McNeese State University

Section 2:
Core Requirements
2.1	2.2	2.3
2.4	2.5	2.6
2.7.1	2.7.2	2.7.3
2.7.4	2.8	2.9
2.10	2.11	2.12
Section 3:
Comprehensive Standards
3.1.1	3.2.1
3.2.2.1	3.2.2.2	3.2.2.3
3.2.2.4	3.2.3	3.2.4
3.2.5	3.2.6	3.2.7
3.2.8	3.2.9	3.2.10
3.2.11	3.2.12	3.2.13
3.2.14	3.3.1	3.4.1
3.4.2	3.4.3	3.4.4
3.4.5	3.4.6	3.4.7
3.4.8	3.4.9	3.4.10
3.4.11	3.4.12	3.4.13
3.4.14	3.5.1	3.5.2
3.6.1	3.6.2	3.6.3
3.7.1	3.7.2	3.7.3
3.7.4	3.7.5	3.8.1
3.8.2	3.8.3	3.9.1
3.9.2	3.9.3	3.10.1
3.10.2	3.10.3	3.10.4
3.10.5	3.10.6	3.10.7
Section 4:
Federal Requirements
4.1	4.2	4.3
4.4	4.5	4.6
4.7	4.8

McNeese State University
Compliance Plan for Reaffirmation

Section 3.4.5: Educational Programs: All Educational Programs

(includes all on-campus, off-campus, and distance learning programs and course work) ( See Commission policy "Distance Education ")

Judgment of Compliance

Compliance

Partial Compliance

Non-compliance

Requirement

The institution publishes academic policies that adhere to principles of good educational practice. These are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution.

Narrative

McNeese State University is in compliance with Comprehensive Standard 3.4.5.

McNeese State University is an evolving university committed to the principles of good educational practice. Two of the four core values that inform the University’s mission statement – emphasizing academic excellence and fostering student success – illustrate the University’s dedication to principles of good educational practice. To achieve its goals and fulfill its mission, the University develops and publishes academic policies that adhere to the principles of good educational practice.

Policies are developed and distributed to all relevant University constituents, including on-campus students enrolled in courses in which instruction is delivered in traditional formats, off-campus, and/or programs in which delivery of instruction is achieved through distance-learning technologies.

The University mission is grounded in its primary responsibility to offer curricula which culminate in associate, baccalaureate, and graduate degrees. To serve this end, the University pledges “faculty commitment to excellence in teaching, research, and creative and scholarly activity.” Faculty dedicate themselves to aiding students in cultivating skills for “critical thinking and effective expression and [in] gain[ing] an understanding of the global community.” (University Mission Statement)

Policies Dictated by Governing Boards

As a member of the University of Louisiana System, the University’s academic policies conform to generally accepted practices of higher education and are developed under guidelines established by the University of Louisiana System and the Board of Regents. As mandated by the Louisiana Constitution of 1974, the Board of Regents is “responsible for a wide range of planning, policy-making, and coordinating activities, touching on every aspect of higher education operations." Academic Affairs policies and guidelines are provided on the Board of Regents website.

The ULS Board of Supervisors is charged with “direction, control, supervision, management, and assistance to the institutions of the University of Louisiana System." In its Bylaws the Board affirms its responsibility to “determine broad administrative and educational policies for the conduct of all Board, System, and institutional affairs and [. . .] provide for the execution of its policies by the System President and by the institution presidents."

The following examples illustrate academic policies determined by the Board of Regents and ULS System Board of Supervisors:

• Academic Affairs Policy 2.12. Delivery of Degree Programs Through Distance Learning Technology;

• Academic Affairs Policy 2.14. Teacher Preparation Education;

• Academic Affairs Policy 2.16. Statewide General Education Requirements;

• Academic Affairs Policy 2.18. Minimum Requirements for Placement Into Entry-Level, College-Level Mathematics and English;

• Board Policy S-II.(2). Requirements for Entry into First College Level Introductory English Composition Courses;

• Board Policy S-II.XVII.-1. Academic Honors;

• Board Policy SII.XXIV-1. Satisfactory Academic Process;

Board of Regents and ULS System policies are published on respective websites and are also linked to related University policies in the online Faculty/Staff Handbook.

