Academic Affairs

The Academic Affairs division, under the leadership of the Provost and Executive Vice President for Academic Affairs, advances the University’s research, education, service, and engagement initiatives to promote disciplinary and interdisciplinary scholarly excellence across the University’s educational programs.

Academic Affairs comprises every School and College, inclusive of individual academic departments; academic Centers and Institutes; student-facing academic resources; and faculty- and staff-facing resources such as administrative and development programs. All units work in concert to engage students, faculty, and staff in scholarship, research, and innovation.

Academic Administration

Academic Calendar

Accreditation

The University of Connecticut is accredited by the New England Commission of Higher Education (NECHE) through its Commission on Institutions of Higher Education. Inquiries regarding the accreditation status of the University should be directed to the Office of the Provost. Individual programs may hold field-specific accreditation.

Office of Institutional Research and Effectiveness

Schools and Colleges

The University of Connecticut comprises 14 schools and colleges offering seven undergraduate degrees in more than 110 majors and 17 graduate degrees in 88 fields of study.

 

Schools and Colleges include:

 

The University spans over 4,300 acres, including the main campus in Storrs; the four regional campuses (UConn Avery Point, UConn Hartford, UConn Stamford, and UConn Waterbury); the School of Law, Graduate Business Learning Center, and School of Social Work in Hartford; and UConn Health in Farmington.

Centers and Institutes

Centers and institutes at the University are established to promote scholarly activity and/or support the teaching, research, diversity, or outreach mission of the institution. The University recognizes that Centers and Institutes require a commitment of resources and has developed guidelines regarding criteria for their establishment and review, with final approval given by the Board of Trustees.

Academic Support Units

UConn Library

The University of Connecticut Libraries comprise the largest public research collection in the state. The UConn Library serves the University and beyond by providing access to and stewardship of the world of information.

The University Libraries website has information for faculty on teaching support such as course reserves, library services such as booking a video theater or requesting a research carrel, getting library materials, and research support.

Each of the University’s four regional campuses maintains a library dedicated to serving their campus communities:

The University Library also includes the Archives and Special Collections at the Thomas J. Dodd Research Center, the Art and Design Library, the Health Sciences Library at UConn Health, the Law Library, the Maps and Geographic Information Center, and the Pharmacy Library.

Center for Excellence in Teaching and Learning

The Center for Excellence in Teaching and Learning (CETL) promotes excellence in teaching by supporting faculty adoption of research-informed best practices that positively impact student learning outcomes. Faculty development specialists provide comprehensive support for faculty and TA’s through workshops, consultations, classroom observations, and teaching enhancement plans.

The Office of University Advising provides centralized support and coordination for undergraduate advising.

Educational Technologies provides training and support for faculty use of the HuskyCT learning management system (Blackboard), desktop lecture capture (Kaltura), virtual meeting tools (Collaborate, WebEx, Microsoft Teams), the UConn Lightboard studio, video equipment rental and access to professional videographers, student response systems, and other innovative technologies.

UConn Online has powered the development of more than 30 online graduate certificate and degree programs since 2015, and eCampus instructional design staff provide one on one coaching and course design support for faculty across all learning modalities (online, flipped, face-to-face).

The Office of Early College Programs coordinates the Early College Experience program, which is the oldest and one of the largest concurrent and dual enrollment programs for high school students in the country, and the Pre-College Summer program designed for aspirational high school juniors and seniors.

The Office of Summer and Winter programs coordinates with academic departments across the university to offer courses during both the summer session and winter session terms.

The Office of Service Learning provides support for faculty interested in combining active learning and community outreach.

The Writing Center and Q (Quantitative Learning) Center provide extensive support for students and faculty.

Classroom Technology and Support

Academic IT installs, maintains, and supports audiovisual technology in all centrally-scheduled classrooms at all UConn campuses. These classrooms are controlled by a touch panel on the teaching station, which gives the user full control over all audiovisual features in the classroom. Academic IT staff provide training on the equipment upon request.

Institute for Student Success

The Institute for Student Success consists of six units:

These units provide academic advising and support, transition assistance, and enrichment opportunities to middle, high school, and college students.

