Final 2009 Adjunct Handbook - W10 Edition

Adjunct Faculty Instructional Handbook
Department of Movement Science

Grand Valley State University
2009-2010
Mission Statement
TABLE OF CONTENTS
Department Support
Instructional Responsibilities
Appendices
FAQ’s
Class Coverage Form
Confidentiality
Enrollment Request Form
Grades
Disability Support Services
Emergency Support Procedures
Bias Incident Protocol
Methods and Strategies for Testing
Instructional Support
Desktop Emergency Guide

Mission Statement
Welcome To The Department of Movement Science!
Mission: The Department of Movement Science is a multidisciplinary unit which
encompasses programs in Physical Education, Health Education, Exercise Science,
Athletic Training, and Sport Leadership bound by the common theme of movement as
the basis for healthy living. The department contributes to the enrichment of society
through excellent teaching, scholarly activity, and service which reflect the department's
commitment to university, community, state, national, and global issues related to
healthy, active lifestyles.
Let us begin by stating the obvious. The Department of Movement Science cannot
accomplish this important mission without the contributions of its many dedicated,
committed Adjunct Faculty Members. Because your role as an Adjunct Faculty Member is
crucial to the overall success of our Department, we are deeply committed to providing you
with as much assistance as possible as you undertake the important job of planning and
implementing the instruction of your courses. If we can help you in any way, please feel
free to contact us. We look forward to meeting you and working with you in providing our
students with the best educational experience possible.

Department Support
Tenure Track Faculty
Athletic Training Exercise Science K-12 Professional Instruction
Shari Bartz Assistant Professor Heather Peddie, Visiting Professor Patti Rowe, Professor
B2-212 Mackinac Hall B2-207 Mackinac Hall B2-239 Mackinac Hall
(616) 331-3044 (616) 331-3397 (616) 331-3357
bartzs@gvsu.edu peddieh@gvsu.edu rowep@gvsu.edu
Athletic Training Exercise Science Sport Leadership
Brian Hatzel, Unit Head Jim Scott, Associate Professor Rick Albrecht, Associate Professor
Associate Professor B2-200 Mackinac Hall B2-216 Mackinac Hall
B2-218 Mackinac Hall (616) 331-3228 (616) 331-2432
(616) 331-8538 scottj@gvsu.edu albrechr@gvsu.edu
hatzelb@gvsu.edu
Athletic Training Exercise Science Sport Leadership
Tonya Parker, Assistant Professor Ross Sherman, Associate Professor Dana Munk, Assistant Unit Head
B2-208 Mackinac Hall B2-201 Mackinac Hall Associate Professor
(616) 331-3962 (616) 331-8608 B2-220 Mackinac Hall
parkert@gvsu.edu schermanro@gvsu.edu (616) 331-8539
munkd@gvsu.edu
Athletic Training K-12 Professional Instruction Sport Leadership
Doug Woods, Instructor Ingrid Johnson, Assistant Professor James Padilla, Assistant Professor
94 Fieldhouse B2-211 Mackinac Hall B2-213 Mackinac Hall
(616) 331-3135 (616) 331-8873 (616) 331-8874
woodsd@gvsu.edu johnsoi@gvsu.edu padillja@gvsu.edu
Exercise Science K-12 Professional Instruction
Chris Beaudoin, Associate Professor Coleen Meyer, Visiting Professor Chris DeMichieli, Department
B2-222 Mackinac Hall B2-203 Mackinac Hall Coodinator
(616) 331-3023 (616) 331-8869 B2-235 Mackinac Hall
beaudoic@gvsu.edu meyercol@gvsu.edu (616) 331-2559
demichch@gvsu.edu
Amy Crawley, Visiting Professor John Kilbourne, Professor Roxanne Mol, Dep. Secretary
B2-209 Mackinac Hall B2-210 Mackinac Hall B2-235 Mackinac Hall
(616) 331-8872 (616) 331-8683 (616) 331-3515
crawleam@gvsu.edu kilbourj@gvsu.edu molr@gvsu.edu
Heather Gulgin, Assistant Professor Colleen Lewis, Associate Professor

B2-205 Mackinac Hall B2-214 Mackinac Hall
(616) 331-8871 (616) 331-8682
gulginh@gvsu.edu lewiscol@gvsu.edu
Jeff Lemmer, Assistant Professor Mike Roskamp, Assistant Professor

B2-204 Mackinac Hall B2-206 Mackinac Hall
(616) 331-3247 (616) 331-8681
lemmerj@gvsu.edu roskampm@gvsu.edu
GETTING OFFICE SUPPORT
This document has been created in order to assist faculty and staff to get the office support that they need. It is
designed to guide faculty/staff to know who to go to for what. We want to ensure that every faculty/staff member is
clear on processes and is able to get help when they need it. In order to do this, the office staff needs your
cooperation by trying to keep traffic in the office to a minimum and by making sure that you give advance notice
on requests. A general rule of thumb for processing most requests is one to two weeks. The table below gives you
an idea on who to go to for information and resources in specific areas.
Please direct all initial inquiries to the front desk.
Office Coordinator Secretary Front Desk

Christine DeMichieli (Student Assistants)
Online Evaluations Closed Class Request Students seeking
assistance
Purchasing Requisitions Student Permits Filing
Reimbursements Student Assessments Copies needed
(401)
Scheduling Major Declarations Student information
Advising Assignments Office Supplies
Course Changes Mentor Assignments Keys to offices/facilities
Activity Space Book Orders/Desk Copies Advance Copy Printing
Orders
Contracts Syllabus Mailings
New Faculty Searches Informed Consent Directories or assistance
(Liability Statements)
Faculty Meetings Office Supply Orders General questions
concerning class
schedules, class lists, room
Appointments with department General Office forms Obtain forms
chair
Office Policy and Procedures General maintenance and
facility Issues
Copy Center printing
CLAS Directives/projects Business Cards
Student Assistant Issues Name Plates
Dining Card/Food orders Parking Passes
Personnel Actions Key requisitions
Grades Student files
Inventory
Equipment/Supplies
Independent Study
Grades (incomplete and
grade change forms and
process)
Class Lists
Room Reservations
Office Phone: 616-331-3515

• Syllabus Information
• Grading Information
• Emergency Procedures & Numbers
• Class Cancellations
• Class Registration and Attendance
• Course Evaluations
• Appendices
As faculty, we are always modeling professional behavior for our students. We have a responsibility
to conduct all business with our students – inside and outside of class – in a professional and
courteous manner. In addition, it is important that all students have an equal opportunity to learn
and demonstrate their understanding of the course material. Therefore, we need to be particularly
sensitive to students with special (physical or emotional) concerns.
Course Syllabi*
The course syllabus is your official contract with your students. You will be provided with a
sample syllabus for your course. Please make the syllabus available during your first class
meeting (either a hard copy for each student or an “electronic” copy on Blackboard). Essential
elements of a course syllabus that are required by the University include the following:
● Course Number, Title and Semester

● Prerequisites or co-requisites for the course (if any)
● Faculty Information (name, office number, office hours, contact information, etc.)
● Course Description- see course catalog description
● Course Objectives- must be measurable
● Attendance Policy
● Tentative Course Schedule and Relevant Assignments
● Course Grading Procedures
● Assigned Reading Materials (e.g., Text and Authors)
● Disability Support Services statement
* Please provide the Movement Science Department with an electronic version of your course
syllabus at the beginning of each semester. One will remain on file in the Department office, the
other will be sent to the College of Liberal Art’s Dean’s Office.
Office Hours
As instructors, we have an obligation to provide support and assistance to all our students. To
this end, all GVSU faculty members are expected to hold regularly scheduled office hours during
the semesters in which they are teaching. Please announce your office hours to all your classes,
post them on your course syllabus, and make arrangements to be available during all posted office
hours. If an emergency arises that prevents you from keeping your office hours, please notify the
Department Office (616) 331-3515.
Cancelled Classes
All GVSU faculty members are obligated to meet every scheduled class. If, due to circumstances
beyond your control, you must cancel a class, email your students and instruct them on what to do.
You will also need to contact the Department of Movement Science office at (616) 331-3515. This
will allow our staff to post a cancellation notice at the location of the class and respond to any
student inquiries. In cases where your absence can be anticipated, you must obtain approval from
the Department Unit Head. You are solely responsible for securing a suitable substitute instructor
to meet with your class during your absence. Because every class session is intended to be an
educational experience, the substitute you choose should contribute to the overall course objectives.
Substitutes should NOT be selected to merely provide “cover” for your course. All classes you
cancel, whether prearranged or unexpected, must be reported to the Department by filing a “Class
Coverage/Cancellation Form” with the Departmental Coordinator. These need to be completed and
turned in to the office prior to class being cancelled or substituted, in those cases where it is known
that you will be missing a class. For those cases where cancellation is unexpected, a form needs to
be completed and turned in a week after you return to work. (See form example in appendices.
Official forms are available in the FH Adjunct Faculty Office or in the main office in B-2-235
MAK.)
Required Course Readings

All Movement Science courses are designed to be educational experiences. It is therefore
expected that all courses – including skill development courses – will incorporate outside
readings to augment in-class activities. All required readings should be listed in the course
syllabus. Orders for reading material (textbooks or course packets) to be sold by the bookstores
should be placed with the Department Secretary. Assigned readings may also be placed on
reserve in the GVSU library.
Protecting Student Privacy

Family Educational Rights and Privacy Act (FERPA). Student information is private and
cannot be disclosed (even to parents) without the written permission of the student. This
information includes: grades, student schedules and course information. GRADES ARE NOT TO
BE POSTED IN THE CLASSROOM, ON YOUR OFFICE DOOR, OR ELSEWHERE. Grade
information (student papers, grade rosters and grade books) should be kept in a secure location –
DO NOT RETURN GRADED PAPERS IN SUCH A WAY AS TO ALLOW OTHERS TO SEE
INDIVIDUAL STUDENT GRADES (e.g., do not leave them in a stack to be picked up). Even if
the names are blocked out and social security numbers are left to identify students, this is a
violation of students' privacy. Social security numbers are considered private information.
Student schedules are private information.
Class Lists-Registration Verification