Policy on Consistency of University Publications

To ensure consistency and that proper approvals have been given, all print and other materials, including relevant and/or appropriate policy and procedure announcements, are disseminated to the general public and prospective students through the Office of Public Information and Communication (formerly Office of Media Services). University policy dictates the following:

To ensure that all written and visual promotional materials, publications, and advertising are clear, factually correct, current, and consistent in describing the University, adhere to principals of good educational practice, accurately report the University’s equal opportunity, access policies, accreditation status and trademark agreements, the Office of Public Information and Communication, in conjunction with the Office of University Image, has been designated as the clearinghouse for all University publications and video productions. The director of the Office of Public Information and Communication also serves as the coordinator for all information produced for the Internet (Web Pages) or other similar networks. (Policy on Consistency of University Publications, Video Productions, Stationery, and Internet Pages)

Institutional Policy-Making Process

The process by which policies are developed at McNeese is informed by the ULS Board of Supervisors Bylaws: “The Board shall determine broad administrative and educational policies for the conduct of all Board, System, and institutional affairs and it shall provide for the execution of its policies by the System President and by the institution presidents.” The following steps for creating institutional policies ensure that appropriate units are involved and informed in policy making and that appropriate Vice Presidents and unit directors and heads and the University President are engaged in the process:

1. Need is identified by individual or unit defining that need.

2. A draft policy is written by a relevant unit – faculty, staff, students, administrators -- and submitted to the appropriate Vice President for review. After Vice President’s review, the draft policy is brought before the Executive Staff for discussion.

a. Executive Staff approves policy and submits to President for approval. Policy is forwarded to IE Office for distribution or publication. OR
b. The Executive Staff does not approve policy. Policy is returned to Vice President – or unit initiating it – for further revision.

3. The Office of Institutional Effectiveness maintains and disseminates institutional policies, noting in the “Policy Audit” the date of approval; Catalog reference, if applicable; Faculty/Staff Handbook reference, if applicable; website location; and any action required.

4. Responsibility for each policy is assigned to the President, Vice Presidents, the Chief Information Technology Officer (CITO), or Director of IE.

5. The Policy on Institutional Policies clarifies procedures for developing institutional policies.

6. Institutional policies are published at www.mcneese.edu/policy or in appropriate handbooks and guides, eg., Faculty/Staff Handbook, Advising Handbook, Graduate Student Orientation Guide, Athletic Department Policy Manual, or in the University Catalog.

Academic Policies Informed by Good Educational Practices

Good educational practices guide the development of academic policies at the University. The list below demonstrates the means by which the University develops policies guided by educational best practices:

• One factor driving academic programs and policies related to them is the expectations of the twelve professional accrediting agencies and thirteen learned societies that have approved or reviewed McNeese academic programs.

• A second factor assuring that good educational practices drive the development of policies is the caliber of University faculty. University faculty members across the campus distinguishes themselves in scholarship, teaching, and creative endeavors.

• A third factor which assures that policies are guided by good educational practices is the annual review of units, departments, and programs. With the continued refinement of the assessment cycle as defined by the Master Plan/Progress Report process, individual academic units have been called on to scrutinize curricula, pedagogy, and research carefully in light of student learning outcomes.

• With the establishment of the McNeese Assessment Team as a gatekeeper for the process, academic programs are developing a more thoughtful, intentional approach to the policies and procedures guiding academic practices.

• Internal program reviews to ensure that both undergraduate and graduate curricula maintain quality, are effective, and deliver appropriate content. Program reviews are conducted by faculty in programs which are not accredited by professional accrediting agencies. Academic program review policy, published in the Faculty/Staff Handbook and on the University homepage, effectively maintains quality educational programs.

Thus, internal, ongoing reviews, periodic internal and external reviews, and exemplary faculty are factors influencing the development of academic policies.

From a more global perspective, the University upholds the values of good educational practice by following established guidelines and developing policies that reflect appropriate involvement of faculty, staff, and students. This is accomplished both globally across the campus and locally within units affected by a particular policy or procedure.

Equal Opportunity and Diversity

In general, the University demonstrates good educational practice through its commitment to equal opportunity and nondiscrimination. The University stipulates this commitment on the title page of the Catalog:

McNeese State University assures equal opportunity for all qualified persons without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, marital status, or veteran’s status in the admission to, participation in, and treatment or employment in the programs and activities which the University operates.

