EDUCATIONAL POLICIES

STUDENT RESPONSIBILITY
            It is the responsibility of each student to be aware of and to meet the catalog requirements for graduation and to adhere to all other rules, regulations, and deadlines published in this catalog and Student Handbook.  Students are generally governed by the catalog that is in effect when they enroll at the School of Professional and Graduate Studies.  If an interruption occurs so that the student is no longer continuously enrolled, the requirements applicable at the time of re-enrollment shall apply.  While Academic Advisors assist students in interpreting requirements and policies and making plans, final responsibility for meeting requirements and adhering to policies belongs to each student.

CHANGE IN STUDENT STATUS

Address/Phone/Name Change
            Students making an address, phone, or name change should provide printed documentation to the Baker University Academic Records office at the time of the change.

Individual Course Withdrawal
            Students requesting to withdraw from an individual course must do so in writing, including the student’s signature. Change of Status forms are available at the Baker University office, or the student may write a letter of request. The date of receipt of the written notification is the date used in determining if any tuition refund is due (see the Tuition Refund Policy section of this catalog). If notification is not received, the student will be assessed a failing grade for the course and will not be eligible for any tuition refund.
            Students receiving financial aid through any of the Title IV programs must understand that it is the general practice of this institution to grant only one leave of absence per student, not to exceed 90 days in length, within a 12-month period. Exceptions to this policy may be requested if additional documentation demonstrates that such an extension is necessary. Students should also see the “Withdrawals and Refunds” subsection under “Financial Aid” in this catalog.
            See “Withdrawal” under the subsection of this catalog entitled “Grading Procedures” for information regarding academic assessment.
            Students in the undergraduate or graduate business programs may, if desired, remain with their original group after withdrawing from an individual course. The determining factors are the sequence of the course from which the student has withdrawn and the student’s academic performance to date. The student should contact the Student Services office to make arrangements for staying with his/her original group or making a permanent group change.

Program Withdrawal
            A student who finds it necessary to withdraw from the program must submit written notification, including the student’s signature. Change of Status forms are available at the Baker University office, or the student may write a letter of request. The date of receipt of written notification is the date used in determining if any tuition refund is due (see the Tuition Refund Policy section of this catalog). If a computer was issued to the student, the computer must be returned to Baker University in accordance with the computer agreement signed by the student.
            If the withdrawal is temporary, the student should contact the Student Services office to discuss arrangements for returning to the program.
            Students receiving financial aid through any of the Title IV programs must understand that it is the general practice of this institution to grant only one leave of absence per student, not to exceed 90 days in length, within a 12-month period. Exceptions to this policy may be requested if additional documentation demonstrates that such an extension is necessary. Students should see the “Withdrawals and Refunds” subsection under “Financial Aid” in this catalog.
            See “Withdrawal” under the subsection of this catalog entitled “Grading Procedures” for information regarding academic assessment.

TUITION REFUND POLICY
            Students are advised of financial obligations for the program at the time of registration. A schedule of payments and an analysis of fee structures, along with due dates, are outlined. Students are expected to meet these obligations according to the schedule. A service charge will be assessed on all past due balances and for any check returned due to insufficient funds. Any questions regarding payments or problems associated with making those payments should be directed to Student Accounts.

            Baker University reserves the right to change the tuition and fee schedule at any time.
            Refund policy guidelines are as follows:
Application, registration, and graduation fees are non-refundable

Educational Resources Fees are non-refundable.
Tuition for on-ground course offerings is refunded as follows:

• Written notification of withdrawal received by Student Services prior to the first class session of a course – full tuition refund.
• Written notification of withdrawal received by Student Services prior to the second class session of a course – 90% tuition refund.
• Withdrawal after second class session of a course – no tuition refund.

See “Withdrawal” subsections under the “Educational Policies” section of this catalog and the “Withdrawals and Refunds” subsection under “Financial Aid.”
Tuition for online courses or FlexSolutions MBA is refunded as follows:

• Written notification of withdrawal received by Student Services prior to the course start date – full tuition refund.
• Written notification of withdrawal received by Student Services prior to the beginning of the second week of the course – 90% tuition refund. (Number of weeks for the course is determined by a week from the start date.  If the course starts on a Monday, then the next Monday is the beginning of the second week of the course, etc.)
• Withdrawal during or after the second week of the course – no tuition refund.