A preliminary list of students enrolled in your course(s) will be available through MyBanner Self-
Service. This list should be checked against those students attending class to ascertain that all are
properly enrolled. Any student attending your class who is not listed on the class list is not
registered correctly. Please have the student contact the Records Office immediately which is
located in 150 of the Student Service Building.
Closed-Class Permits
Movement Science Faculty do not have the authority to issue closed class permits. Please direct
students seeking closed class permits to the Movement Science Departmental Office. Students
must submit a completed Enrollment Request Form and a current Degree Analysis. Student
enrollment into needed courses will be determined by following the Department Enrollment
Management procedures. (See appendices for example of form.)
Grading Policies
Grade Report. Grades are to be submitted online via the MyBanner Self-Service system at the
end of each semester. You will be informed of dates and times in advance.
Mid-Semester Grades. You may also be asked to submit mid-semester grades for some of your
students. The Registrar collects mid-semester grades for all freshmen and for any undergraduate
in “other than good academic standing”. You will be notified by e-mail that midterm grades are
available online. You will log onto MyBanner Self-Service to submit them.
Giving an “Incomplete”. A grade of “I” (Incomplete) should only be given in truly extenuating
circumstances and only if the student has completed most (minimum of 2/3) of the required work
in the course. Do not enter into an agreement to give an incomplete grade if you are not returning
to teach at the University. The terms of such an agreement must be specified in the “Incomplete
Grade Form” (available in the Movement Science Departmental Office) which must be submitted
on or before the day grades are due online at the end of the semester (Make sure to include the
specific date the missing work will be completed).
Changing a Grade. Obviously, a student’s grades should be changed only when warranted
(incorrect calculation of the grade, etc.). The purpose of the grade change is not to bailout a
student who has performed more poorly than he/she expected or because the grade earned will
have serious repercussions. Any change of grade must be consistent with the highest level of
personal and academic integrity. A “Grade Change Form” indicating the reason for the change
must accompany all grade change requests (available in the Movement Science Departmental
Office). The form must also be approved by the Department Unit Head and signed by the Dean
of CLAS.
Course Evaluations
Course evaluations are completed by students online for each section of all regular classes and
labs taught through the Department of Movement Science.
Examinations
You are responsible for proctoring all quizzes, tests, and final examinations. Final examinations
are a part of each course unless specifically waived by the Dean of CLAS. Final examinations
are to be administered in accordance with the final examination schedule, which is listed on the
GVSU Registrar’s website each semester. Any deviation from the schedule must be approved by
the Dean of CLAS, with the ONLY exception being PED 100 level Activity/Skill classes, which
have the option of holding their final exams the last week of classes.

Students in your classes may have unique learning needs as outlined by DSS. Please make every
effort to accommodate these students. Also, if you feel a student in your class could benefit from
these services, please refer them or use the “Early Alert” section online.
Injuries and Emergencies

Although it is possible that students in any course might become ill or injured at any time, the
physical nature of many Movement Science courses makes it essential that all instructors
familiarize themselves with Department protocol regarding injuries and emergencies. As an
instructor, your primary responsibility is to minimize the likelihood of injuries by implementing
supervised learning activities in a safe environment. Despite your ongoing efforts, injuries may
occur. First and foremost is the need to attend to the immediate medical needs of the ill or injured
student. Accepted first aid and emergency medical procedures should serve as your guide. Never
leave the injured/ill student – send someone else to call for emergency assistance. An
injury/accident report must be filled out and submitted to the Department of Movement Science.
In addition, a copy of the report must be submitted to the Recreation Center for all injuries that
occur in the Laker Turf Building or Recreational facilities.
Call Campus Police …………….…….. 1-3255
Activate EMS by dialing……………… 9-911
Be certain the caller can provide Campus Police/EMS with the following information:
● Location (specific building and room number as well as general location in the building (e.g.,
basement, Fieldhouse Arena, Swimming Pool, etc.). Directions to the Fieldhouse are as
follows:
Take M-45 (Lake Michigan Drive) entrance into GVSU campus. Take the third
road on the right (Lot C) then turn left onto Campus Drive at the northeast side of
the Fieldhouse.
● Brief description of what happened

● Number of people injured/ill
● General condition of the victims (are they unconscious, bleeding, breathing, etc.?)
● Type of help currently being provided
After the emergency situation subsides, make complete notes to yourself regarding the type of
activity, the type, severity, and cause of injury, and emergency medical procedures you
employed. An Accident/Injury Report must be completed and submitted to the Department of
Movement Science’s main office immediately following the accident/injury. (The forms are
available in the main office or in the FH adjunct faculty office). You may contact the Department
Coordinator for questions or assistance.
In addition, a copy of the Accident/Injury Report must be submitted to the Recreational Center
for all accidents/injuries that have occurred in the GVSU Recreational facilities (i.e., TRF, Rec.
Center, outside courts).
Online Evaluation Process
 Instruct your student to complete course evaluation for your classes online
utilizing their Blackboard Account.
 IMPORTANT REMINDERS TO STUDENTS:
 Course evaluations will remain anonymous.
 Students should make sure they have enough time to complete

the evaluation when they go online. Once the student starts the
evaluation, the system will not allow the student to stop, logout,
and come back at a later date to finish it. They will be locked
out.
 Dates that evaluations will be online. (They will only be

available at the dates given, not before or after the date.)
 The students can check the status of their submission by

attempting to complete their evaluation a second time – they
need to click on the “ok” button to view their results.
 Instructors should receive an email reminding them of the times that the
evaluations will take place.
 The hard copy of the evaluations will be made available to instructors

approximately one month after the week of exams. Instructors will receive
a notification via email and the evaluations will be placed in their
mailboxes for pick-up.
 You will not need to devote any class time for the process other than to
summarize the information in this document. It is important, however, to
notify students on the dates they can go online to complete their
evaluations, and emphasize that completing the evaluation is part of the
course responsibilities.
 Contact the Movement Science office with any questions concerning this
procedure.

Appendices

Instructional Responsibilities Appendices

 FAQ’s
 Class Coverage/Cancellation Form
 Confidentiality
o FERPA and Confidentiality Agreement & Security Policy
 Enrollment Request Form
 Grades
o Examples of Incomplete Grade Form and Authorization
of Grade Change Form
o Important Reminders of Grade Procedures
o Banner Self-Service Grades
 Disability Support Services
 Emergency Support Procedures
o Early Alert Online Referral Form
o GVSU Public Safety Tips for Safety in the Workplace
o Department of Movement Science Emergency Action
Plan
o Department of Movement Science and Rec Facilities
Accident-Injury Report
o Signs of the Season: Emergency Closing Policy
 Bias Incident Protocol
 Methods and Strategies for Testing

o Quizzes, Tests, and Exams

FAQ’s
Frequently Asked Questions
1. How do I gain access to Blackboard? Once your I-9 form has been completed
and filed with Human Resources, you will receive a login user ID and
password that will give you access to the university computers, GroupWise
and Blackboard. After you have received your log in information from the
Movement Science secretary, Jill, you can access Blackboard using your
GroupWise log in and password. Please note: Your students will not have
access until you “turn on” each course that you are teaching. You do this by
clicking one at a time on the courses that you will be teaching and then doing
the following:
click on the Control Panel (found on the main menu) settings course
availabilityclick yes and then submit.
If you have any trouble with the above process, please call the IT Help Desk
at 331-2101. If you for any reason do not have access to Blackboard after
following the above directions, please contact the academic coordinator,
Chris, in the Movement Science Department.
2. Do I need to keep track of attendance? Yes. An attendance policy must be

included in your syllabus. You may “allow” one absence per credit.
3. What if a student is not attending? Notify the student by email and make
sure to copy the department chair.
4. What if a student is not doing assigned learning activities? Notify the

student by email and make sure to copy the department chair.
5. Do I need to give a final exam? Must it be during regular exam time? Yes, all
students are to be assessed on their knowledge and, if appropriate, any skills
that are part of course objectives. An exam or other culminating experience
must be held during regular exam time. Any deviation from the schedule
must be approved by the Dean of CLAS, with the ONLY exception being PED
100 level Activity/Skill classes, which have the option of holding their final
exams the last week of classes. If activity space is needed, please reserve
through the department coordinator.
6. Where do I find an official class list? You will be given an official class list at
the beginning of each semester and one week after the start up of classes (to
see who has dropped or registered late for class). They will be placed in your
mailbox. The class list can also be obtained anytime by going onto Banner. It
is found under Summary Class List. You will need the CRN #.
7. What if a student is not on the class list but thinks they are registered? Send
the student to the Registration window at 150 Student Service to find out
why they are not on the list.
8. May I give a student an “incomplete” for a grade? Yes, but ONLY under
extreme and unavoidable circumstances such as family death or critical
medical conditions.
9. What do I do if it is getting close to end of marking period and a student does

not attend class, fails to take an exam, etc. and has not notified me? You may
attempt to reach the student but, ultimately, it is the student’s responsibility
to let you know what is going on. Give the student the grade they have
earned if no contact has been made.
10. How do I obtain my end of the semester Teaching Evaluations? You should
receive an email that notifies you that the evaluations are ready to be picked
up. The evaluations are distributed approximately one month after the final
exams. They will be placed in your mailbox.
11. Where do I get printer cartridges for the adjunct printer when the ink runs
out? Pull out the empty cartridge and bring it to the receptionist (secretary
or student worker) at the front desk in the Department of Movement Science
main office. You will receive a new cartridge from the receptionist.
12. How do I gain access to Blackboard? Once you have received, signed, and sent
in your contract to the CLAS dean’s office and gone to H.R. to fill out
paperwork, our office will set you up with Blackboard. Contract and H.R.
forms must be done before you can gain access.
13. How do I gain access to Banner? Your contract must first be signed and
received by CLAS dean’s office and your I-9 completed with Human
Resources. Sign up for the Self-Pace Option on Informational Technology
website (click on seminars). They will send you your G# and password with
instructions on how to do grades on Banner.