This commitment to diversity and respect for individuals in the workplace and in the classroom is supported by several University policies. When such policies affect the instructional environment, faculty include the policies in their syllabi and provide links to online information about such policies. Publishing such policies in syllabi provides students with immediate knowledge of policies that may affect them in their day-to-day academic activities. The examples below demonstrate this commitment:

• Non-discrimination Policy

• American with Disabilities Act/Equal Opportunity Employer

• Diversity Awareness Policy

• Hazing Policy

• Human Research Policy

• Syllabi Requirements

General Education Practices

The University Catalog, which is revised annually, and its companion website, which is revised several times during each semester as needed, provide to all University constituents critical information about the ongoing procedures of the University and the policies that govern them. The list below provides a sampling of the policies available in the Catalog and on the University home page:

• Faculty and staff find policies and procedures specific to their roles in the Faculty/Staff Handbook;

• Classified employees are informed of practices and policies relating to their employment and their role in fulfilling the academic mission of the University in the Classified Employee/Civil Service Handbook;

• Students are provided with University rules and regulations in the Student Handbook;

• Faculty and staff working in the Athletics Department consult the Athletics Department Policy Manual for guidelines specific to academic procedures, NCAA regulations, and student athletes.

Other policies of interest to students, community stakeholders, faculty and staff include the following:

• Policies and procedures relating to such processes as admissions, registration, fees and student assessments, advanced placement, credit by exam, grading, academic probation and suspension, general education requirements, and graduation requirements are found in the University Catalog and on the University home page.

• Information regarding confidentiality of student records and the Family Educational Rights and Privacy Act (FERPA) is published in the Catalog and on the University home page.

Catalog.

International Student Affairs website

• The Student Handbook informs students of their rights and responsibilities and academic policies that relate to them.

• The Parent Handbook on the University website provides interested parents with information regarding University policies, procedures, and regulations that directly affect their students. This information is also disseminated in paper form at the Parent Orientation.

Policies related to classroom performance are provided to interested constituents through the University Catalog and the University home page. Policies relating directly to student performance in the classroom may also be included in faculty syllabi. These policies are also addressed in Orientation lectures and provided to students in handbooks prepared specifically for them:

• The University's attendance policy is example of the University’s efforts to enhance student learning by requiring students to adhere to certain attendance guidelines. The University follows the guidelines set by the ULS Board of Supervisors in that "all students are expected to regularly and punctually attend classes in which they are enrolled." McNeese disseminates attendance expectations to students by requiring instructors "to state in their syllabi their expectations regarding class attendance and make-up policies." Attendance policies are also published in the University catalog, the University home page, the Faculty/Staff Handbook, and in the Class Schedule.

• Another policy which demonstrates commitment to good educational practices is the Academic Integrity Policy. This policy was developed over a two-year period in response to faculty concern about a nation-wide problem associated with plagiarism and scholastic dishonesty. After disseminating a number of drafts to faculty and student government leaders, the committee submitted the policy for final approval by the Academic Advisory Council during the Spring 2005 semester. The Academic Integrity Policy is published in the University catalog, on the University home page, in the Faculty/Staff Handbook, in the Student Handbook, and referenced in all course syllabi. The excerpt from the AI Policy below indicates the University’s commitment to best practices:

McNeese State University seeks to strengthen the value of student academic achievement by fostering a learning environment which is based on honesty, respect, fairness, responsibility, and excellence. Consequently, the University expects that all members of its academic community will demonstrate honesty and integrity in all academic relationships. The purpose of the Academic Integrity policy is to provide students, faculty, and
staff with guidelines about what behaviors violate academic integrity expectations, and the process for addressing academic integrity issues.

Assessment

A critical component in promoting good educational practices is assessment. Assessment is an important part of the University’s efforts to achieve its goals and mission. Periodic and continual assessment is essential to improving programs and services. University constituents – administrators, faculty, staff, and students, when appropriate – are engaged in the University’s assessment activities.