Honors and Enrichment Programs

Enrichment Programs help UConn students on all campuses and in all majors create meaningful and rigorous academic experiences. New faculty are encouraged to explore all of the opportunities offered and partner with Enrichment Programs to help students enhance their UConn careers. Learn more about faculty opportunities at the Enrichment Programs website.

Enrichment Programs is composed of six units:

Institutional Research and Effectiveness

The Office of Institutional Research and Effectiveness (OIRE) provides timely official data and analysis for planning, institutional effectiveness, and decision making. OIRE serves as the central repository of official data for state, federal, and other external agencies for reporting purposes. OIRE administers Student Evaluations of Teaching (SET), and HuskyDM – the University repository for faculty activities. Husky Data: SAS® Visual Analytics Portal is a tool to view academic measures such as faculty productivity. OIRE also contributes a wide range of statistics for the University Fact Sheet.

Center for Career Development

The Center for Career Development delivers comprehensive, innovative, and inclusive programs and services for all students to create a University-wide readiness culture that prepares students for post-graduation success.

Student Athlete Success Program

The Student-Athlete Success Program (SASP) supports the overall missions of the University and Department of Athletics by providing resources dedicated to empowering student-athletes to become independent thinking, successful, and ethical student learners. The primary goal of the program is to assist student-athletes in reaching their educational goals while competing in intercollegiate athletics.

Veterans Affairs and Military Programs

The Office of Veterans Affairs and Military Programs seeks to create a welcome and supportive environment for UConn’s veteran and active duty military personnel and their families.

Global Affairs

The Office of Global Affairs provides University-wide leadership to build and sustain global education at the University of Connecticut. They service international students and scholars; nurture strategic global partnerships; create and manage student, faculty, and staff mobility programs; promote collaborative international research; develop curricula to build global competency; and deliver educational and professional services that support sustainable economic and social development.

Faculty Appointments

Faculty Responsibilities

Individually, faculty members are expected to engage in research and other scholarly activities, to teach, and to perform service. The typical mix of activities of faculty members varies from one academic unit to another. The Policy on Faculty Professional Responsibilities outlines the University’s efforts and expectations for the quality and quantity of collegial interactions and contributions to the mission of the University community.

Secondary and Joint Appointments

When a department wishes to extend a formal relationship to a faculty member who is a regular member of another department it is recommended that both units develop a formal Memorandum of Agreement (MOA) outlining scope of effort, time, and pay of the faculty member’s position as a result of the relationship. If the secondary unit will be involved in promotion, tenure, and/or reappointment processes, the position is a joint appointment. If the secondary unit will not be involved in such processes, the appointment in the secondary unit is an affiliate appointment. Courtesy appointments refer to those gratis appointments extended to affiliate external (non-employee) or University employees with no formal academic appointment.

Extra Compensation

The University recognizes that faculty members will occasionally undertake work that is distinctly beyond their regular responsibilities. The Policy on Extra Compensation establishes the standards under which full-time faculty performing such additional assignments may receive extra compensation.

Emeritus

The provisions governing faculty appointment to Emeritus status can be found in the By-Laws of the University of Connecticut, Article XIV – The University Staff, Section K. Further details on Emeritus status for Storrs and regional campus faculty can be found on the Office of the Provost website.

Tenure-Track Promotion, Tenure, and Reappointment

A central tenet of our mission at the University of Connecticut is the pursuit of knowledge and discovery, with the understanding that faculty members have the right to academic freedom. A clearly articulated Promotion, Tenure, and Reappointment process defines expectations and procedures that enhance success and fairness.

The purpose of the Promotion, Tenure, and Reappointment (PTR) guidelines is to provide common criteria and procedures for tenure and promotion for all University of Connecticut faculty in the professorial ranks. Reviewers base their recommendations on carefully prepared dossiers which must include the PTR form and other required information that document and evaluate the accomplishments of each candidate. Responsibility for promotion and tenure recommendations rests principally with the senior members of the faculty, unit administrators, and academic deans. Final responsibility rests with the Provost and Executive Vice President for Academic Affairs.