Class Coverage Form

CLASS COVERAGE/CANCELLATION FORM
DEPARTMENT OF MOVEMENT SCIENCE
Instructor_____________________________ Today’s Date_______________________________
Date(s) of Coverage/Cancellation_________________________________________________________
Class #_____________ Day(s)_____________ Time(s)_____________________________
Class #_____________ Day(s)_____________ Time(s)_____________________________
Class #_____________ Day(s)_____________ Time(s)_____________________________
Arrangement for Class Coverage_________________________________________________________
____________________________________________________________________________________
Reason for Cancellation ________________________________________________________________
____________________________________________________________________________________

Confidentiality
FERPA for Faculty/Staff
Contact the Registrar’s office if you have any questions (616) 331-3327
FERPA - Family Educational Rights & Privacy Act requires that the university establish a policy
and adopt and enforce procedures to protect the confidentiality, accuracy and privacy of the
information it collects on its students. The information collected on students may be viewed by
those individuals who have a “business” need to use the data as determined by the University’s
FERPA Officer; the Responsible Officer at Grand Valley is the Registrar.
Who on campus can access student records?
At Grand Valley, access to student educational records without prior consent of the student is
limited to those faculty, administrators and staff who individually or collectively, are acting in the
student's educational interest, within the limitations of their need to know.
FERPA Do's and Don'ts – Are you in compliance?
DO - Obtain a written release from a student when using educational record information for a
recommendation. For example, if you want to refer to a student's GPA, class standing, or a
particular grade in a course in a recommendation, you would need to obtain a written release from
the student.
WHY? Because this type of data is considered part of the student's educational record and
therefore it is protected under FERPA.
DON'T - Post student grades by name, by student number or in any other personally identifiable
manner. Student ID numbers should be used for internal use only and should never be released or
posted publicly. Grades are available on the web the morning following the grading deadline. If
you use Blackboard and the grade book function the students can all view their grades.
DON'T leave graded papers with student names or student numbers on a table for students to
collect themselves. The idea is to prevent students from seeing one another's grades and personal
information.
DO lock up file cabinets and secure rooms that are used for storing confidential student files.
DON'T just toss degree audits, transcripts, grades, etc. in the trash barrel. Any piece of paper with
personally identifiable information on it needs to be destroyed properly. Shred it!
DON’T ask for students’ social security numbers unless required by law. Student ID numbers
should be used for internal use only and should never be released or posted publicly.
What are education records?
Handwriting, print, computer, videotape, audiotape, film, microfilm, microfiche or e-mail – of an

institution that:
- Contain information directly related to the student and are maintained by an agency or institution
or party acting in its behalf.
Education records do not include:

- Private notes in your possession that are not accessible or revealed to any other persons and are
not stored in the students record.
- Medical records
- Employment records when employment is not contingent on being a student, provided the record
is used only in relation to the individual's employment
- Records created and maintained by a law enforcement unit used only for that purpose, is
revealed only to law enforcement agencies of the same jurisdiction, and the enforcement unit does
not have access to education records
- Information obtained when a person is no longer a student (i.e., alumni records) and does not
relate to the person as a student
Directory Information at Grand Valley State University:
FERPA allows the release of certain pieces of “directory information” without the prior written
consent of the student. Each college and university identifies what, if any, information will be
considered as “directory information.” The student has the legal right to “opt out” of the directory
so that no information is released to anyone at anytime unless written consent is granted. Our
directory information includes the following:
Name, local phone number and email address – this information appears in the
PeopleFinder on the Grand Valley home page. The University does NOT print a directory,
nor do we release the directory in an electronic or list type format.
Can directory information be released to anyone who requests it?
NO- If the student has requested that directory information be withheld, no information can be
released.
YES- If the student has NOT requested that directory information be withheld.
How can a student request that their information be withheld?
Those students who do not desire the release of directory information can request the privacy block in
person at the Student Assistance Centers. The form is also available at www.gvsu.edu/registrar by
clicking on ‘Forms-GVSU’ and selecting ‘Directory Information Release/Withhold.’
How can a student request that non-directory FERPA protected information be released?
Students can complete the Permission to Release form and submit it at either Student Assistance
Center.
Who is responsible for the collection, upkeep and maintenance of student records data?
The Registrar is the official keeper and disseminator of student information. Any and all requests for
the use or release of student information must be approved by the Registrar. GVSU offices as well
as those outside the university must have prior approval.
If I have a question, to whom shall I speak?
Phone the Registrar’s office at (616) 331-3327. You might ask for an Associate Registrar.
(Adapted from Merrimack College)
CMayo March 2008

Grand Valley State University - Information Technology Unit
Confidentiality Agreement & Security Policy
Grand Valley State University regards security and confidentiality of data and information to be
of utmost importance. As such, individuals employed by the university must follow the
procedures outlined below:
Confidentiality of Data
Each individual granted access to data and information holds a position of trust and must
preserve the security and confidentiality of the information s/he uses. Individuals are required to
abide by all applicable Federal and State guidelines and University policies regarding
confidentiality of data including, but not limited to, the Family Education Rights and Privacy Act
(FERPA). FERPA protects student information and may not be released without proper
authorization. Requests for information/documents should be referred to the Registrars Office or
the Office of University Counsel.
Individuals with authorized access to Grand Valley State University’s computer resources,
information system, records or files are given access to use the University’s data or files solely
for the business of the University. Specifically, individuals should:
a. Access data solely in order to perform his/her job responsibilities.
b. Not seek personal benefit or permit others to benefit personally from any data that has
come to them through their work assignments.
c. Not release University data other than what is required in completion of job
responsibilities.
d. Not exhibit or divulge the contents of any record, file or information system to any
person except as it is related to the completion of their job responsibilities.
Additionally, individuals are not permitted to operate or request others to operate any University
data equipment for personal business, to make unauthorized copies of University software or
related documentation, or use such equipment for any reason not specifically required by the
individual’s job description.
It is the individual’s responsibility to report immediately to his/her supervisor any violation of

this policy or any other action, which violates confidentiality of data.
1
Security Measures and Procedures
Some individuals employed by the university are supplied with a network account to access the
data necessary for the completion of their job responsibilities. Users of the University
information systems are required to follow the procedures outlined below:
1. All transactions, processed by a user ID and password, are the responsibility of the person
to whom the user ID was assigned. The user’s ID and password must remain confidential
and must not be shared with anyone.
2. Access to any faculty or staff account may be granted by the faculty/staff member and/or
the direct supervisor for specific job requirements.
You are prohibited from viewing or accessing additional information (in any format).
Any access obtained without written authorization is considered unauthorized access.
3. Passwords should be changed periodically or if there is reason to believe they have been
compromised or revealed inadvertently.
4. Upon termination or transfer of an individual, Information Technology will immediately

remove access to GVSU data. The email account may stay active for a period of up to 30
days.
2
Confidentiality Agreement and Security Policy
I understand that my access to University data and information is for the sole purpose of carrying
out my job responsibilities. Breach of confidentiality, including aiding, abetting, or acting in
conspiracy with any other person to violate any part of this policy, may result in sanctions, civil
or criminal prosecution and penalties, loss of employment and/or University disciplinary action,
and could lead to dismissal, suspension, or revocation of all access privileges. I understand that
misuse of university data and information and any violation of this policy or the FERPA policy
are grounds for disciplinary action, up to and including, dismissal.
I have read the above and agree to comply with Grand Valley State University’s Confidentiality
Agreement and Security Policy, and any updates or revisions published or posted.
3

Enrollment Request Form

Ph: 616-331-3515
Request for Enrollment Form
Revised, March 2008
*NOTICE: IT IS NOT THE PRACTICE OF THE MOVEMENT SCIENCE DEPARTMENT TO ALLOW STUDENTS TO
REGISTER WHEN PREREQUISITES ARE NOT MET OR TO ALLOW ENROLLMENT IN A CLOSED CLASS*
Registration Permit ____ Registration Flag: ____ Closed Class: ____

(reason: banner command – example: MAJ, PRE)
***Please use a separate form for each reason above***
Enrollment Request Instruction:

1. Print a copy of your current progress report from Banner and attach it to this form.
2. Obtain signatures first from your academic advisor and then from the course instructor.
3. Include for each class a rationale for requesting enrollment into the class (can be completed on back of
form).
4. Return the signed and completed form to the Movement Science Office.
5. Timing for Override Approval/Denial
a. Closed class: Contact the Movement Science office two weeks prior to classes to find out if an
enrollment override request has been approved.
b. Registration permit and/or Prerequisite/MAJ Override: Contact the office within two weeks after
an enrollment request has been made if not already contacted by the department.
6. Once permission has been granted to register, there is a 72hr. window after which time enrollment
permission will be withdrawn.
Student Name: _______________________ Phone: _______________ Date: ___________
Student G Number: _________________________ Email: __________________________
Major/Emphasis Area: _______________________ Projected Graduation Date: __________
Semester Course CRN Rationale for Request

(use back of form for rationale, if needed)
_______ __________ ________________ _______________________________________
*If you are seeking a permit for a prerequisite waiver, please note that you are responsible for making sure the course
that you are taking at the other institution will transfer for the course you need here at GVSU. You can check with the
Registrar’s Office transfer list at http://www.gvsu.edu/register/equivs/.
*If you are seeking a permit for a prerequisite waiver, you acknowledge that your enrollment in GVSU course is
contingent upon successful completion of the prerequisite course at the other institution.
*If you are seeking a permit for a prerequisite waiver, you are responsible for making sure the credit transfer is recorded
at GVSU by the payment deadline date for each semester. If that credit transfer is not recorded and you have not
contacted the Movement Science Office, you will be removed from the course for not having the necessary
prerequisites.
Student Signature: ____________________________________ Date: _____________
Advisor Signature: ____________________________________ Date: _____________
Instructor Signature: ____________________________________ Date: _____________
For Office Use only:

_____Approved _____Denied Reason for granting/denying permit: Date:
______________________________________________ ______________
______________________________________________

Grades
GRAND VALLEY STATE UNIVERSITY
GRANDVALLEY INCOMPLETE GRADE FORM
STATEUNIVERSITY PLEASE PRINT OR TYPE
Last Name First Initial Student Number Semester/Year
Local Street Address Course Title and Number
City State Zip Faculty Member Name and Signature
Resolution of Incomplete: Ito Date:
Reason for Incomplete:
Work required to make up Incomplete:
1. An Incomplete is given only under extenuating circumstances (serious illness, etc.)