Under the tutelage of the Office of Institutional Effectiveness, academic units have been encouraged to develop curricula, syllabi, and course materials that are informed by the concept of student learning outcomes and assessment tools for measuring those outcomes. Policies regarding course materials and curricular and pedagogical practices have been carefully developed with input from faculty from across the campus. The list below illustrates examples of these policies:

• Textbook and Materials Policy;

• Internet or Web-based Course Policy;

• Grading System (includes discussion of required course materials such as syllabi);

• Examinations;

• Evaluation and Review of Curricular Offerings;

• Undergraduate Program Review.

An additional tool developed by the Office of Institutional Effectiveness to guide faculty and administrators in developing unit and program assessment plans is the Assessment Handbook. The Handbook provides definitions, guidelines, policies, and procedures for identifying student learning outcomes, suggestions for developing content-specific assessment tools and rubrics, and instructions for identifying measured outcomes. This handbook is critical to units and programs as they prepare their annual Master Plans/Progress Reports.

Technology

A critical component of educational best practices, technology and the policies that ensure effective stewardship of resources are increasingly important in the instructional and administrative landscape of the University. Supporting and facilitating the core values of academic excellence and student success through viable and innovative programs, information technology pervades all support and academic units of the University. Policies for faculty, staff, and students govern use of technology on campus.

As technology becomes an essential part of the learning and teaching experience, the University has incorporated policies regarding the use of media such as Blackboard to aid in the delivery of instruction. A recent amendment to the policy on developing and distributing syllabi requires that all syllabi be posted either on the University Blackboard or on the internet. University constituents discovered during fall 2005 when Hurricane Rita forced the University to close for five weeks that instruction could be continued from distant locations via Blackboard. As a result of these exigent circumstances, the University now routinely establishes a Blackboard site for every course offered in the Class Schedule. Instructors may use their Blackboard sites as they deem appropriate for individual courses.

These new technologies necessitate additional policies to ensure that delivery of instruction is consistent across these media. As with other policies, policies governing use of technology are generated at the point of need and are routed through the appropriate administrators. Some of the University policies governing appropriate use of technology include the following:

• Ethical and Legal Use of Computer Software for Members of the Academic/University Community;

• Internet or Web-based Course Policy;

• Policy for Use of Information Technology Resources;

• Web-Based Course Stipend Policy;

• E-learning;

• Blackboard;

• Pass-Port;

• Web Policy.

Technology Advancement Student Committee (TASC)

One of the core values informing the University mission is the desire to foster a climate that enhances student learning; another is the desire to present students with opportunities for leadership. These principles are critical to good educational practices. Students who bring their ideas to fruition so that the entire University community benefits represent the epitome of these values. An example of student involvement in policy development and in the development of a project that has continued to benefit the entire University community for almost ten years is the creation of the Technology Advancement Student Committee (TASC).

In the mid-nineties, a forward-thinking group of Louisiana State University students expressed concerns about the value of their degrees in the competitive workforce. As a result of their efforts, House Bill 2339 was passed. This bill authorizes universities to assess student technology fees each semester. The fees are placed in a restricted account which is governed by a committee comprised of student and university representatives. In 1997, McNeese assembled a technology task force that would provide the basic structure for the foundation of advancement and improvement in technology on campus. Policies on distribution of TASC monies are determined by the TASC committee.

Employment Practices: Hiring and Evaluation

The University carefully aligns its hiring practices with federal and state employment regulations, and ULS System mandates. Candidates are selected with the core values and University mission in mind. Hiring is coordinated through the Office of Human Resources; however, search committees and hiring committees are appointed by various administrators as needs arise in their units. Policies regarding the make-up of search committees for academic hires are articulated in the Faculty/Staff Handbook. Hiring guidelines for administrators and faculty are governed by ULS Bylaws. A list of policies related to hiring are listed below:

• Pre-employment Application;

• Policy and Procedure for Appointing Hiring Committees for Position of Dean or Vice President; (McNeese Policy)

• Outside Employment and Consulting;

• Tenure Policies;

• Hiring Graduate Assistants;

• Hiring Graduate Assistant – Sports;

• International Student Employment;

• Student Employment Policies.

