?
Limited access will prevent you from registering for a course that you are repeating, or its waitlist, until the ‘Limited Access Registration Date’ has passed.

WHAT IS THE LIMITED ACCESS REGISTRATION DATE?
Once the Limited Access Registration Date has passed for a specific Term, you may register to repeat a course in that term.

There are separate Limited Access Registration Dates for Fall Term, Winter Term, Fall/Winter spanned, and Summer Term courses.

Please keep reading for more information on how to register for a repeated course.

DOES IT MATTER HOW LONG AGO I TOOK THE COURSE THAT I WANT TO REPEAT?
Yes, you will only be subject to ‘Limited Access’ for three Terms following when you initially took the course. During these three Terms you may register to repeat a course, without needing permission, only once the Limited Access Registration Date has passed.

After these three Terms, you may register to repeat a course at any time, but will require permission to do so – make sure to request a Limited Access registration override, prior to your Registration Time.

This INFOGRAPHIC explains how you are affected, depending on when you took the course.

Important notes: A course from which you voluntarily withdrew (VW) is captured in Limited Access only if this was done Fall 2016 or later.

WHEN DO I GET TO REGISTER TO REPEAT A COURSE?
If you are subject to Limited Access in the term that you want to repeat a course, you will need to wait until the Limited Access Registration Date to register for a repeated course.

If you are no longer subject to Limited Access, you may register any time but will require permission to do so.

HOW DO I REGISTER TO REPEAT A COURSE?
If you are subject to Limited Access in the term that you want to repeat a course, you will need to wait until the Limited Access Registration Date to register for that course.

If you are no longer subject to Limited Access and want to register to repeat a course prior to the Limited Access Registration Date, you will need a Limited Access registration override – make sure to request this from your academic advising office prior to your Registration Time.

These overrides may be subject to your faculty, college, school or program rules on repeating courses.

DO I NEED PERMISSION TO REPEAT A COURSE?
If you are no longer subject to Limited Access and want to register to repeat a course prior to the Limited Access Registration Date, you will need a Limited Access registration override – make sure to request this from your academic advising office prior to your Registration Time.

These overrides may be subject to your faculty, college, school or program rules on repeating courses.

DO I NEED TO GET A REGISTRATION OVERRIDE BEFORE I REGISTER FOR A COURSE THAT I AM REPEATING?
If you are no longer subject to Limited Access and want to register to repeat a course prior to the Limited Access Registration Date, you will need a Limited Access registration override – make sure to request this from your academic advising office prior to your Registration Time.

These overrides may be subject to your faculty, college, school or program rules on repeating courses.