2. It is always the responsibility of the student to see that all work is made up within the allowed period of time.
3. Unless changed by the instructor, the I will be changed to an F according to the following schedule:
Fall Semester Incompletes: end of Winter Semester; Winter and Spring/Summer Incompletes: end of Fall Semester.
INSTRUCTOR MUST COMPLETE AND DISTRIBUTE FORM AS LISTED:

White: Dean's Office / Yellow/Pink: Departmental copies / Gold: Student. 10/96

AUTHORIZATION OF GRADE CHANGE
Last Name First Middle Student Number
After posting, copies will be returned to the appropriate

Local Street Address Dean's Office.
City State Zip
DISCIPLINE AND NUMBER TITLE

SEMESTER/YEAR CREDIT HOURS
CHANGE GRADE FROM TO
REASON FOR CHANGE
INSTRUCTOR'S SIGNATURE DATE

DEAN'S SIGNATURE DATE
CHANGE POSTED ON PERMANENT RECORD DATE
DO NOT SEPARATE FORM PRIOR TO SUBMISSION TO THE OFFICE OF THE REGISTRAR. REGISTRAR WILL
DISTRIBUTE AFTER POSTING: White : Registrar I Yellow: Student I Pink and Gold : College (7/04)
Important reminders of Grade Procedure for GVSU
1) Grades are entered on Banner by instructor. You will receive an email notice
from our office of dates the system will be open to enter grades.
2) An Incomplete grade form must be obtained from the Movement Science

Department front office (MAK B-2-235) and completed by the instructor in
order for the student to obtain an incomplete. PLEASE NOTE: An incomplete
grade is GIVEN ONLY UNDER EXTENUATING CIRCUMSTANCES.
3) If a student has an incomplete and needs a change of grade for the PRIOR
semester, please obtain a Change of Grade form from our office. It is to be
completed. An “Incomplete” turns to an “F” at the end of the following
semester if the work has not been completed by the student.
4) The PED 100 level activity courses are credit/no credit. 180 courses are the
only exception. 180 courses graded classes.
5) Grades A, B, C, D, may be noted with a plus or a minus with the exception of

A+ and D- which are not valid grades.
We appreciate your promptness and accuracy in completing the grades.

Thank you for your cooperation.
Banner Self-Service for Grades
Option 1: Banner Student Self Service Training : This will show you how to do
grades, generate class lists, course schedule details, view annual schedules,
etc. The training is done through the University and you must go online to
sign up for it. The training takes place on specific dates and times. In order to
sign up, you go first to the university WebsiteFaculty/Staff
tabDepartmentsInformation Technology. Once you are on the
Information Technology website, look in the right hand corner and you will
see a blue link “seminars”. Click to Registerprovide your user login and
password (the same one you use to log in to the computer) Go to the Sign up
for Classes link and select Banner Student Self Service Training . After you
have found which time that you will attend make sure you click the sign up
button. You should receive an email within a few days telling you that you
have signed up for the course, it’s time and location.
Option 2: Banner Student Self Service Training –Self Paced Option: This
option allows you to receive your necessary login and password for Banner
Self-Service plus you will receive the written out directions on how to use the
system to do all of the things that are listed above in Banner Student Self
Service Training . You also must sign up for this option in the same way as
directed above only you choose the Banner Student Self Service Training –
Self Paced Option instead of the Banner Student Self Service Training . This
will allow you to learn on your own. If you choose this option, you should have
enough experience with the computer that you are comfortable in learning on
your own. The banner self-serve system is really user friendly and should be
no problem for those who are comfortable with BlackBoard and doing things
online.


Home - Disability Support Services - Grand Valley State University Page 1 of 1
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Home
About Disabilities Hello! welcome to the website of the Disability Support Services (DSS) at Grand
Resources & Services Valley State University.
Assistive Technology
The DSS mission is to provide support services and accommodations that enhance
Faculty/Staff Resource
the environment for persons with disabilities, and to help educate the university
Student Resource
community on disability issues.
DSS Forms and Procedures
Links
In this regard the DSS has put together a number of services for persons with
disabilities in order to help them achieve their potential in this educational
Policy institution.
DSS Contact & Hours
For our students we provide you with a range of services from Assistive
Technology to extra tutoring that you can access to overcome the challenges
that you could otherwise face in a traditional educational system.
Search
For our faculty and staff we provide informative material and other support
services to help you in playing your dual roles as partners in working with persons
with disabilities and as direct beneficiaries of our services.
Any person with an interest in knowing more about disabilities is always welcome
to visit our office.
Phone: 616 -331-2490

Fax: 616-331-3880

1 Campus Dr; STU 200
Allendale, MI 49401-9403
Last Modified Date. February 16, 2009
Copyright U 1995 - 2009 Grand Valley State University is an Equal O_pp_ortunity;Affirmative_Action Institution
file://L:\shared\Adjuncts\Adjunct Orientation 2009\15 Disability Support Services.htm 7/30/2009

Emergency Support Procedures
Early Alert and Student Success Program - Grand Valley State University Page 1 of 1
Site Index Printer Friendly
About the Program
Information for Students Early Alert Online Referral Form

Early Alert Referral System
for Faculty and Staff Student's Information
G-Number *
Course Number/Section
Search
Student Concerns
Difficulty with course content
Excessive absences and/or tardiness
Failing grades
I have discussed my concerns with the student
Not meeting program gpa requirements
Other (An Early Alert and Student Success Program advisor will contact you for further
information)
Person Making Referral:

First Name
Last Name
Title
Email starkji@gvsu.edu
Phone Number (XXX-XXX-XXXX)
Affiliation * o Faculty Staff
Submission Agreement:
In submitting this form I agree that when using the Early Alert Online referral form, I will be
identified as the referral source.
Submit
Copyright ©1995 - 2009 Grand Valley State University is an Equal Opportunit Affirmative Action Institution
http://gvsu . edu/earlyalertlindex . cfm?action=home. student_add&CFID=65 81773 &CFTOK... 7/29/2009

A faculty Early Alert Referral is appropriate when:
A student is performing poorly in your course, even if attendance is good.
A student has discussed academic or personal concerns with you and you feel further
intervention/referral could be helpful.
A student needs advising regarding options due to extenuating circumstances.
A student has disclosed a personal situation which you believe is impacting their
performance in class.
A student has expressed discontent with their major, their academic achievement or their
overall experience at Grand Valley or has indicated that they are planning to quit school.
A student is expressing difficulty in making the transition to Grand Valley and could
benefit from additional advising support.
An Early Alert Referral is NOT appropriate when:

A student is in an immediate crisis that puts them or others in danger (i.e. suicidal or
threat„-ning behavior).
A student's behavior is violating the student code of conduct and should be reported to
the Dean of Students.
A student has disclosed mental health issues that would best be addressed through a
referral to the Counseling Center.
** An early alert referral can be a way to provide intervention and support to a student
who would probably benefit from counseling but who may be hesitant to take that step.
This provides a less threatening way to intervene and encourage a student to take
advantage of any campus resources that might help him/her.
Early Alert Referral Process
Referral Received by Ear}y Alert and Student Success program Advisor
Gniine Phone call -mail Personal

reftr-,ai form referral
N Student assigned to Early AI ert program advisor

(follow-up phone call to referring facultyistaff if necessary)
Contact made: Phone contact with student attempted

Contact made:
student meets with E-mail sent to student (within 24 business student denies EA
EA advisor hours of receiving referral) Services, letter sent
F
Contact made: Contact made:
2nd phone contact attempted if necessary H
student meets with student denies EA
EA advisor Services, letter sent
Letter sent to student if contact not
made
Initial Early Alert Meeting

• Needs assessment completed
• Success Pian completed
Referrals made as needed
Additional appointments scheduled Data entered Early Alert database

as necessary
Follow-up with refer-al source if. appropriate

Follow-up contact within 3 weeks
of initial appt.
Survey sent at end of semester to students and refer-

