Academic Policies & Procedures

The University of Guelph’s Non-Academic Misconduct policy (Policy 1.6) can be found on the University Secretariat webpage.  

Instructors, faculty, staff, and learners are encouraged to email the learner success advisor with concerns about learner behaviours being in violation of the University of Guelph’s Non-Academic Misconduct policy and/or certain sections of the Netiquette policy. The learner success advisor will initiate an investigation by compiling a package for review by the manager, Campus Safety Office, documenting the learner behaviours in question, and including a timeline of events and contact information of people involved.  

While the investigation is ongoing, the School of Continuing Studies (SCS) reserves the right to put a hold on the profile of the learner whose behaviours initiated this investigation. A learner will be notified by the learner success advisor if a profile hold is placed on their account. A profile hold will block of student from enrolling in SCS future semester course offerings until the hold is removed. A hold will have no effect on the courses a learner is actively enrolled in and completing.

If the manager, Campus Safety Office finds that there has been no breach in policy, then the review process will go no further. The learner success advisor will inform the learner that the investigation has been terminated, the student has been found innocent, and any holds placed on their SCS learner profile have been removed.

If, however, the manager, Campus Safety Office finds that there has been a breach of policy, then a campus security officer will be assigned to the case to further the investigation. The campus security officer will provide the learner success advisor with a final report and a course of action to follow. They will also contact the learner whose behaviours initiated this investigation, sharing the outcomes of the investigation with them. The learner success advisor will follow up with the student, indicating the course of action that will be followed based on the campus security officer’s recommendation. 

For non-degree-credit and degree-credit School of Continuing Studies courses, the course website is considered the classroom and the same protections, expectations, guidelines, and regulations used in face-to-face settings apply, plus other policies and considerations that come into play specifically because these courses are online.

Inappropriate online behaviour will not be tolerated. Examples of inappropriate online behaviour include:

• Posting inflammatory messages about an instructor or fellow learner
• Using obscene or offensive language online
• Copying or presenting someone else's work as your own
• Adapting information from the Internet without using proper citations or references
• Buying or selling term papers or assignments
• Posting or selling course materials to course notes websites
• Having someone else complete your quiz or completing a quiz for/with another student
• Stating false claims about lost quiz answers or other assignment submissions
• Threatening or harassing a student or instructor online
• Discriminating against fellow students, instructors, and/or class assistants
• Using the course website to promote profit-driven products or services
• Attempting to compromise the security or functionality of the learning management 
  system
• Sharing your username and password
• Recording lectures without the permission of the instructor

Academic misconduct is behaviour that erodes the basis of mutual trust on which scholarly exchanges commonly rest, undermines the University's exercise of its responsibility to evaluate learners’ academic achievement, or restricts the University's ability to accomplish its learning objectives.

The University takes a serious view of academic misconduct and will penalize learners, faculty and staff who are found guilty of offenses associated with misappropriation of others' work, misrepresentation of personal performance and fraud, improper access to scholarly resources, and obstructing others in pursuit of their academic endeavours.

It is the responsibility of the University of Guelph learners, faculty and staff to be aware of what constitutes academic misconduct and to do as much as possible, through establishment and use of policies and preventive procedures, to limit the likelihood of offenses occurring. Furthermore, they have the specific responsibility of initiating appropriate action in all instances where academic misconduct is believed to have taken place. This responsibility includes reporting such offenses when they occur and making one's disapproval of such behaviour obvious. Academic misconduct is broadly understood to mean offenses against the academic integrity of the learning environment. These include, but are not limited to, such offenses as:

• Misappropriation of Others' Work: plagiarism, copying or unauthorized cooperation or collaboration
• Misrepresentation and Fraud: impersonation, falsification, withholding academic documents, use of unauthorized aids and assistance
• Improper Access and Obstruction: preventing access to materials, obstruction and interference, improper access, improper dissemination
• Aiding and Abetting: knowingly aiding or abetting anyone in committing any form of academic misconduct

If a learner is found guilty of academic misconduct, an official warning will be given and one or more of the following penalties may be assessed:

• A requirement for submission of a new or alternative piece of work
• The rescinding of a University-funded scholarship or bursary
• Partial or total loss of marks on the examination or assignment in which the offense occurred
• Partial or total loss of marks for the course in which the offense occurred
• Suspension from School of Continuing Studies programs for a period of between one and six consecutive semesters
• Recommendation for expulsion from the University
• Recommendation for revocation/rescinding of a degree or certificate

A note documenting all academic misconduct for which the learner is penalized shall be placed in the learner's file.  

