University of Connecticut
Policy on Academic Adjustments for Quantitative Reasoning and/or Second Language

·Introduction
·Policy
·Procedures

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Introduction

The University Senate enacted General Education requirements 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. A critical element of General Education is demonstrated competency in five fundamental areas - computer technology, information literacy, quantitative skills, second language proficiency, and writing. The development of these competencies involves two thresholds: establishing entry-level expectations and meeting graduation expectations. In limited cases involving a significant disability, the graduation expectations for the quantitative skills and/or second language proficiency has been a barrier to degree completion. In an effort to respond to the extraordinary circumstances of students while maintaining the academic integrity of General Education and program requirements, the University has established a policy and procedures for considering academic adjustments to General Education requirements that would remove this barrier. It should be noted that the University provides a range of academic support for all students and provides appropriate support and reasonable accommodations for students with documented disabilities as defined by state and federal statute. Academic adjustments are only considered after a student has demonstrated that he or she is unable to complete the competency at the University. In these cases, this situation will involve a student with a significant disability whose documentation and educational history provide compelling evidence that an academic adjustment is reasonable.

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Policy

Academic adjustments are granted only when it is clear that the completion of the requirement is impossible due to a disability. Waivers of General Education Competencies are never granted. Academic adjustments, which may include course substitutions, are granted on a case-by-case basis. The following rules will apply:

• If quantitative or second language competency is deemed as an essential element of a program or course of study, then a substitution is not permitted. The question of “essential element” will be decided by the Dean of each school or college or head of program, or enrollment unit.
• Academic adjustments will not reduce the number of courses/credits normally required to complete General Education requirements.
• If the student changes his or her school or college of enrollment, academic adjustments will be reviewed by the appropriate Dean’s office in the new school or college of enrollment.
• Academic adjustments will be subject to the 8-year rule.

All decisions involving academic adjustments will be determined by a University committee and submitted to the Vice Provost for Undergraduate Education and Instruction for final approval. The committee will include the individuals listed below.

• Designee from the Vice-Provost for Undergraduate Education and Instruction (Chair)
• University Program for College Students with Learning Disabilities Director or Designee
• Center for Students with Disabilities Director or Designee
• Designees from the Dean’s office in the petitioning student’s school or college or Academic Center for Exploratory Students (ACES) as appropriate
• Designee from the Department of Mathematics or Department of Modern and Classical Languages
• Designee from the General Education Oversight Committee

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Procedures

Procedures
Consideration for an academic adjustment is done on a case-by-case basis. Students are encouraged to initiate the process through the Dean’s office of the school, college, or head of program or enrollment unit (ACES) in which they are enrolled. Students should initiate the process as soon as it is apparent that an academic adjustment should be considered and after a plan of study has been selected.
The academic adjustment request is initiated when the student, in conjunction with his or her school/college of enrollment, submits the following to the Vice Provost for Undergraduate Education and Instruction:

• An Academic Adjustment Petition, which will include a personal statement outlining the reasons for the request, an explanation of the difficulties experienced in quantitative and/or language courses, and a compete listing of the quantitative and/or language courses attempted to date. This petition will be signed by the student’s academic advisor to indicate his/her awareness of its submission.
• Unofficial transcripts from all colleges and high schools attended.
• Evidence that the student has actively pursued academic support which may include letters of  support from professors, high school teachers, tutors, and/or academic advisors.
• If appropriate, student release of information forms provided by the University Program for College Students with Learning Disabilities (UPLD) or Center for Students with Disabilities (CSD).
• A letter from the University Program for College Students with Learning Disabilities (UPLD) or Center for Students with Disabilities (CSD) documenting the student’s need for an academic adjustment.

Students should submit all materials to the Vice Provost for Undergraduate Education and Instruction prior to the end of the 3rd week of the semester. Committee decisions will be made before the 5th week of the semester and communicated in writing to the student and his or her school/college of enrollment. In some cases students may be invited to speak with a member of the committee to provide more information. Requests are reviewed once per semester.

 

Guidelines for Academic Adjustments
The vast majority of students who experience difficulty in fulfilling the Quantitative Reasoning and/or Second Language Competency will experience success by employing any number of academic support and/or advising strategies. Academic adjustments may include an exception to an academic rule, such as allowing a student to complete a required course(s) on a pass/fail basis or substituting an alternative course(s) for a required course. Each academic adjustment should be based on the individual case and should not compromise the academic integrity of the requirements for a specific major or degree.

 

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