Tenure Clock Adjustments

Under Article 19.6.I of the AAUP contract dated July 1, 2017, tenure-track faculty members receive an automatic one-year extension of the tenure clock when they experience a qualifying major life event. A tenure-track faculty member who experiences a major life event that qualifies for an automatic one-year extension of the tenure clock must contact the Human Resources Leave Administrator and provide proof of the qualifying event within 31 days following a foreseeable event or within a reasonable period of time, not to exceed six months. Faculty should contact their Department of Human Resources Leave Administrator with questions.

Committee of Three

The Committee of Three functions in faculty dismissal and grievance procedures. Complaints involving promotion, tenure, and reappointment decisions may be brought to the Committee of Three only at the end of a sequence of peer review procedures, including those of the Faculty Review Board. Other complaints may be brought to the Committee of Three only after appropriate administrative remedies have been exhausted.

Non-Tenure Track Promotion and Reappointment

The Reappointment, Multi-Year Appointment, and Promotion Form for Clinical, In-Residence, & Extension (CIRE) Faculty Members & Lecturers Form (P&R Form) shall be used for all promotions of CIRE faculty members and all instances in which a CIRE faculty member or Lecturer is receiving their first multi-year appointment. At the discretion of each School/College, the P&R Form also may be used for the reappointment of CIRE faculty members and lecturers to one-year appointments, as well as reappointment to multi-year appointments after the first such appointment.

Faculty Consulting

Faculty Consulting is an activity performed by a faculty member for compensation as a result of his/her expertise or prominence in their field while not acting in their official capacity as a State employee. Faculty consulting can only be undertaken when prior approval has been granted. An online form for consulting approval is available on the Faculty Consulting website.

Leaves of Absence and Sabbatical Leave for Faculty

The By-Laws of the University of Connecticut provide guidance on leaves on absence. Additional guidelines on medical leaves and emergency leaves from campus are available through Human Resources.

Following sabbatical, individuals are obligated to return to active service at the University for a minimum of one year.

Academic Instruction

Course instruction, whether by a tenured/tenure-track professor or an adjunct, includes preparation, delivery, and follow-up. Follow-up includes evaluating student work, providing attention to individual students as needed, and assigning grades. Providing attention to students requires office hours, either regularly scheduled or by appointment. This is something qualified instructors should understand — whether they be adjuncts or tenured/tenure-track faculty receiving a semester course load. Office hours should not be considered “extra duty” for course instruction. If adjuncts did not provide the follow-up piece (office hours), our quality of instruction would be negatively impacted, especially at our regional campuses. Adjunct-led courses would assume a second-class status.

Textbooks

Barnes and Noble UConn is committed to providing the University and our students with affordable textbooks and course materials. Faculty should utilize the Faculty Enlight portal to notify the Bookstore of required course materials with advance notice of each semester.

The University's Policy on the Assignment of Textbooks and Other Intellectual Property provides guidance on the circumstances under which one may assign a textbook or other intellectual property authored or developed by the professor to a course they may teach.

Academic Advising

The University provides many services to support the academic success of its students. The deans of the schools and colleges assign advisors to help students meet their academic goals and complete degree requirements. The Undergraduate Catalog contains information about courses as well as the requirements of the University of Connecticut, its schools and colleges, and for the academic programs offered by them. Every school and college has an undergraduate advisory center dedicated to student advising issues. Additionally, the Academic Center for Exploratory Students (ACES) is the University’s program for students who want to explore the University’s academic opportunities before deciding on a field of study.

Grading

The Undergraduate Catalog, maintained by the Office of the Registrar, identifies the letter and point system for all grades and the grade point formula. Student scores or grades should not be displayed publicly (including on a course website) in association with names, Social Security Numbers, or other personal identifiers, such as NetID or Student Administration System ID. For more information on student educational privacy rights, see the Faculty Guidelines Relating to Educational Records. The University Senate By-Laws further outline guidance for grade changes due to error and the grade challenge process.