Academic Misconduct Appeal Process

If you have been found guilty of Academic Misconduct, you will have received a decision letter with the finding and the penalty from one of the following people, depending on the type of course in which you have been found guilty: 

• Degree-Credit course – Associate Dean Academic of the College providing the course
• Non-Degree-Credit course – Manager, Program Development
• ELP course - English Language Programs Academic Coordinator

Learners have the right to appeal both or either the finding of guilt and/or the penalty imposed, if they can provide grounds to show that:  

• the decision was unfair or unreasonable in light of the evidence presented;
• new evidence is available that was not available at the time of the original decision;
• there was procedural unfairness or bias.

All penalties are assessed according to the established Guidelines for Penalties for Academic Misconduct. To make a case for appealing the penalty, a learner must be able to present a rationale for why the penalty, which is assigned according to the Guidelines, would be unfair or unreasonable in their particular case.

Lack of intention is not a defense against Academic Misconduct.  A learner may still be found guilty of committing Academic Misconduct even if they did not “intend” to do so. Please note that disagreeing with a policy or decision, or being disappointed that your request was not granted, is not of itself grounds for an appeal.  

To submit an appeal to the School of Continuing Studies Director, Operations and People, students must submit a completed Learner Appeal Form and a copy of the original decision letter emailed to the learner success advisor within 10 working days from the date of the decision letter. The Learner Appeal Form can be found in the SCS Student Portal. All appeals will be reviewed by the director, operations and people, and their decision on an appeal request is final  

Learners, who do not graduate from a university or complete a certificate or diploma, may also submit an appeal to have their record expunged no sooner than five years after the date of last registration. The director, operations and people has jurisdiction to review and make recommendations to the president regarding student requests to expunge records of expulsion. 

Guidelines for Penalties for Academic Misconduct

With the finding of academic misconduct, there is a mandatory penalty of Official Warning which will stay on a student’s record while their account remains active. In addition, one or more other penalties may be assessed. Following are guidelines used by chairs/directors and deans (Degree-Credit courses), manager, professional & workforce learning and innovation (Non-Degree-Credit courses), and English language programs academic coordinator (ELP courses) in determining the appropriate additional penalties. Users need to be aware that these are guidelines and that not all cases will fit neatly into the categories.

The guidelines below provide a range of penalties (minima and maxima) for the various offences identified in the Policy on Academic Misconduct as well as indicate what penalty is deemed to be the “norm” for the offence. The norm is denoted by a “(N)”. It should be noted that “subsequent offence” means any subsequent offence, not only a subsequent offence in the same category.

 For Degree-Credit courses, if there is a previous offence on the student’s record, or if the chair/director believes a stronger penalty is merited, an academic misconduct case is forwarded to the dean of the college offering the course in question for penalty assessment. In cases where the dean is of the opinion that there is cause for a penalty different from those indicated in the guidelines (either higher or lower), they will review the penalty with the provost and vice-president academic. The dean will also consult with the provost in cases where the contemplated penalty is suspension or expulsion.

In a case where the dean is of the opinion that the finding of guilt is not supported by the evidence, the dean will review the case with the chair/director. If the chair/director and dean are unable to reach an agreement on the case, the dean will consult with the Provost before making final determinations as to the finding of guilt and any penalty to be applied in the event that dean upholds the finding of guilt.

In determining the appropriate penalty, the chair/director or dean (Degree-Credit courses), manager, professional & workforce learning and innovation (non-degree-credit courses), and English language programs academic coordinator (ELP courses) will take into consideration these guidelines, the recommendation from the instructor, the recommendation from the chair/director (in the case of a dean assigning a penalty), and any other relevant factors such as the relative weight of the assignment, the semester of study of the student, the seriousness or extent of the offence (e.g. the amount of work plagiarized), any record of previous offences, and any mitigating circumstances presented by the student. 

Guidelines for Penalties for Academic Misconduct in Addition to Official Warning

A. Misappropriation of Other's Work

In the tables below (N) indicates the normal expectation for penalty for a School of Continuing Studies learner.

1. Plagiarism

 2. Copying

3. Unauthorized Collaboration 

B. Misrepresentation and Fraud 

1. Impersonation

2. Falsification

In addition to any penalty that may be applied, if a document is discovered to have been falsified, the document is null and void and the action permitted by the document is reversed.