See “Withdrawal” subsections under the “Educational Policies” section of this catalog and the “Withdrawals and Refunds” subsection under “Financial Aid.”
For students receiving financial aid, the refund will first be repaid to the Title IV programs, in accordance with existing federal regulations and institutional policy in effect at the date of withdrawal. If any additional refund is appropriate, the funds will be repaid to the student upon written request. It is possible that a student who withdraws will still have an outstanding balance due to Baker University.
Students who begin class with provisional admittance pending the completion of their admission file, and who are subsequently denied admission, are eligible for a refund of the full tuition amount for the course in which they are currently enrolled. Any tuition paid for a course previously completed by the student is not refundable.

COURSE RESCHEDULE
            A student who finds it necessary to reschedule an individual course should contact the Student Services office to make the necessary arrangements. Students repeating a course will incur additional tuition expense for that course and possible educational resource expense if materials have changed. For information regarding academic assessment, see the “Repeat” subsection under the “Grading Policies” section of this catalog.

ATTENDANCE POLICY
            Attendance at all class meetings and learning team sessions is mandatory.
            Since a large portion of the learning in the Baker University programs takes place in class meetings, absences may impact a student’s grade or jeopardize continued enrollment in the course.
            In the case of an absence, the student must 1) notify the faculty member prior to the absence, 2) make arrangements to complete missed assignments, and 3) complete additional make-up work if allowed by the faculty member.
            Under no circumstances may a student miss more than 40% of course meeting hours and receive credit for the course. This is a University policy and is not at the discretion of the faculty member. The student will be required to repeat the course. Students who must repeat a course will incur additional tuition expense for that course. Students with extenuating circumstances that make it impossible to complete the course may request a grade of “No Credit.” See “No Credit” under the subsection of this catalog entitled “Grading Procedures” for further information concerning this option.
            If a student’s attendance record demonstrates a pattern of missed classes, that student will be administratively withdrawn from the program. A petition must be submitted to the Admissions Committee prior to readmission.

ADA POLICY
            Students with disabilities are provided assistance in obtaining reasonable accommodation to meet their academic needs.  Students seeking accommodation should contact the Assistant Academic Dean at (913) 491-4432 to request services and verify the need for assistance through appropriate supporting documentation.

CONDUCT POLICY
            The interactive nontraditional nature of Baker University programs may occasionally result in interactions with a good deal of give and take among participants. The utmost personal respect should be shown among faculty members, staff, and students.
            Baker University reserves the right to deny admission, continued enrollment, or readmission to any applicant or student whose personal history and background indicate that his or her presence at Baker University would endanger the health, safety, welfare, or property of the members of the academic community or interfere with the orderly and effective performance of the University’s functions. Appeals should be addressed to the Dean of the School of Professional and Graduate Studies.
            Baker University prohibits the unlawful possession, use, manufacture, or distribution of alcohol or drugs by students or faculty members on its property or as part of any of its activities. The University is committed to a program to prevent the abuse of alcohol and the illegal use of drugs. Any student or faculty member found to be abusing alcohol or using, possessing, manufacturing, or distributing controlled substances in violation of the law on University property or at University sites shall be subject to disciplinary action as determined by the Academic Standards and Policies Committee. Appeals should be addressed to the Dean of the School of Professional and Graduate Studies.

TOBACCO-FREE CAMPUS
            All buildings owned and leased by Baker University are tobacco-free.  Neither smoking nor chewing of tobacco is allowed within the buildings.

CANCELLATION OF CLASSES
            In case of inclement weather or unsafe conditions that exist on the day of a scheduled class meeting, the class representative should check the Baker University student information website after 2:00 p.m. (CST) for a notice related to the cancellation of classes. The class representative for the cohort groups will then convey the decision to the other class members via email or the telephone chain.  Students who are not enrolled in a cohort group will need to check their Baker email account for notification.  Notification of class cancellation due to inclement weather will also be posted on the Baker University student information website, relayed through local television and radio stations, and all students affected by the cancellation will be notified through their Baker email account.
            All class cancellations must be made up, regardless of the reason for cancellation. The faculty member, class representative, and class members should reach a consensus on an alternate meeting time (e.g., Saturday morning) during the first class meeting following the cancellation.
            The instructor is responsible for contacting the Director of Instruction or the Regional Director (if applicable) with the make-up date to make arrangements for the class meeting site. The instructor is responsible for notifying the Class Representative of the meeting site, who will notify the remaining class members. This will be communicated to the Baker University administrative offices by the Department of Instruction and Curriculum.