The procedures for filling academic and administrative positions are informed by the following policy published in the Faculty/Staff Handbook:

A national search must be conducted when seeking candidates for positions at the level of dean or higher or for positions with salaries of $30,000 or above. When submitting the agenda item for Board approval for positions of academic deans or higher, institutions must indicate the process used in the search, the number of applications received, the number of candidates interviewed, and the makeup of the search committee.
The [ULS] System Office reviews the selection process rather than the credentials of each candidate. Even though the best candidate for the position may sometimes be a local applicant, it is important for System universities to consider all potential candidates.
Appointments for full-time and part-time faculty (including graduate assistants) shall be finalized upon completion of University process and procedures for verifying credentials.
Every appointment of a member of the academic staff is upon the basis of merit and the special fitness of the individual for the work demanded by the position. All appointments, reappointments, promotions, and dismissal of members of the academic staff shall be made by the President of the University with the approval of the Board of Supervisors for the University of Louisiana System. (Faculty/Staff Handbook, Section 202.1.a)

The following guidelines are used in determining whether or not candidates are qualified to teach courses according to SACS Principles of Accreditation:

Credential Guidelines:

• Faculty teaching general education courses at the undergraduate level: doctor’s or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).

• Faculty teaching associate degree courses designed for transfer to a baccalaureate degree: doctor’s or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).

• Faculty teaching associate degree courses not designed for transfer to the baccalaureate degree: bachelor’s degree in the teaching discipline, or associate’s degree and demonstrated competencies in the teaching discipline.

• Faculty teaching baccalaureate courses: doctor’s or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (minimum of 18 graduate semester hours in the teaching discipline). At least 25 percent of the discipline course hours in each undergraduate major are taught by faculty members holding the terminal degree – usually the earned doctorate- in the discipline.

• Faculty teaching graduate and post-baccalaureate course work: earned doctorate/terminal degree in the teaching discipline or a related discipline.

• Graduate teaching assistants: master’s in the teaching discipline or 18 graduate semester hours in the teaching discipline, direct supervision by a faculty member experienced in the teaching discipline, regular in-service training, and planned and periodic evaluations. (Faculty/Staff Handbook, Section 201.1)

Evaluation of faculty and administrators is done annually and governed by policies which ensure that more than one performance indicator is used in the assessment. ULS System policies (section X-D) determine the parameters of the annual evaluation. Excerpts from the Faculty/Staff Handbook describe the types of evaluation for each job rank.

• Administrative Evaluations: The Board of Supervisors for the University of Louisiana System requires that each institution evaluate each faculty member and administrator on an annual basis. [. . . ] Administrators are evaluated annually by peers, supervisors, respective staffs and by persons with whom they interact in performing their administrative duties. Evaluation results are shared with the employee.

• Dean and Department Head Evaluations: Deans and department heads are evaluated by faculty within the college/department as a supplement to the administrative evaluations conducted every year. This evaluation allows the faculty a voice in evaluating their indirect and direct supervisors. Deans are evaluated for job performance by the Vice President of Academic Affairs.

• Faculty Evaluations: McNeese State University is committed to the principle that meritorious performance in teaching, research and service should be rewarded and that faculty are accountable for their job performance. To encourage excellence in teaching, research and service, faculty participate in the Annual Performance Report (APR) to determine merit ranking and level of job performance.

• Faculty - Merit, Promotion and Tenure: The APR is conducted each Spring and is based on the previous year’s job performance (Spring, Fall). The APR is the basic instrument for decisions concerning merit pay, promotion, and tenure.

• Evaluations - Unclassified Staff: Unclassified, non-faculty personnel participate in Annual Employee Performance Appraisals. Each employee is evaluated on performance of the major job functions applicable to the job position. (Faculty/Staff Handbook, Sections 207.1-207.3)

The Office of Human Resources states in its 2006 Master Plan/Progress Report that it is “committed to providing excellence in leadership, direction, and assistance to faculty and staff of the University in all employment services from recruitment and selection of new employees through the retirement processing of people completing their careers. The staff promotes a positive work environment for University employees by proactive and creative problem solving and by providing continuous opportunity for growth and development. The department places a strong emphasis on supporting the teaching, research, and public service mission of the University.” (2006 Master Plan/Progress Report, 1087)

All policies and procedures for hiring and evaluation are published on the Human Resources website, in the list of University policies on the University home page, in the Faculty/Staff Handbook, in the Visiting Lecturer Handbook, in the Classified Employee/Civil Service Handbook, and in hard copy in the Office of Human Resources and in the Office of Institutional Effectiveness.