If the falsified document is course-related (e.g. medical note) a zero in the course is the normal expectation for penalty for a first offence. 

3. Withholding of Documents

If the withheld information would have affected admission to a course then a zero in the course is the normal expectation for penalty for a minor subsequent offence.  

4. Unauthorized Aids

C. Improper Access and Obstruction

These offences may also be subject to penalty under the Policy on Non-Academic Misconduct.

1. Preventing Access 

2. Obstruction and Interference 

3. Improper Access  

4. Improper Dissemination 

The University of Guelph is committed to creating a barrier-free environment. Providing services for learners is a shared responsibility among learners, faculty and administrators. This relationship is based on the respect of individual rights, the dignity of the individual and the University community's shared commitment to an open and supportive learning environment.

If you require special service or academic accommodation, whether due to an identified ongoing or short-term disability, please submit a request in the SCS Student Portal or email the learner success advisor. While we are able to accept requests for academic accessibility accommodations at any time, we kindly ask that you contact us before the end of the first week of your course (every semester) in order to avoid any delays in support. Documentation from a health professional is required for all academic accommodations. A high school Individualized Education Path (IEP) is considered insufficient documentation on its own. Please note that all information provided will be held in confidence.

If you require textbooks produced in an alternate format (e.g., DAISY, Braille, large print or eText), please contact the learner success advisor at least two months prior to the course start date. If contact is not made within the suggested time frame, support may be delayed. It is recommended that you refer to the course outline before beginning a course in order to determine the required readings. There is no guarantee that readings will be the same from one course offering to another, however, if you wish to see an old course outline you may request one by email to our main office.

Access to campus resources may vary based on the course or program a learner is registered in.  

The University acknowledges the pluralistic nature of learner communities. Accommodation will be made to learners who experience a conflict between a religious obligation and scheduled tests, mid-term examinations, final examinations, or requirements to attend classes and participate in laboratories. The type of accommodation granted will vary depending on the nature, weight and timing of the work for which accommodation is sought. Accordingly, the request for alternative arrangements normally must be submitted to the instructor in charge of the course within two weeks of the distribution of the course outline. A learner requiring accommodation may submit the request to the instructor directly. The learner success advisor can provide additional guidance about the process and support to learners making an accommodation request, if needed. The instructor has a responsibility to provide reasonable alternative arrangements that do not put the learner at an academic disadvantage. In the case of a conflict with a final examination, the instructor should reschedule the examination to another time during the examination period taking care that the new date and time does not put the student at an academic disadvantage.

In the event that a leaner is not satisfied with the accommodation offered by the instructor, the learner may appeal to the English language programs academic coordinator for English Language Programs courses within one of the English Language programs, manager, program development for non-degree-credit courses, or the department chair or director of the School for degree-credit courses, who may grant alternative accommodation. A learner who remains dissatisfied with the outcome of their request may seek the assistance from Diversity and Human Rights (DHR) to facilitate a resolution.

For a current list of major holy days, please contact the Office of Diversity and Human Rights (DHR). 

General Information for Academic Consideration and Appeals

The University of Guelph is committed to supporting learners in their learning experiences and responding to their individual needs. To this end a broad network of advising, counselling, and support services is provided, depending on the type of studies a learner pursues, to assist them in meeting their personal and academic goals. The University is aware that a variety of situations or events beyond the learner's control may affect academic performance. Support is provided to accommodate academic needs in the face of personal difficulties or unforeseen events. Procedures for academic appeals are designed to ensure that every effort is made at these times to provide appropriate accommodation and consideration, thus enabling learners to complete course and program requirements as quickly as possible.

Knowledge of the procedures, early action on the learner's part, timely consultation with the instructor(s) and/or learner success advisor, and immediate provision of any required documentation will facilitate a prompt, co-ordinated institutional response.

Process for Academic Consideration and Appeals

This chart outlines the categories for academic consideration, grounds, timelines and appeals. For detailed information on the policies and processes, please email the learner success advisor. Learners are reminded to consult the learner success advisor as soon as extenuating circumstances affect academic performance in order to initiate action and provide any required documentation.