ral sources
Follow-up re: end of semester grades as
necessary
Track grades at end of semester
Tract, grades at end of following 2 semesters
6.'21'2007
Early Alert and Student Success Program
Advising Resources and Special Pr,grnJIis
11P-Early Alert
Referral Secoutlary
Graduation
(lacul(y/stall) Admit
Persistence
(mine fibrin Grade P'oillt
Assistance
Paper furor Assistance
(GPA)
Entail
Phone call V
}
identify students in declared pre-programs and
Track and monitor students below 2. 0 gtade
secondary admit progtauts with grade point
point average who join the GP.A program
average below the adnuttance criteria level
1
Initiate mid - semester contact with all students
below 2.0 grade point avetage ( call, entail) "Volk with advising centers and depattrnents to
coordinate and facilitate infonrtational preseu-
Needs
latiotts lbr secondary admit programs each se-
Initiate end of sentestet contact with all - Assessment - mester
students below 2.0 grade point average
(letter, entail)
1
tFacilitate advising presentations in exploratory
comsesfus 102
Conduct GPA Workshops and follow up with
attendees
Co-sponsor caleedntajot explotalion work-
shops with Counseling and Career Develop-
Follow up at least 4 times each semester with ntent Center and Career Services
FT1AC students below 2 .0 grade point average Success Plau
F
4- ollow up with pie-major advising Ior those
who need to declare a new major
Referral to appropriate
University hrugrIttus,
d e p arti ileuts, and res ou r ces
6/1912"U7
Grand Valley Public Safety
Tips for Safety in the Workplace
Minimize Opportunities:
• Be ALERT and AWARE
How do you know someone works here? Or is a student? How do you know
that they are in your space for a legitimate purpose?
• Acknowledge those who enter your office area . If there is a reception desk and
someone looks like they know where they are going, it is good business for everyone to
ask if the visitor needs assistance. This has two benefits - first, you can help someone
find who/what they need ! Second , if the person had ill-intentions , you have made eye
contact and asked them a question . Criminals are more likely to leave without carrying
out their intended action when confronted by staff members making contact.
• If someone is wandering around the office area , ask them if you can help them . This is
everyone's responsibility , students , temps , COT's, and AP staff, not just the reception
desk.
• Lock doors after close of the business day. Generally this is 5 : 00pm . This includes
office doors inside suites.
• Lock all cabinets.
• Lock office doors when appropriate.
• If you leave your workstation , secure it ! Keep valuables: purses, PDA's cell phones,
laptops , file cabinets and confidential information in LOCKED file cabinets. It is
commonly known that women tend to keep their purses in a large desk drawer.
• Items of a confidential nature (reports, documents with social security numbers, etc.)
need to be locked up at night.
• If the office area has a safe, do not leave an open safe unattended.
• If employees work with money, do not leave money deposits or checks unattended. If
you leave your workstation , these items should be locked up and secured.
• Do not lend or lone your personal building keys to someone else. This includes
students . If someone needs access to your building , follow the appropriate channels to
obtain the keys. Report all lost keys as soon as possible.
4/23/2009
How to Accomplish Making Your Office Safer:
• Our best defense is a good offense ! If a reception desk is available , it is the best place
to acknowledge visitors . When possible , visitors should be escorted through the office,
or calls placed to those receiving visitors to come up to the reception desk to retrieve
their guests.
• If a suite is going to be lightly staffed and has multiple entrances, lock the back door.
Place a sign on any back doors asking customers to go around to a front reception desk.
This would be appropriate when staff is attending such events as Divisional Forums, the
Holiday Party, Convocation, etc.
• Check to make sure you have keys for your filing cabinets. If you don't have keys, see
the office manager to request keys . If you have extra keys in your desk that don't lock
anything in your office give them back to the office manager.
• Report repair items to Facilities , i.e. doors that do not close or locks that are broken.
• Senior staff should meet with the Facilities Custodian Supervisor to discuss security
concerns . When the building or suite is closed ; who has access ; what custodial staff will
be cleaning and when.
• Report ANY Suspicious Activity to Public Safety! Better safe than sorry!
Computer Safety
• Save any confidential information on your N: drive . In the likely event that your
machine is stolen, this information will not be on your machine.
• Do not give your passwords to anyone . THIS INCLUDES STUDENTS . Occasionally

you need to give your password out such as when IT is doing repair on your machine. It
is recommended that you change your password once the work has been completed.
• Creating a password . Use a combination of letters, numbers and or symbols. For

example: bui72ck, or jet88ta
• Do not save your passwords on sticky notes or leave out by your computer!
• Log off from your computer if you will be away from your desk for a long period of
time, i.e. lunch hour or at a long meeting.
Do You Have Any Ideas On How to Make Our Office Safer?
• Share any ideas with your supervisor.
4/23/2009
Emergency Action Plan
It is the intent of the Department of Movement Science to provide safe and enriching
experiences to students through the extensive course offerings within the department. Many of
these course offerings involve physical activity for students. In line with maintaining a safe
environment throughout each course, students and faculty alike must be aware of the potential for
injury, both emergent and non-emergent. Below is an outline of the emergency action plan to be
implemented in physical activity classes , as well as theory classes.
Non-emergent situation:
The injured/ill person is not in need of immediate medical attention.in order to maintain
life. The disposition of the injured/ill person does not warrant immediate follow-up. (ie.
sprained ankle, contusion, abrasion, etc.)
Emergent situation:
The injured/ill person is in need of immediate medical attention. Or the disposition of the
injured/ill person warrants immediate follow-up. (ie. no pulse, no breathing, dislocation,
person in severe pain, significant bleeding, fainting, disorientation, seizure, or if there is a
question whether or not you should call 911, etc.)
Please follow the below steps for emergency care:
Non-emergent situation:
• If injury occurs Monday through Friday between the hours of 9:00am and
4:30pm refer the injured/ill person to the Campus Health Center in 163
Fieldhouse. (331-2435)
• If the injury occurs outside of the above hours refer them to Spectrum
Butterworth Campus Emergency Room, 100 Michigan Street NE, Grand Rapids,
MI. (391-1774)
• Complete the Fieldhouse and Rec Center Accident-Injury Report, available from
the Movement Science Department Coordinator ASAP.
Emergent situation:
• Call 911 from a pay phone, campus phone or cellular phone. Please make sure to
give the dispatcher a brief overview of the injury and your specific location.
• Campus phones are located in the upper and lower arena lobby's, the recreation
center main desk, and the sub-basement hall, and in the pool atrium.
• After calling 911, proceed to call the fieldhouse building supervisor at 331-33 13,
please let them know that you have called 911 and tell them where you are
located in the building, they will help directed the ambulance or public safety to
your location.
• Complete the Fieldhouse and Rec Center Accident-Injury Report, available from
the Movement Science Department Coordinator ASAP.
*****If you will be teaching outside of the fieldhouse, please make

arrangements to have a cellular phone present during your class, or make
sure that you are aware of the closest working phone. * * * * *
(Also used for Illnesses)
Accident Involved: ___Visitor ___Student __Member __Employee
COMPLETE FOR ALL INJURIES
Date of Accident: Time of Accident:
Date Reported: Time Reported:
Name of Injured Person: Date of Birth:
Address: City/State:
Telephone Email address:
Name of Witness: Telephone:
Address of Witness: City/State:
Location of Accident (in detail): Did person receive medical attention?

(If yes, describe type, who transported
injured, and to where)
Part of Body Directly Affected By What was the injured person doing:
Injury:
Updated 8/12/2009
According to Injured (or witness), Writer’s Observation:
describe what happened:
Presence at Scene by Public Safety? If yes, what officer was present?
Additional Information:
Writer’s Name: Title:
Signature:
Date Completed: Time Completed:
Supervisor Notified (Name):
Athletic/Rec Facility Manager Review Date:
Updated 8/12/2009
EMERGENCY CLOSING POLICY
Approved By: Senior Management Team

Date of Last Revision: November 18, 2008
Responsible Office/Department: Public Safety Services - Allendale
Policy Statement
In evaluating whether or not to close for snow-related reasons, the following criteria are
used: 1) the ability of the university’s road crews to keep campus roads and parking lots
cleared; 2) the conditions of primary and secondary roads in the area as reported by the
State Police as well as the Ottawa County Central Dispatch Authority; 3) weather
reports regarding the track of the storm and other conditions (icing, thermal inversions,
etc.)
Because commuting students, faculty and staff come from such a broad geographic
area, it is extremely difficult to arrive at a decision that is appropriate for each vicinity.
Weather conditions rarely are uniform throughout this large area. There is no one
decision that will satisfy everyone; however, a diligent effort is made to arrive at a
reasonable decision that considers the safety of students as well as their right to receive
instruction. Under no circumstances does GVSU ask students, faculty or staff to
assume undue risk in traveling to class in inclement weather.
Policy & Procedures
No announcement is made when the university is open.

Definition of the words “canceled” and “closed” as pertains to GVSU employees:
Canceled: Classes and activities will not be held. All staff are to report to work.
Closed: Only ESSENTIAL employees are to report to work.
Grand Valley State University will close all or part of its operations only in case of
extreme emergency caused by impassible roads, restricted visibility, violent weather,
energy loss, or other conditions seriously endangering the health and safety of students,
faculty and staff. Normally the Pew Campus will close only when the Allendale campus
is closed.
The decision to close the Meijer Campus will be made taking into consideration local
weather conditions and decisions made by other institutions in the immediate Holland
area. If GVSU Allendale is closed, the Meijer Campus is also closed.
Page 1 of 3
When Muskegon Community College is closed, GVSU’s Stevenson’s Center for Higher
Education, Michigan Alternative and Renewable Energy Center (MAREC), and the Lake
Michigan Center will be closed. When the decision is made to close the main
Northwestern Michigan College campus in Traverse City, GVSU’s University Center will
also close.
Students, faculty and staff should assume the university is open unless they hear
otherwise on the radio or television. They are asked not to call the Grand Valley State
University switchboard or Public Safety to ask about closings, but instead to listen for
the information on the radio and television.
Announcements of closing and cancelations will be made over area radio and television
stations. For a more detailed update on campus conditions and area roads, tune to the
Grand Valley State radio stations, WGVU-FM 88.5 and WGVU-AM 1480. Every effort
will be made to make the decision to close so that the announcement can be made over
the stations as early as possible, but no later than 6:30 AM for daytime classes, and
3:00 PM for evening classes.
When classes are canceled, all staff are expected to report for work. If GVSU is closed
only “essential staff” need to report. Personnel in the following departments are
considered essential and are expected to report:
Dept. of Public Safety Services
Facilities Services
Food Service
Housing
Information Technology
WGVU-AM/FM/TV
Pew Campus Operations
Pew Campus Security
Field house Management
Individual faculty members who wish to cancel a class or other event should do so only
with permission of their dean. In such cases, faculty members are responsible for
notifying students for each class they teach.
SNOW CLOSING DURING FINAL EXAMS

In the event that a closing of cancellation would involve a specified exam day, those
exams affected would be held on the next available day after the exam week has
concluded. For example - If a Tuesday exam day were AFFECTED, the next available
day after the conclusion of the exam week would be Saturday. If two exam days were
affected, i.e. Wednesday and Thursday, Wednesday’s exam would take place on
Saturday and Thursday’s exam would be the following Monday.
Page 2 of 3
OVERNIGHT PARKING RESTRICTIONS
The Dept. of Public Safety Services would like to remind everyone of the overnight
parking regulations on campus. Section 2.12, Overnight Parking, in the campus Traffic
and Parking Ordinance states, “No overnight parking is permitted in any lot other than
residential lots except with permission of the Director of Public Safety Services. Parking
between the hours of 3:00 A.M. and 7:00 A.M. shall be considered overnight parking”.
Parking overnight in Lots B, D, J, P-South, Q, R, Calder Residence (O), GVA, Secchia
and Winter Halls and the resident section of Watson (resident lots) shall require a
resident permit or a temporary resident permit issued by the Dept. of Public Safety
Services or the Pew Campus Security office. During snow removal periods, any vehicle
found to be in violation of the Ordinance will be subject to impoundment. Any questions
should be referred to the Dept. of Public Safety Services at (616) 331-3255 or Pew
Campus Security at (616) 331-6677.
Overnight parking is prohibited at the Pew Campus, the Meijer Campus at Holland and
the Lake Michigan Center except with permission of the Pew Campus Security office at
(616) 331-6677.
Page 3 of 3
BIAS INCIDENT PROTOCOL POLICY
Approved By: Senior Management Team