EDUCATIONAL PHILOSOPHY AND PRACTICE
(Business Programs)
            The educational philosophy and practice of the Baker University  recognize the distinction between younger college students and students who have assumed the adult responsibilities of self-determination, financial independence, and professional development. The focus of the School of Professional and Graduate Studies, therefore, is on two critical learning objectives. The first of these is shared participant responsibility for self-directed learning. Professional and personal growth requires that individuals develop the skills necessary to manage their own learning. Throughout all Baker University programs, students are expected to seek answers to their questions, identify and develop resources to address their concerns, and take charge of their own learning. For this reason, the programs are designed to provide the structure and support necessary to encourage independence and self-direction.
            The second objective is to develop the interpersonal skills necessary for effective participation in groups. Traditionally, the role of the student is relatively passive. The educational model advocated by the School of Professional and Graduate Studies, however, demands active participation by students in their educational process, thus placing substantial responsibility on the learner. To this end, study groups are an integral part of the Baker University educational model for the business programs. Small group assignments are strongly recommended in all Baker University courses.  Study groups function as mutual support mechanisms through which students can learn more effective problem solving from the professional expertise of peers. At Baker University, students learn from one another by participating in the process of inquiry and active involvement with the learning team. Rather than deriving from a single source, learning encompasses multiple life experiences.
            Learning teams as a tool are enthusiastically supported by Baker University business students. Surveys of graduates indicate that learning teams are extremely beneficial in helping students achieve the prescribed learning outcomes. When students accept that they can learn from one another, a system of trust and support evolves and the learning process becomes interactive.
            learning teams meet outside of the required class time to discuss and prepare assignments and to share learning resources. Each course generally requires a group project in the form of a written and/or oral report, usually presented to the class for discussion and critique. Grades reflect the group’s ability to integrate each member’s contribution.
            Working adults seldom have sufficient time to devote to full-time, formal education. By sharing the learning responsibility in a learning team or a small group assignment, more information can be disseminated in less time, and talents and experiences can be shared. Thus, more content can be covered in courses using small group assignments than would be possible through an individual effort.
            learning team members make a commitment to work together and assist each other in meeting course objectives and outcomes. Through the learning team process, learning is enhanced because students have the opportunity to analyze their experiences, and compare and contrast these experiences with theories presented in the curriculum materials. Therefore, to better serve the needs of working adult students, Baker University School of Professional and Graduate Studies has developed and instituted the learning team concept.

learning team GUIDELINES
(Business Programs)
            All business and management students within the School of Professional and Graduate Studies are required to complete assignments and interact with learning teams for the duration of the program.  learning teams work together weekly on reports, projects, and presentations, and support one another in the process. Students should hold face-to-face meetings supplemented by electronic communication.  (Students in online courses will likely use electronic meetings exclusively.) Members should plan for learning team involvement for at least four hours weekly.  Students should schedule these sessions at a time and location that are mutually convenient and conducive to learning.  If there are times when a learning team member cannot be physically present for a meeting, he or she may participate electronically.  All members are expected to contribute equally to the completion of all learning team assignments and activities.
            The number of learning teams is determined by class size.  learning teams must be established with four or five members.  Baker recommends that students stay in the same group throughout the program, although individual instructors may change the group composition for in-class activities.  If, after a period of time, a student decides he or she is not satisfied with the learning team, it is his/her responsibility to negotiate changes with peers.  The first step is to discuss changes with the class representative. Group size must be maintained; any deviation of group size must be approved by the Director of Student Services. Groups smaller than three members or larger than six members are never allowed.
            Baker students should begin the learning team experience by selecting a meeting location/site that is conducive to group collaboration for learning.  The ideal study group meeting site would have:

• An individual seating area with a desk or flat surface writing area for each member of the learning team.
• A quiet area with adequate lighting.
• Adequate temperature control to allow for the comfort.
• Access to library assistance, either electronically or physically.
• Adequate restroom facilities for both genders.
• Adequate parking for convenience and accessibility for all members.