Faculty Rights and Responsibilities

Delivery of instruction to students is the foundation on which the University is built. The University mission component which emphasizes “faculty commitment to excellence in teaching, research, and creative and scholarly activity” obliges all faculty, staff and administrators to develop policies relating to delivery of instruction that are consistent with good educational practices.

In accordance with the University of Louisiana System policy regarding duties and responsibilities of academic staff, the University requires its faculty to participate in effective classroom teaching, advise and counsel students with regard to academic issues, committee work, perform research or scholarly activity, assist in recruitment of students and initiatives designed to help students succeed academically, and perform other assigned duties. Standing committees, ad hoc committees, task forces, teams, and other campus groups comprised of faculty, staff, and students develop academic and other policies which support good educational practices. Policies related to classroom instruction and management reflect the involvement of faculty and students in policy-making:

• Academic Integrity Policy;

• Class Attendance Regulations;

• Policy for Class Enrollment;

• Code of Student Conduct;

• Confidentiality of Student Records Policy;

• Required Classroom Materials and Grading Policies;

• Teaching Load;

• Faculty Evaluation;

• Academic Freedom.

Academic Freedom

To ensure that faculty and students engage in a productive way that is informed by each discipline’s best practices, the University of Louisiana System guarantees academic freedom. The ULS policy below outlines both the rights and responsibilities of faculty. The University upholds individual faculty member’s right to such freedoms:

The University of Louisiana System is committed to the principle of academic freedom. This principle acknowledges the right of a teacher to explore fully within the field of his/her subject as he/she believes to represent the truth. The principle also includes the right of a member of the academic staff of the System to exercise in speaking, writing, and action outside the System the ordinary rights of the American citizen, but it does not decrease the responsibility and accountability that the member of the academic staff bears to the system, the state, and the nation. Among the many implicit responsibilities that must be assumed by those enjoying the privileges of academic freedom shall be that of refraining from insisting upon the adoption by students or others of any particular point of view as authoritative in controversial issues. (Bylaws, C III-A)

Dissemination of Discipline or Job-Specific Policies

Expectations both within and outside of the classroom are detailed and presented to faculty through multiple avenues. The Faculty/Staff Handbook is the primary source of information detailing faculty rights and responsibilities, including grading policies and the appeals policy. Upon hiring, new, full-time faculty members attend a New Employee Orientation workshop sponsored by the Office of Human Resources and are required to attend the General Faculty Meeting before each fall semester begins where the President and his Executive Staff provide a general “state-of-the-University” overview. Individual departments provide orientation related to discipline-specific issues. Through the University faculty listserve, the Vice President of Academic Affairs disseminates reminders throughout the semester regarding procedures and policies, including notification of any changes or new policies.

Individual colleges and departments disseminate discipline-specific policies and procedures either through the web or in print in handbooks and/or manuals. The College of Nursing Handbook and the Doré School of Graduate Studies Orientation Guide are two examples of handbooks outlining practices such as academic policies, student responsibilities, grievance procedures, or attendance policies and testing and grading policies. The College of Nursing Handbook, for example, provides procedural information about the academic aspects of nursing and also provides information about procedures unique to the discipline, such as the “Needle Stick Policy:”

Needle Stick Policy
Purpose: To provide direction to the faculty and/or student involved in a needle stick injury that could result in an exposure to HBV, HCV or HIV.
Procedure: The student/faculty involved in the incident must comply with the following:

1. Provide immediate care to exposure site by washing with soap and water.
2. Inform faculty member and/or agency infection control officer of the incident.
3. If the incident occurs on campus the student must seek immediate treatment in a local emergency room setting. If the incident occurs in a health agency the student must follow the agency’s protocol.
4. Complete an Incident/Accident Investigation Form. Copy form for nursing Department Head, CON safety officer, MSU safety officer, person receiving the needle stick injury, and student folder if student involved.
5. Call Dean of Student Services to verify insurance coverage if student involved or MSU Personnel Office if faculty/staff received the injury. Should student insurance provided by MSU not cover needle stick injury follow-up, the student should be advised to contact their personal physician for follow up. Document this in student folder.
6. Call Risk Management Officer for further follow up.
7. Document any refusal of treatment in the student/employee folder.