Date of Last Revision: July 31, 2008
Responsible Office/Department: Office of Inclusion and Equity
Policy Statement
While Grand Valley safeguards individuals’ constitutional rights and protected speech,
the university is also committed to inclusion and equity. Grand Valley exercises the right
to engage in educational dialogue and seeks constructive responses to address bias
incidents.
Accordingly, Grand Valley prohibits acts of harassment and discrimination, as outlined

in the Anti-Harassment Policy. A copy of this policy is available on the Grand Valley
Manual Web site (www.gvsu.edu/gvmanual) under the Grand Valley Manual Policy
Index.
Policy & Procedures
Report Bias Incidents
Anytime you or anyone in the Grand Valley community feels belittled, disrespected,
threatened, or unsafe because of who you are, the entire university community is
diminished. That’s why it’s important to report all bias incidents — even those intended
as jokes.
How do I recognize a bias incident?
Bias incidents take many forms — words, signs, symbols, threats or actions —
electronic or real time. They include intimidation, vandalism, destruction of property,
harassment, and expressions of hate or hostility; they have an adverse impact on a
learning environment that is inclusive of all. Bias incidents are distinguished in the
following ways.
Bias incidents can cause alarm, anger, fear, or resentment in others or endanger the
health, safety, or welfare of anyone in the university community. They are directed
toward an individual or group because of their race, color, national origin, sexual
orientation, sex/gender, gender identity, gender expression, political affiliation, religion,
familial status, marital status, disability, age, height, weight or veteran status.
Bias Incident Protocol Policy Page 1 of 4

How Do I Report a Bias Incident?
If you have observed or experienced a bias incident, don’t wait. Contact a faculty or staff
member with whom you are comfortable, or call any one of these offices for guidance
and support.
At the Allendale Campus
• Public Safety 331-3255 (7 days, 24 hour service)

• Office of Inclusion and Equity 331-3296
• Affirmative Action Office 331-2242
• Disability Support Services 331-3588
• Counseling Center 331-3266
• Dean of Students Office 331-3585
• Disability Support Services 331-2490
• LGBT Resource Center 331-2530
• Housing and Residence Life 331-2120
• Human Resources 331-2215
• Office of Multicultural Affairs 331-2177
• Women's Center 331-2748
At the Pew Grand Rapids Campus
• Pew Campus Security 331-6677 (7 days, 24 hour service)

• Graduate Studies 331-7105
• Pew Student Services 331-7188
At the Regional Centers
• Meijer Campus in Holland (616) 394-4848

• Traverse City (231) 995-1785
• Muskegon (231) 777-0505
No matter where individuals first report the incident, a report should also be filed with
Public Safety in Allendale (331-3255), Pew Campus Security in Grand Rapids (331-
6677), or the regional centers (331-6677) and a copy should be sent to the Office of
Inclusion and Equity. This report may be made directly or may be done with the
assistance of a faculty or staff member at the university.
Responses by the University
Response to victim(s)
• Once it learns of the incident, the Dean of Students Office (student victim) or the
Office of Inclusion and Equity (faculty/staff victim) will communicate promptly with
the victim and offer services related to safety, counseling or other supports that
may be appropriate.
• The Dean of Students Office (or designee) (student victim) or the Office of
Inclusion and Equity (faculty/staff victim) will consult and/or assemble a critical
incidents team including, but not limited to, the Vice Provost/Dean of Students,
Director of Public Safety, Director of Pew Campus Security, Assistant Vice
President for News and Information Services, and the Vice President for
Inclusion and Equity.
Inclusion and Equity (faculty/staff victim) will promptly document the victim's
report of the incident (i.e. who, what, when and where). Additionally, those
directly concerned with the incident should take care to retain physical evidence.
• The victim will be asked what role s/he would like to play in responding to the
incident.
• The victim will be assured that his or her physical and emotional needs are
important and appropriate actions are being taken (i.e. consider relocation,
academic accommodations, counseling, etc.) by appropriate GVSU staff.
• Bi-weekly reviews of any reported incidents will occur involving representatives
from Public Safety, Pew Campus Security, Housing and Residence Life, Dean of
Students Office, the Counseling Center and the Office of Inclusion and Equity to
ensure that services and follow-up are occurring on a coordinated and timely
basis. Human Resources will be included when the victim is a faculty or staff
member.
• When appropriate, enhanced public safety measures (patrols, surveillance, etc.)
may begin promptly and will be directed by Public Safety or Pew Campus
Security.
Response to accused
Inclusion and Equity (faculty/staff victim) will communicate with the accused
promptly to acknowledge the filing of a report.
• Investigation will begin promptly and will be directed by the appropriate office
(Public Safety, Pew Campus Security, Human Resources, the Office of Inclusion
and Equity, or another related office) and an investigative report will be
generated. If the act involves a crime, appropriate referral and request for
prosecution will be initiated.
• The University Judicial System will be activated if the accused is suspected of

violating the Student Code and a judicial referral will be filed with the Dean of
Students Office. A judicial referral may be made by anyone in the university
community.
• If the accused is faculty or staff, the investigative report will be sent to the
appointing officer and the appropriate Vice President. The appointing officer shall
provide a copy of the report to the accused. The appointing officer shall take
appropriate action.
Response to the campus community
The Team Against Bias (TAB) will review available information regarding an incident
and will implement a strategy to educate and/or to engage the campus community in
appropriate follow-up regarding the issue.
TAB membership will include the following:
• Michele Coffill, News and Information Communications Specialist

• Tom Coy, Assistant Director for Campus Programming & Fraternity/Sorority Life
• Nancy Crittenden, University Communications Manager
• Milt Ford, Professor of Liberal Studies
• Ken James, Assistant Vice President for Affirmative Action
• Eric Klingensmith, Coordinator of Crisis Intervention and ACES program
• Marlene Kowalski-Braun, Director of Women’s Center
• Steve Lipnicki, Director of Pew Student Services
• Diana Pace, Associate Dean of Students
• Sue Sloop, Human Resources Work Life Consultant
• Pat Smith, Deputy University Counsel
• Janet Walls, Associate Director of Housing & Residence Life
• Oliver Wilson, Dean of Multicultural Affairs
• Student Senate Representative
Communication to Grand Valley Community
All incidents reported to Public Safety or Pew Campus Security will be included in Public
Safety's weekly incidents report. All such information will be available on the Grand
Valley Web site (www.gvsu.edu/publicsafety).
Pursuant to the Crisis Communications Plan, the Crisis Response Director and
Coordinators will coordinate additional communications as appropriate with:
• Senior Management Teams, deans, and department heads

• Lanthorn (student newspaper)
• Forum (staff/faculty newsletter)
• GVNow (the university's news Web site)
• E-mail to student leadership through Housing
• E-newsletter sent to student organizations
Follow-up Actions
• Dean of Students Office (student victim) and the Office of Inclusion and Equity
(faculty/staff victim) will provide monthly updates on incidents and their follow-up
to Crisis Communication Director.
A report on the resolution of bias incidents will be provided at least once per semester
and more often as appropriate to the campus community.

Methods and Strategies for Testing
QUIZZES, TESTS, AND EXAMS Page 1 of 10
QUIZZES, TESTS, AN D EXAMS
By Barbara Gross Davis , University of California, Berkeley.

From Tools for Teaching, copyright by Jossey -Bass. For purchase or reprint information,
contact .1ossey-Bass. Reprinted here with permission , September 1, 1999.
Many teachers dislike preparing and grading exams, and most students dread taking them. Yet
tests are powerful educational tools that serve at least four functions. First, tests help you
evaluate students and assess whether they are learning what you are expecting them to learn.
Second, well-designed tests serve to motivate and help students structure their academic efforts.
Crooks (1988), McKeachie (1986), and Wergin (1988) report that students study in ways that
reflect how they think they will be tested. If they expect an exam focused on facts, they will
memorize details; if they expect a test that will require problem solving or integrating
knowledge, they will work toward understanding and applying information. Third, tests can help
you understand how successfully you are presenting the material. Finally, tests can reinforce
learning by providing students with indicators of what topics or skills they have not yet mastered
and should concentrate on. Despite these benefits, testing is also emotionally charged and anxiety
producing. The following suggestions can enhance your ability to design tests that are effective
in motivating, measuring, and reinforcing learning.
A note on terminology: instructors often use the terms tests, exams, and even quizzes
interchangeably. Test experts Jacobs and Chase (1992), however, make distinctions among them
based on the scope of content covered and their weight or importance in calculating the final
grade for the course. An examination is the most comprehensive form of testing, typically given
at the end of the term (as a final) and one or two times during the semester (as midterms). A test
is more limited in scope, focusing on particular aspects of the course material. A course might
have three or four tests. A quiz is even more limited and usually is administered in fifteen
minutes or less. Though these distinctions are useful, the terms test and exam will be used
interchangeably throughout the rest of this section because the principles in planning,
constructing, and administering them are similar.
General Strategies
Spend adequate amounts of time developing your tests . As you prepare a test, think carefully
about the learning outcomes you wish to measure, the type of items best suited to those
outcomes, the range of difficulty of items, the length and time limits for the test, the format and
layout of the exam, and your scoring procedures.
Match your tests to the content you are teaching . Ideally, the tests you give will measure
students' achievement of your educational goals for the course. Test items should be based on the
content and skills that are most important for your students to learn. To keep track of how well
your tests reflect your objectives, you can construct a grid, listing your course objectives along
the side of the page and content areas along the top. For each test item, check off the objective
and content it covers. (Sources: Ericksen, 1969; Jacobs and Chase, 1992; Svinicki and
Woodward, 1982)
Try to make your tests valid , reliable, and balanced. A test is valid if its results are
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appropriate and useful for making decisions about an aspect of students' achievement (Gronlund
and Linn, 1990). Technically, validity refers to the appropriateness of the interpretation of the
results and not to the test itself, though colloquially we speak about a test being valid. Validity is
a matter of degree and considered in relation to specific use or interpretation (Gronlund and
Linn, 1990). For example, the results of a writing test may have a high degree of validity for
indicating the level of a student's composition skills, a moderate degree of validity for predicting
success in later composition courses, and essentially no validity for predicting success in
mathematics or physics. Validity can be difficult to determine. A practical approach is to focus
on content validity, the extent to which the content of the test represents an adequate sampling of
the knowledge and skills taught in the course. If you design the test to cover information in
lectures and readings in proportion to their importance in the course, then the interpretations of
test scores are likely to have greater validity An exam that consists of only a few difficult items,
however, will not yield valid interpretations of what students know.
A test is reliable if it accurately and consistently evaluates a student's performance. The purest
measure of reliability would entail having a group of students take the same test twice and get the
same scores (assuming that we could erase their memories of test items from the first
administration). This is impractical, of course, but there are technical procedures for determining
reliability. In general, ambiguous questions, unclear directions, and vague scoring criteria
threaten reliability. Very short tests are also unlikely to be highly reliable. It is also important for
a test to be balanced: to cover most of the main ideas and important concepts in proportion to the
emphasis they received in class.
If you are interested in learning more about psychometric concepts and the technical properties
of tests, here are some books you might review:
Ebel, R. L., and Frisbie , D. A. Essentials of Educational Measurement. (5th ed .) Englewood