The following types of locations are typically conducive to learning:

• Educational classrooms (community group meeting rooms, churches)
• Local city or state libraries
• University or college libraries
• Company or corporate dedicated training, conference, or meeting rooms

During the first course, each learning team prepares a constitution that should address issues of operation and responsibilities.  Collaboration as an effective unit is one of the goals of the programs.  Therefore, learning teams are self-governing and are expected to resolve conflicts if they should arise.  The instructors and the university consider learning team participation to be mandatory for completing course requirements and continuing enrollment.
The instructor for the introduction course must approve the location to be used for the learning team meetings.  This approval constitutes the instructor’s certification that the site for the learning team meeting is one that is appropriate and conducive to learning.  Any changes to this approved site should be approved by the Director of Student Services.
Each student is expected to contribute to all learning team assignments and activities. The learning team members assess each member’s contribution and report it to the instructor using the learning team Evaluation Form, which may impact the student’s grade. Suggested criteria for study group work include:

• Members develop perspective and goals for the group as a whole.
• Members develop effective work plans, meeting schedules, and assignments.
• Members have a clear understanding of goals for work products.
• Members develop and agree upon standards of performance for group members.
• Members effectively manage conflict within the group to resolve problems.
• Members share the workload equally.
• Members build consensus and share in decision-making.
• Tasks are completed on time and meet established requirements.
• Products of the group process (presentations, papers, etc.) are cohesive and present the image of a unified project rather than a disjointed collection of individual parts.

Baker students have multiple opportunities to offer evaluative feedback to the University so that learning team activities can best meet educational goals.  Collaborative educational experiences are intended to carry over to team accomplishments in the workplace.

DUTIES OF THE CLASS REPRESENTATIVE
            Every cohort group of Baker University students has a class representative. The class representative is primarily an “information broker,” providing the communication link between Baker University and the class members. Class representatives receive extra periodic mailings and other news from the Baker University office for distribution to class members.
            Students should not be isolated from information; individual inquires are welcomed at the Baker University office. Many times a topic may be of class-wide interest or concern, though, and the class representative will offer to make one call to the office on behalf of everyone. For instances in which immediate replies from the Baker University office might be required, either several students may call in individually, or the class representative can make one call and send the answer to all class members via the email or telephone chain.
            Typical expectations from the class representatives are as follows:

• Contact the faculty member prior to the first class meeting with questions or clarifications about the first assignment, and relay the information to the class.
• Develop and coordinate the use of the telephone chain or email distribution list for informing class members of important information (e.g., inclement weather, faculty member illness, etc.).
• Serve as a spokesperson for the class in order to maintain a constructive dialogue with Baker University.
• Distribute and collect the Student End-of-Course Survey and return it to the Baker University office.
• Assist faculty members when beginning a new course (e.g., give the faculty member a list of the learning teams at the first class session).
• Oversee the distribution of program course materials:

a.   Obtain the signature of each student upon receipt of all books and materials, and return this document to the Baker University office.
b.   Contact the Baker University office regarding problems with delivery of materials.
c.   Ensure that students who are absent are contacted regarding materials delivered.
d.   Ensure that extra materials delivered to the class remain in the classroom.
7.   Contact the Director of Student Services if a class member is consistently or unexpectedly absent so contact can be made to assist the student in the appropriate manner.
8.   Attend and participate in periodic Class Representative Meetings. (See “Faculty and Class Representative Meetings” section.)
9.   Ensure that the classroom is left in satisfactory condition at the end of each class.
10. Facilitate the organizing of social events as appropriate.

FACULTY AND CLASS REPRESENTATIVE MEETINGS
            Information on program quality is obtained from regularly scheduled meetings held for class representatives and faculty members. These regular meetings provide a forum for the presentation of feedback from program participants, the review and analysis of academic accounting records, and formulation of suggestions for change. Experience has shown that these meetings provide a valuable forum for problem identification and resolution. Program and procedural changes may be made when these groups provide a clear indication that a change is needed. These meetings are conducted by, the Director of Student Services, the Director of Instruction, and the Regional Director.

ASSESSMENT OF STUDENT ACADEMIC ACHIEVEMENT

            The School of Professional and Graduate Studies is committed to the systematic  assessment of student learning that occurs in each course of study and each program of study that lead to a degree awarded by Baker University. Assessment initiatives are dynamic and seeking continuous improvement based on the feedback of students, faculty and administrative staff.
All University constituents are encouraged and expected to participate in the collection and analysis of assessment documentation.
Assessment at Baker University:

• is driven by the mission of the university.
• is linked closely with the specific goals of Baker University and its degree programs.
• is mindful that the primary purpose is to improve the quality of education (assessment is a means to an end, not an end in itself).
• involves the entire Baker University population, including students, faculty, staff and administrators, alumni, trustees, and all relevant Baker constituencies.
• recognizes that educational assessment is an ongoing process that is continuously evolving.
• recognizes the key role played by faculty in the educational assessment process.
• uses existing knowledge in the field while seeking to be innovative and mindful of the specific characteristics of the institution.
• utilizes diverse and multi-dimensional assessment methodologies.
• documents and disseminates its efforts.
• is administered with integrity.