Categories for Academic Consideration, Grounds, Timelines and Appeals

When learners do not write a required final examination or complete a final assignment by the deadline, they may be eligible for a deferred assessment. A deferred assessment is an opportunity to complete the final course requirements after the end of the semester. The nature of the deferred assessment may take the form of either a deferred condition or a deferred examination. The Academic Review Sub-Committee grants deferred assessments on the basis of medical, psychological or compassionate considerations (see Academic Consideration Appeals and Petitions). Deferred assessments must be completed in the semester immediately following the semester in which the exam/coursework was originally missed.

Instructors cannot grant deferred assessments. They can only grant academic consideration for work that is due during the semester and cannot grant extensions beyond their deadline for submission of final grades.

The School of Continuing Studies reserves the right to disallow registration until all deferred assessments are completed.

Learners may apply for deferred assessments by filling out a Request for Academic Consideration form in their Learner Portal. If you have any questions about applying for deferred assessments, please email the learner success advisor.

Note: Learners in non-degree-credit courses may have the opportunity to defer more than their final exam or assignment. The manager, program development will be consulted for approval after your Request for Academic Consideration form has been submitted and approved by the Academic Review Committee.  

The Academic Review Sub-Committee of the program in which a learner is registered may grant a request to drop a course or courses after the deadline (i.e. the last day of classes of the semester a course is offered in) only if there are sufficient extenuating medical, psychological, or compassionate considerations (see Academic Consideration and Appeals). Learners may apply for a late drop by filling out a Request for Academic Consideration form in their Learner Portal. Learners must submit written requests for a late drop, along with their supporting documentation, to the Learner Success Advisor ideally within the first 20 days of classes of the following semester. If you have any questions about applying for deferred assessments, please email the learner success advisor.

Learners who are granted a late course drop will have reference to the course completely removed from their transcript. 

In rare circumstances, where a learner has:

1. Not completed a course’s requirements and would normally be eligible for a deferred assessment but is unable to complete one because they are impacted by extreme medical, psychological or compassionate circumstances beyond their control, or
2. Where extreme circumstances have impacted the learner’s level of achievement as reflected in the final course grade, they may submit a request to the Academic Review Sub-committee for credit standing in the course.

Under 1) above, in circumstances where learners are able to provide appropriate documentation that there is little reasonable expectation that the outstanding components of evaluation can be completed by the end of the subsequent semester, they may make a request for credit standing.

Under 2) above, in circumstances where learners are able to provide appropriate documentation that their level of achievement as reflected in the final course grade was impacted by extreme circumstances, they may make a request for credit standing.

“Extreme circumstances” are generally defined as catastrophic circumstances beyond the learner’s control that renders the learner incapable of accessing the academic consideration process.

A learner awarded “credit standing” by the Academic Review Sub-committee will receive credit for the course(s) with the notation of CRD instead of a numerical grade. The effect of this on the learner's studies is that the course(s) are not included in the calculation of the learner’s overall cumulative or semester average, or specialization average.

The request for credit standing must be made in writing to the School of Continuing Studies Academic Review Subcommittee, and it must be accompanied by supporting documentation. For learners to be considered for credit standing, they must have:

1. Completed at least 75% of the graded components of the course(s) for which credit standing is being requested; and
2. Received a cumulative passing grade for the components of the course which were evaluated.

Learners must submit written requests for credit standing, along with their supporting documentation, to the Academic Review Sub-committee via the learner success advisor within the first 20 class days of the subsequent semester. Learners’ written requests for credit standing must include an explanation of why they are unable to undertake or complete a deferred assessment in order to complete the course’s evaluative components and/or an explanation of the extreme circumstances which affected their final course grade.

Requests for Credit Standing are not normally granted more than once in a learner’s studies and consideration is limited to a maximum of one semester of courses in the learner’s studies (a single request may include one, some, or all courses in the semester specified in the request). 

Withdrawal with failure may be applied to a failed course or academic term where all courses have been failed. The notation "WF" will appear against the course(s) in the grade field on the official transcript. A numeric grade is required to calculate a learner’s semester and overall average, therefore, a learner may wish to apply Withdrawal with Failure to courses through the academic consideration process to prevent them from counting towards their semester or overall average.  

For continuation of study within the Open Learning Program (AU, GAP, HSE, degree-credit certificates/diplomas), a student must satisfy the conditions as set down under Schedule 1 or Schedule 2. The appropriate schedule will be determined by the criteria outlined below.