Cliffs, N.J.: Prentice -Hall, 1990.
Gronlund, N. E., and Linn, R. Measurement and Evaluation in Teaching . (6th ed.) New York:
Macmillan, 1990.
Mehrens, W. A., and Lehmann, I. J. Measurement and Evaluation in Education and Psychology.
(4th ed.) New York: Holt, Rinehart & Winston, 1991.
Use a variety of testing methods. Research shows that students vary in their preferences for
different formats, so using a variety of methods will help students do their best (Jacobs and
Chase, 1992). Multiple-choice or shortanswer questions are appropriate for assessing students'
mastery of details and specific knowledge, while essay questions assess comprehension, the
ability to integrate and synthesize, and the ability to apply information to new situations. A single
test can have several formats. Try to avoid introducing a new format on the final exam: if you
have given all multiple-choice quizzes or midterms, don't ask students to write an all-essay final.
(Sources: Jacobs and Chase, 1992; Lowman, 1984; McKeachie, 1986; Svinicki, 1987)
Write questions that test skills other than recall . Research shows that most tests administered
by faculty rely too heavily on students' recall of information (Milton, Pollio, and Eison, 1986).
Bloom (1956) argues that it is important for tests to measure higher-learning as well. Fuhrmann
and Grasha (1983, p. 170) have adapted Bloom's taxonomy for test development. Here is a
condensation of their list:
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To measure knowledge (common terms, facts, principles, procedures), ask these

kinds of questions: Define, Describe, Identify, Label, List, Match, Name, Outline,
Reproduce, Select, State. Example: "List the steps involved in titration."
To measure comprehension (understanding of facts and principles, interpretation of

material), ask these kinds of questions: Convert, Defend, Distinguish, Estimate,
Explain, Extend, Generalize, Give examples, Infer, Predict, Summarize. Example:
"Summarize the basic tenets of deconstructionism."
To measure application (solving problems, applying concepts and principles to new

situations), ask these kinds of questions: Demonstrate, Modify, Operate, Prepare,
Produce, Relate, Show, Solve, Use. Example: "Calculate the deflection of a beam
under uniform loading."
To measure analysis (recognition of unstated assumptions or logical fallacies, ability

to distinguish between facts and inferences), ask these kinds of questions: Diagram,
Differentiate, Distinguish, Illustrate, Infer, Point out, Relate, Select, Separate,
Subdivide. Example: "In the president's State of the Union Address, which
statements are based on facts and which are based on assumptions?"
To measure synthesis (integrate learning from different areas or solve problems by

creative thinking), ask these kinds of questions: Categorize, Combine, Compile,
Devise, Design, Explain, Generate, Organize, Plan, Rearrange, Reconstruct, Revise,
Tell. Example: "How would you restructure the school day to reflect children's
developmental needs?"
To measure evaluation (judging and assessing), ask these kinds of questions:

Appraise, Compare, Conclude, Contrast, Criticize, Describe, Discriminate, Explain,
Justify, Interpret, Support. Example: "Why is Bach's Mass in B Minor
acknowledged as a classic?"
Many faculty members have found it difficult to apply this six-level taxonomy, and some
educators have simplified and collapsed the taxonomy into three general levels (Crooks, 1988):
The first category knowledge (recall or recognition of specific information). The second category
combines comprehension and application. The third category is described as "problem solving,"
transferring existing knowledge and skills to new situations.
If your course has graduate student instructors (GSIs), involve them in designing exams. At
the least, ask your GSIs to read your draft of the exam and comment on it. Better still, involve
them in creating the exam. Not only will they have useful suggestions, but their participation in
designing an exam will help them grade the exam.
Take precautions to avoid cheating. See "Preventing Academic Dishonesty"

Types of Tests
Multiple-choice tests. Multiple-choice items can be used to measure both simple knowledge and
complex concepts. Since multiple-choice questions can be answered quickly, you can assess
students' mastery of many topics on an hour exam. In addition, the items can be easily and
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reliably scored. Good multiple-choice questions are difficult to write-see "Multiple-Choice and
Matching Tests" for guidance on how to develop and administer this type of test.
True-false tests. Because random guessing will produce the correct answer half the time, true-
false tests are less reliable than other types of exams. However, these items are appropriate for
occasional use. Some faculty who use true-false questions add an "explain" column in which
students write one or two sentences justifying their response.
Matching tests. The matching format is an effective way to test students' recognition of the
relationships between words and definitions, events and dates, categories and examples, and so
on. See "Multiple-Choice and Matching Tests" for suggestions about developing this type of test.
Essay tests. Essay tests enable you to judge students' abilities to organize, integrate, interpret
material, and express themselves in their own words. Research indicates that students study more
efficiently for essay-type examinations than for selection (multiple-choice) tests: students
preparing for essay tests focus on broad issues, general concepts, and interrelationships rather
than on specific details, and this studying results in somewhat better student performance
regardless of the type of exam they are given (McKeachie, 1986). Essay tests also give you an
opportunity to comment on students' progress, the quality of their thinking, the depth of their
understanding, and the difficulties they may be having. However, because essay tests pose only a
few questions, their content validity may be low. In addition, the reliability of essay tests is
compromised by subjectivity or inconsistencies in grading. For specific advice, see "Short-
Answer and Essay Tests." (Sources: Ericksen, 1969, McKeachie, 1986)
A variation of an essay test asks students to correct mock answers. One faculty member prepares
a test that requires students to correct, expand, or refute mock essays. Two weeks before the
exam date, he distributes ten to twelve essay questions, which he discusses with students in class.
For the actual exam, he selects four of the questions and prepares well-written but intellectually
flawed answers for the students to edit, correct, expand, and refute. The mock essays contain
common misunderstandings, correct but incomplete responses, or absurd notions; in some cases
the answer has only one or two flaws. He reports that students seem to enjoy this type of test
more than traditional examinations.
Short-answer tests . Depending on your objectives, short-answer questions can call for one or
two sentences or a long paragraph. Short-answer tests are easier to write, though they take longer
to score, than multiple-choice tests.
They also give you some opportunity to see how well students can express their thoughts, though
they are not as useful as longer essay responses for this purpose. See "Short-Answer and Essay
Tests" for detailed guidelines.
Problem sets. In courses in mathematics and the sciences, your tests can include problem sets.
As a rule of thumb, allow students ten minutes to solve a problem you can do in two minutes.
See "Homework: Problem Sets" for advice on creating and grading problem sets.
Oral exams . Though common at the graduate level, oral exams are rarely used for
undergraduates except in foreign language classes. In other classes they are usually time-
consuming, too anxiety provoking for students, and difficult to score unless the instructor tape-
records the answers. However, a math professor has experimented with individual thirty-minute
oral tests in a small seminar class. Students receive the questions in advance and are allowed to
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drop one of their choosing. During the oral exam, the professor probes students' level of
understanding of the theory and principles behind the theorems. He reports that about eight
students per day can be tested.
Performance tests. Performance tests ask students to demonstrate proficiency in conducting an

experiment, executing a series of steps in a reasonable amount of time, following instructions,
creating drawings, manipulating materials or equipment, or reacting to real or simulated
situations. Performance tests can be administered individually or in groups. They are seldom
used in colleges and universities because they are logistically difficult to set up, hard to score,
and the content of most courses does not necessarily lend itself to this type of testing. However,
performance tests can be useful in classes that require students to demonstrate their skills (for
example, health fields, the sciences, education). If you use performance tests, Anderson (1987, p.
43) recommends that you do the following (I have slightly modified her list):
• Specify the criteria to be used for rating or scoring (for example, the level of accuracy in
performing the steps in sequence or completing the task within a specified time limit).
• State the problem so that students know exactly what they are supposed to do (if possible,
conditions of a performance test should mirror a real-life situation).
• Give students a chance to perform the task more than once or to perform several task
samples.
"Create-a-game" exams . For one midterm, ask students to create either a board game, word
game, or trivia game that covers the range of information relevant to your course. Students must
include the rules, game board, game pieces, and whatever else is needed to play. For example,
students in a history of psychology class created "Freud's Inner Circle," in which students move
tokens such as small cigars and toilet seats around a board each time they answer a question
correctly, and "Psychogories," a card game in which players select and discard cards until they
have a full hand of theoretically compatible psychological theories, beliefs, or assumptions.
(Source: Berrenberg and Prosser, 1991)
Alternative Testing Modes
Take- home tests. Take-home tests allow students to work at their own pace with access to books
and materials. Take-home tests also permit longer and more involved questions, without
sacrificing valuable class time for exams. Problem sets, short answers, and essays are the most
appropriate kinds of take-home exams. Be wary, though, of designing a take-home exam that is
too difficult or an exam that does not include limits on the number of words or time spent
(Jedrey, 1984). Also, be sure to give students explicit instructions on what they can and cannot
do: for example, are they allowed to talk to other students about their answers? A variation of a
take-home test is to give the topics in advance but ask the students to write their answers in class.
Some faculty hand out ten or twelve questions the week before an exam and announce that three
of those questions will appear on the exam.
Open-book tests. Open-book tests simulate the situations professionals face every day, when
they use resources to solve problems, prepare reports, or write memos. Open-book tests tend to
be inappropriate in introductory courses in which facts must be learned or skills thoroughly
mastered if the student is to progress to more complicated concepts and techniques in advanced
courses. On an open-book test, students who are lacking basic knowledge may waste too much of
their time consulting their references rather than writing. Open-book tests appear to reduce stress
(Boniface, 1985; Liska and Simonson, 1991), but research shows that students do not necessarily