McNeese Update

Published quarterly by the Office of Public Information and Communication to keep faculty and staff apprised of “administrative developments, campus events, the date and direction of planning, and other news and events that may affect the university community,” the McNeese Update is disseminated through campus mail to all employees. Pertinent policies are published in this document. For example, the August 2006 issue published the following new Exit Policy to inform all employees of the necessity of completing an exit interview, should they terminate employment:

Employees planning to leave McNeese must follow revised procedures to properly exit the university.

• Submit a written statement to the supervisor stating the reason for separation and the effective date of separation to include the last working day. If leave is approved between the last working day and the effective date of separation, this information must be included in the written statement.
• Unclassified employees should forward the original copy of the written statement through the proper chain of command and then forward to the appropriate vice president and maintain a copy for their file.
• Classified employees should forward the original copy of the written statement through the proper chain of command and then forward to Human Resources. Supervisors should maintain a copy for the file. Supervisors must conduct a Closeout Rating as per the Performance Planning and Review (PPR) policy and procedures.
• The exit interview will consist of conducting final paperwork, several exit interview questions and securing university property such as building keys, uniforms, software, hardware or other property issued to an employee upon hire. The employee will also complete a final timesheet for payroll processing, terminate direct deposit, insurance benefits, retirement, Department of Labor form, answering exit interview questions and informing the perspective departments of your separation.

This exist process must be followed by all employees. It is the responsibility of the supervisor to complete a checklist and ensure that the university’s property is collected and issued back to the appropriate department. The checklist must be returned to Human Resources prior to the date a final paycheck is issued. (McNeese Update, August 2006, 2-3)

Other Handbooks

Other handbooks provide information to students or faculty about academic policies, program requirements, ethical conduct, or other such factors that affect student/faculty life:

• Advising Handbook;

• Classified Civil Service Handbook;

• Field Experience Handbook;

• Student Teaching Handbook;

• Athletic Department Policy Manual;

• Distance Learning Manual (Nursing);

• Intercollegiate Consortium – Master of Science-Nursing Student Handbook.

The University makes a concerted effort to keep its constituents advised of policies and procedures and any changes that may take place. The list below includes some of the media used to keep constituents informed of activities, policies, and pertinent information:

• The University listserve is one medium by which the University makes regular announcements to its constituents.

• The University home page publishes an electronic news column – “McNeese News” – daily that disseminates changes or newsworthy events.

• The Annual General Faculty Meeting each fall notifies faculty and staff of updates and revisions in relevant policies.

• Building Meetings held each semester in all campus buildings provide an opportunity for the President and Provost to notify those attending of relevant changes.

• The President’s Memo published once each semester and distributed to all campus constituents may also address significant policy or procedure changes or revisions.

Documents such as those below are revised periodically to reflect changes:

• The Faculty/Staff Handbook outlines general academic policies and information. The Faculty/Staff Handbook is available on line and updated as needed. Faculty and staff are alerted to changes in the Faculty/Staff Handbook via the University listserve.

• The University Catalog is revised annually and is available on line and may be purchased in the University Bookstore.

• The Student Handbook is distributed to incoming students at Orientation. It provides information on policies affecting students, student organizations, and student services. It is updated as needed and available online and in hard copy in the Office of Student Services.

• The Student Code of Conduct, also distributed to students at Orientation, provides a description of the rules and regulations pertaining to student life, including descriptions of types of student conduct, student rights, and the procedure that must be followed in disciplinary situations. It is updated as needed and available online and in hard copy in the Office of Student Services.

• The Student Organization Handbook outlines the rules and regulations as they apply to student organizations. It is available online and in hard copy in the Office of Student Services.

• The Advising Handbook provides faculty with guidance on such academic topics as academic bankruptcy, web registration, graduation requirements, academic procedures such as withdrawals, and removal of incompletes, student-athlete requirements, and faculty professional development. The Advising Handbook is updated as needed. When updates occur, faculty are alerted via University listserve.

• The Class Schedule also provides information regarding policies, general information, course scheduling, registration, campus services. The Class Schedule is published each fall, spring, and summer semester in hard copy and is available online.