ASSESSMENT OF ACADEMIC ACHIEVEMENT

            Each degree program embraces a unique assessment plan that involves students a number of assessments ranging from submitting an academic achievement portfolio, to preparing a major capstone project, to completing a comprehensive examination, or to participating in initiatives to assess specific learning outcomes, such as a writing assessment or a critical thinking assessment. Academic assessment processes document student proficiency in skills and competencies as well as mastery of knowledge appropriate to each degree. A number of other indicators are tracked, e.g., attendance, study group participation, class representative meetings, peer reviews, hiring assessments, mid-course surveys, intern/mentor evaluations, and withdrawals.

PROGRAM ASSESSMENT

Program Reviews: Additional assessments are gathered and documented through ongoing program reviews scheduled in a three-year cycle. These extensive studies analyze and evaluate total degree programs, from alignment of program and course goals to course scheduling/ curriculum offerings/measurement and assessment of learning, to feedback provided by a range of constituents, including current students, staff, faculty, employers, and program graduates. Recommendations are submitted to Faculty Senate.

Results of all assessments are regularly employed in goal setting, strategic planning, and implementing strategies to assure continuous improvement and to enhance

student learning. As data is collected and interpretations are made, information is shred with diverse constituencies, including students, individual faculty, faculty program and assessment committees, and university administrators. The assessment system comprises a series of academic assessments gathered throughout coursework and program reviews as well as satisfaction survey instruments designed to gather evaluative information from students and faculty regarding academic quality.

            Because the assessment process is continuously evolving, the use of specific assessment instruments is subject to change depending upon organizational need.

STUDENT SATISFACTION ASSESSMENT

Student End-of-Course Survey asks students to evaluate faculty performance, curriculum quality, learning team effectiveness, and technology enhancement of learning. learning team effectiveness is also evaluated through a separate ratings form used in conjunction with faculty-generated student evaluation.
Faculty End-of-Course Survey asks faculty for similar information as the Student End-of-Course survey. It also solicits the faculty member's evaluation of both curriculum materials and student success within the course.
Student End-of-Program Survey asks students to evaluate various features of the Baker University program, including administrative and student services, instructional components, and the research project (if applicable).
Graduate Status Report assesses the long-range effects of the program and parallels the End-of-Program Survey. Graduates are asked about their plans for continuing their education. This report is administered by the Career Development Center, Baker University Baldwin City campus.
Graduate Survey is administered to a random sample of alumni six months after graduation. The survey elicits information pertaining to program satisfaction and skill development.

ASSESSMENT OF INSTITUTIONAL EFFECTIVENESS

Overall assessments culminate in documentation that supports accountability measures (e.g., student achievement, instructional competency, stakeholder satisfaction, and service area/growth indicators). These measures are specifically outlined as goals in the Baker University Strategic Plan and as such are routinely reviewed to determine overall institutional effectiveness.  Assessment results are shared as appropriate with accrediting bodies.

COURSE OVERLOAD (BBA AND BSM Only)
            Baker University students who are enrolled in the BBA and BSM programs may request permission to take overload course work in another Baker program.  Due to the intense and accelerated nature of these programs, student requests are evaluated individually.  Each student desiring to enroll must complete a registration form and submit it to Student Services.  This request will be approved and denied based on the academic plan and academic performance of the student requesting the overload.  Students will not be allowed to take overload coursework for an extended period.

INDEPENDENT STUDY (BBA AND BSM Only)
            Independent studies conducted as tutorial courses are available in limited number to qualified degree-seeking students.  A student must have demonstrated superior achievement (3.5 or better cumulative GPA).  The 3-semester credit independent study project must be approved by the Director of Student Services, the faculty member and the Dean of the School of Professional and Graduate Studies, in this sequence, to assure compliance with degree plan, academic credibility, and administrative approval.
            The topics for independent study are limited.  A careful statement must be prepared by the student prior to enrollment, providing a title, general outline, purpose, procedure, and bibliography for the study.  Forms for such statements are available from Student Services.
            Generally, no catalog courses may be taken on an independent study basis.  It the independent study is approved, registration must be completed with Academic Records office and tuition paid in advance.