Schedule 1 Regulations

The Open Learning Program has established conditions that must be met for continuation of study. These regulations are based on the principle that learners must maintain a minimum average of 60%. To allow for transition issues, some leniency has been built into the minimum average requirement during the first 5.00 credit attempts as follows:

• The learner's cumulative average will be reviewed first.
• If the learner's cumulative average does not meet the required minimum, the learner will either be required to withdraw or placed on probation.
• When a learner is placed on probation they will be required to obtain a minimum semester average.
• In subsequent semesters, the learner will either be required to withdraw, allowed to continue on probation, or placed back on regular status.
• Learners will be taken off probation once their cumulative average is greater than or equal to 60%.

Conditions for continuation of study are applied using the following criteria: 

Number of Credit Attempts: Between [0.25] and [2.50]

Students will be allowed to continue in the Open Learning program, regardless of their cumulative average. Students will be placed on probation if their cumulative average falls below 50%.

Number of Credit Attempts: Between [2.75] and [5.00]

If Eligible to Continue:

If on Probation:

Number of Credit Attempts: More Than 5.0

If Eligible to Continue:

If on Probation:

Schedule 2 Regulations

Students who have been required to withdraw from the Open Learning program and subsequently readmitted are required to follow Schedule 2 of the Continuation of Study regulations.

If Eligible to Continue:

If on Probation:

To request readmission to the Open Learning Program, a learner is required to write a letter and submit it via email to the learner success advisor. This letter should include:

• An explanation of why you want to be readmitted to the Open Learning Program
• A statement of reasons for your past academic record
• Steps you have taken to ensure academic success in the future

Learners are also required to successfully complete an academic program or at least two (2) courses with a minimum cumulative average of 70%. The transcript is required. A learner may complete non-degree-credit courses through the School of Continuing Studies to meet this program/course requirement.  

Questions concerning appropriateness of the academic course or program should be directed via email to the learner success advisor.

Learners intending to reapply for the summer semester must submit their letter no later than March 15 and supporting documents by April 1.

Learners intending to reapply for the fall semester must submit their letter no later than May 1 and supporting documents by June 1.

Learners intending to reapply for the winter semester must submit their letter no later than November 15 and supporting documents by December 1. 

Once the learner success advisor has reviewed your Learner Appeal Form and supporting documentation for completeness, those materials are sent to the University representative who provided the original decision you are appealing for a response. Once the response is received by the learner success advisor, a copy of that response is provided to you to review prior to the hearing. At this time, the learner success advisor will begin the process of scheduling your hearing, unless you have requested a written hearing, in which case you will have the opportunity to submit a written reply to the response from the representative. Please see below for more detailed information regarding oral and written hearings.

Approximate Appeal Timeline

Your Hearing

You may request an oral hearing or a written hearing, but the learner success advisor makes the final decision on the format of the hearing.

Oral Hearings

You and the university representative (who provided the decision you are appealing) attend in person. You and the representative will each have the opportunity to present your cases, and ask and answer questions.

Information on Oral Hearings

You may bring a support person which can be a family member, a friend, or a lawyer to provide either moral support or to assist you in the presentation of your appeal. You need to let the learner success advisor know in advance if you are bringing a support person.

The learner success advisor will introduce themselves to you and then will introduce you and the University representative to the School of Continuing Studies (SCS) director, operations and people.

You will be asked to present your case. If you have asked to bring a witness who can bring evidence that directly bears on your appeal, you, the university representative or the SCS director, operations and people may question them at this time.

The University representative and SCS director, operations and people will have an opportunity to ask you questions.

The University representative will be asked to respond to your presentation of your appeal.

You and the SCS director, operations and people will have an opportunity to ask questions of the University representative and their response to the presentation of your case.

You will be asked if you have any final comments you would like to share with the SCS director, operations and people.

The University representative will be asked if they have any final comments to share with the SCS director, operations and people.

Written Hearings

The SCS director, operations and people will make its decision solely on the materials submitted by you and by the University representative. You and the University representative will not be present.

The exchange between you and the University representative is open and transparent. You and the representative receive copies of each other’s petitions materials prior to the hearing. This allows you and the representative the opportunity to respond to each other’s submissions.

The Decision

The SCS director, operations and people will make a decision on your petition immediately following the hearing. You, the University representative, any witnesses, and any resource people will be dismissed so that the SCS director, operations and people can deliberate in a closed session.

The decision of the SCS director, operations and people will be sent to you by email to your University of Guelph email address or, if you do not have a University of Guelph email address, to the preferred email you have on file with the SCS.