Retaining Exams and Student Records

The University Senate By-laws allow students to appeal final course grades up to six months after the grades are submitted, therefore, it is best practice to retain sufficient information to address any appeals for at least six months. If final exams or other graded materials are returned to students, this should be done in a way that maintains the confidentiality of the information. When materials are destroyed, this must be done in a way that maintains confidentiality. One option is to use the University Warehouse Confidential Shredding Service.

General Education Requirements

The purpose of General Education is to ensure that all University of Connecticut undergraduate students become articulate and acquire intellectual breadth and versatility, critical judgment, moral sensitivity, awareness of their era and society, consciousness of the diversity of human culture and experience, and a working understanding of the processes by which they can continue to acquire and use knowledge. Courses proposed for meeting general education requirements must be approved by the General Education Oversight Committee. Schools and colleges are permitted to impose general education requirements that are additional to the University General Education requirements.

General Education Oversight Committee (GEOC)

The General Education Oversight Committee (GEOC) is a subcommittee of the University Senate Courses and Curricula Committee charged with setting the criteria for approving all course proposals for the Content and Competency Areas and entrance and exit requirements for the Competency Areas; developing policy regarding the delivery of University-wide General Education program; monitoring periodically courses that satisfy General Education Requirements to ensure that they continue to meet the criteria adopted by the Senate; and reviewing the University-wide General Education program to ensure that its goals are being met and recommending changes to the Senate Curricula and Course Committee when appropriate.

Service Learning

UConn’s Service Learning Initiatives support innovative academic and program-focused service learning for the University of Connecticut. Service learning is a method of teaching, learning, and outreach which intentionally links community service to an academic course or program through specific learning goals, structured reflection, and assessment.

Student Interactions

You may interact with students in a variety of situations and settings on and off campus, from the classroom and laboratory to offices, recreational facilities, or local businesses and events.

Academic Integrity and Misconduct

The Student Code of Conduct, Appendix A describes the types of acts that shall be considered academic misconduct by undergraduates and presents the process for resolving complaints of academic misconduct. The Policy on Scholarly Integrity in Graduate and Postdoctoral Education and Research outlines the many forms academic and scholarly activity can take at the graduate level and how the University can assure integrity in graduate education and research. Instructors shall take reasonable steps to prevent academic misconduct in their courses and to inform students of course-specific requirements

Field Trips

The Undergraduate Education Field Trip Policy outlines considerations to promote the success and safety of all involved in field trips. Field trips are an important component of the experiential learning advocated in the University’s academic plan for undergraduate education.

Parental Access

With very limited exceptions, faculty/staff are not permitted to speak with a parent/guardian about a student or the student’s records without the written consent of the student. If a parent/guardian of a student contacts you and you are not sure what to do, please contact the Office of Audit, Compliance & Ethics. The Family Educational Rights and Privacy Act of 1947 affords students certain rights regarding their educational records. The University’s FERPA Policy affirms that students are considered independent regardless of whether the parent/guardian has claimed the student as a dependent for tax purposes.

Student Health and Wellness Resources

Student Health and Wellness provides a wide range of health and mental health services to students including primary health care, counseling and mental health, suicide prevention, pharmacy, nutritional counseling, and education. The Student Care Team reviews concerns raised by members of the University Community and considers coordinated, thoughtful, and appropriate responses to address student behavioral concerns. If you have concerns about a student or wish to put information before the Student Care Team, please contact Community Standards.

Class Schedules

The scheduling unit of the Office of the Registrar works with academic departments to establish and schedule course offerings for the fall and spring semesters.

Final Examinations

Final exam schedules for students and faculty are viewable in the Student Administration System. If your class does not require a final exam, it is important that you complete the Registrar’s Final Exam Opt-Out form. The University Senate By-Laws govern when final exams can be administered. The Dean of Students Office coordinates approval of accommodations for students unavailable for their exam during the times slated in the final exam schedule. Through its Quick Copy service, the Document Production Center can print exams, course packets, transparencies, etc. Information Technology Services provides an exam scanning service through Scantron.   Find your Final Exam Schedule