STUDENTS’ RIGHT TO PRIVACY
            Baker University maintains compliance with the Family Rights and Privacy Act of 1974, as amended. The Privacy Act defines requirements that are designed to protect the privacy of the students’ records that are maintained by Baker University. The law requires that:
            Students must be provided access to official records directly related to them. This does not include private records maintained by instructional, supervisory, or administrative personnel. Students who wish to see their records must make an appointment through the Baker University office. Students may not remove any materials but are entitled, at their own expense, to one copy of any material contained in their files.
            Students must be given the opportunity for a hearing to challenge such records on the grounds that they are inaccurate, misleading, or otherwise inappropriate. The right to a hearing under law does not include any right to challenge the appropriateness of a grade as determined by the faculty member.
            The student’s written consent must be received prior to releasing identifiable data from the records to anyone other than a specified list of exceptions.
            Baker University is authorized under the act to release public directory information concerning students. Directory information may include the student’s name, home address, home telephone number, email address, date and place of birth, degree program, dates of attendance, degrees and awards received, most recent previous educational agency or institution attended by the student, and any other information authorized in writing by the student. Directory information is subject to release by Baker University at any time unless the Assistant Academic Dean has received a prior written request from the student specifying that the information should not be released.
            Baker University is authorized to provide access to student records to Baker University officials and employees who have legitimate educational interests in such access; these are persons who have responsibilities in Baker University’s academic, administrative, or service functions.

FIELD TRIP POLICY
            Students and faculty at the School of Professional and Graduate Studies are encouraged to take advantage of the diversity of educational opportunities and experiences available in the vicinity. On such occasions, students and faculty are personally responsible for transportation to and from, and attendance at, off-site experiences, whether for required or voluntary activities. Faculty is required to notify the Director of Instruction or the Regional Director at least one week in advance of any off-site meetings or trips.

NON-DISCRIMINATION POLICY
            Applicants for admission and employment, students, parents of students, employees, sources of referral of applications for admission and employment, and all professional organizations holding agreements with Baker University are hereby notified that this institution does not discriminate on the basis of race, color, national origin, sex, age, or handicap in the admission or access to, or treatment or employment in, its programs or activities. Any person having inquiries concerning Baker University compliance with the regulations implementing Title VI, Title IX, or section 504 is directed to contact the Vice President for Financial Services, Baker University, P.O. Box 65, Baldwin City, Kansas 66006 (785-594-8340), who has been designated by Baker University to coordinate the institution’s effort to comply with the regulations implementing Title VI, Title IX, and section 504. Any person may also contact the Assistant Secretary for Civil Rights, U.S. Department of Education, regarding the institution’s compliance with regulations implementing Title VI, Title IX, or section 504.
            The University acknowledges that failure to implement the plan, in the absence of any previously agreed revision, could constitute a violation and lead to the initiation of enforcement activity by the office of Civil Rights.

ACCESSIBILITY FOR HANDICAPPED
            All the School of Professional and Graduate Studies facilities are fully accessible for the handicapped.  If a location does not meet the federal standards of accessibility, Baker University will relocate the course(s) to accessible locations.

NON-ACADEMIC GRIEVANCES
            Students must initially attempt to resolve grievances of a non-academic nature with the individuals involved. If the grievance is not resolved, the student must present to the Director of Student Services, in writing, a clear, concise statement of the grievance, which includes the name of the person(s) against whom the grievance is made, the date(s) the incident occurred, and a description of the incident(s) with specific supporting evidence. A brief summary of prior attempts to resolve the matter should be provided, including the names of persons with whom the matter was discussed and the results of the discussions. A specific statement of the remedial action or relief sought should be included in the grievance statement.
            All non-academic grievances must be filed within 30 days of the incident. Upon receipt of the written grievance statement, the Director of Student Services will contact the person(s) against whom the grievance is made and will request a response in writing within an assigned deadline. If the matter is not resolved, the grievant may request in writing that the grievance be reviewed by the Grievance Committee. The committee meets on an as-needed basis to review any pending grievances.

SCHOLASTIC HONORS
            Baker University bachelor students who have completed all the core program credits by their graduation are considered for Scholastic Honors. The determination of Scholastic Honors is made two months prior to each graduation ceremony and is based on the cumulative grade point average of all credits applied to the degree program as follows:

3.95 – 4.00 – Summa Cum Laude       
3.85 – 3.94 – Magna Cum Laude
3.70 – 3.84 – Cum Laude

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