perform significantly better on open-book tests (Clift and Imrie, 1981; Crooks, 1988). Further,
open-book tests seem to reduce students' motivation to study. A compromise between open- and
closed-book testing is to let students bring an index card or one page of notes to the exam or to
distribute appropriate reference material such as equations or formulas as part of the test.
Group exams. Some faculty have successfully experimented with group exams, either in class or
as take-home projects. Faculty report that groups outperform individuals and that students
respond positively to group exams (Geiger, 1991; Hendrickson, 1990; Keyworth, 1989; Toppins
1989). For example, for a fifty-minute in-class exam, use a multiple-choice test of about twenty
to twenty-five items. For the first test, the groups can be randomly divided. Groups of three to
five students seem to work best. For subsequent tests, you may want to assign students to groups
in ways that minimize differences between group scores and balance talkative and quiet students.
Or you might want to group students who are performing at or near the same level (based on
students' performance on individual tests). Some faculty have students complete the test
individually before meeting as a group. Others just let the groups discuss the test, item by item.
In the first case, if the group score is higher than the individual score of any member, bonus
points are added to each individual's score. In the second case, each student receives the score of
the group. Faculty who use group exams offer the following tips:
• Ask students to discuss each question fully and weigh the merits of each answer rather
than simply vote on an answer.
• If you assign problems, have each student work a problem and then compare results.
• If you want students to take the exam individually first, consider devoting two class
periods to tests; one for individual work and the other for group.
• Show students the distribution of their scores as individuals and as groups; in most cases
group scores will be higher than any single individual score.
A variation of this idea is to have students first work on an exam in groups outside of class.
Students then complete the exam individually during class time and receive their own score.
Some portion of the test items are derived from the group exam. The rest are new questions. Or
let students know in advance you will be asking them to justify a few of their responses; this will
keep students from blithely relying on their work group for all the answers. (Sources: Geiger,
1991; Hendrickson, 1990; Keyworth, 1989; Murray, 1990; Toppins, 1989)
Paired testing. For paired exams, pairs of students work on a single essay exam, and the two
students turn in one paper. Some students may be reluctant to share a grade, but good students
will most likely earn the same grade they would have working alone. Pairs can be self-selected or
assigned. For example, pairing a student who is doing well in the course with one not doing well
allows for some peer teaching. A variation is to have students work in teams but submit
individual answer sheets. (Source: Murray, 1990)
Portfolios . A portfolio is not a specific test but rather a cumulative collection of a student's work.
Students decide what examples to include that characterize their growth and accomplishment
over the term. While most common in composition classes, portfolios are beginning to be used in
other disciplines to provide a fuller picture of students' achievements. A student's portfolio might
include sample papers (first drafts and revisions), journal entries, essay exams, and other work
representative of the student's progress. You can assign portfolios a letter grade or a pass/not
pass. If you do grade portfolios, you will need to establish clear criteria. (Source: Jacobs and
Chase, 1992)

Prepare new exams each time you teach a course. Though it is timeconsuming to develop
tests, a past exam may not reflect changes in how you have presented the material or which
topics you have emphasized in the course. If you do write a new exam, you can make copies of
the old exam available to students.
Make up test items throughout the term . Don't wait until a week or so before the exam. One
way to make sure the exam reflects the topics emphasized in the course is to write test questions
at the end of each class session and place them on index cards or computer files for later sorting.
Software that allows you to create test banks of items and generate exams from the pool is now
available.
Ask students to submit test questions . Faculty who use this technique limit the number of
items a student can submit and receive credit for. Here is an example (adapted from Buchanan
and Rogers, 1990, p. 72):
You can submit up to two questions per exam. Each question must be typed or
legibly printed on a separate 5" x 8" card. The correct answer and the source (that is,
page of the text, date of lecture, and so on) must be provided for each question.
Questions can be of the short-answer, multiple-choice, or essay type.
Students receive a few points of additional credit for each question they submit that is judged
appropriate. Not all students will take advantage of this opportunity. You can select or adapt
student's test items for the exam. If you have a large lecture class, tell your students that you
might not review all items but will draw randomly from the pool until you have enough
questions for the exam. (Sources: Buchanan and Rogers, 1990; Fuhrmann and Grasha, 1983)
Cull items from colleagues ' exams. Ask colleagues at other institutions for copies of their
exams. Be careful, though, about using items from tests given by colleagues on your own
campus. Some of your students may have previously seen those tests.
Consider making your tests cumulative. Cumulative tests require students to review material
they have already studied, thus reinforcing what they have learned. Cumulative tests also give
students a chance to integrate and synthesize course content. (Sources: Crooks, 1988; Jacobs and
Chase, 1992; Svinicki, 1987)
Prepare clear instructions . Test your instructions by asking a colleague (or one of your
graduate student instructors) to read them.
Include a few words of advice and encouragement on the exam . For example, give students
advice on how much time to spend on each section or offer a hint at the beginning of an essay
question or wish students good luck. (Source: "Exams: Alternative Ideas and Approaches," 1989)
Put some easy items first. Place several questions all your students can answer near the
beginning of the exam. Answering easier questions helps students overcome their nervousness
and may help them feel confident that they can succeed on the exam. You can also use the first
few questions to identify students in serious academic difficulty. (Source: Savitz, 1985)
Challenge your best students . Some instructors like to include at least one very difficult

question -- though not a trick question or a trivial one -- to challenge the interest of the best
students . They place that question at or near the end of the exam.
Try out the timing. No purpose is served by creating a test too long for even well-prepared
students to finish and review before turning it in. As a rule of thumb, allow about one-half
minute per item for true -false tests, one minute per item for multiple -choice tests, two minutes
per short-answer requiring a few sentences , ten or fifteen minutes for a limited essay question,
and about thirty minutes for a broader essay question . Allow another five or ten minutes for
students to review their work, and factor in time to distribute and collect the tests . Another rule
of thumb is to allow students about four times as long as it takes you (or a graduate student
instructor) to complete the test . (Source: McKeachie, 1986)
Give some thought to the layout of the test . Use margins and line spacing that make the test
easy to read. If items are worth different numbers of points, indicate the point value next to each
item. Group similar types of items, such as all true-false questions, together. Keep in mind that
the amount of space you leave for short-answer questions often signifies to the students the
length of the answer expected of them. If students are to write on the exam rather than in a blue
book, leave space at the top of each page for the student's name (and section, if appropriate). If
each page is identified, the exams can be separated so that each graduate student instructor can
grade the same questions on every test paper, for courses that have GSIs.
References
Anderson, S. B. "The Role of the Teacher-Made Test in Higher Education." In D. Bray and M. J.
Blecher (eds.), Issues in Student Assessment. New Directions for Community Colleges, no. 59.
San Francisco : Jossey-Bass, 1987.
Berrenberg , J. L., and Prosser, A. "The Create -a-Game Exam : A Method to Facilitate Student
Interest and Learning." Teaching of Psychology, 1991, 18(3 ), 167-169.
Bloom, B. S. (ed.). Taxonomy of Educational Objectives. Vol. 1: Cognitive Domain. New York:
McKay, 1956.
Boniface , D. "Candidates ' Use of Notes and Textbooks During an Open Book Examination."
Educational Research , 1985, 27 (3), 201-209.
Brown, I. W. "To Learn Is to Teach Is to Create the Final Exam." College Teaching, 1991, 39(4),
150-153.
Buchanan, R. W., and Rogers , M. "Innovative Assessment in Large Classes ." College Teaching,
1990, 38(2), 69-73.
Clift, J. C., and Imrie , B. W. Assessing Students , Appraising Teaching. New York : Wiley, 1981.
Crooks, T. J. "The Impact of Classroom Evaluation Practices on Students ." Review of

Educational Research, 1988, 58 (4), 438-48 1.
Ericksen, S. C. "The Teacher-Made Test." Memo to the Faculty, no. 35. Ann Arbor: Center for
Research on Learning and Teaching , University of Michigan, 1969.

" Exams: Alternative Ideas and Approaches." Teaching Professor, 1989, 3 ( 8), 3-4.
Fuhrmann, B. S., and Grasha, A. F. A Practical Handbook for College Teachers. Boston: Little,
Brown, 1983.
Geiger, T. "Test Partners: A Formula for Success." Innovation Abstracts, 1991, 13 (11).
(Newsletter published by College of Education, University of Texas at Austin)
Gronlund, N. E., and Linn, R. Measurement and Evaluation in Teaching. (6th ed.) New York:
Macmillan, 1990.
Hendrickson, A. D. "Cooperative Group Test-Taking." Focus, 1990, 5(2), 6. (Publication of the

Office of Educational Development Programs, University of Minnesota)
Jacobs, L. C., and Chase , C. I. Developing and Using Tests Effectively: A Guide for Faculty. San
Francisco : Jossey-Bass, 1992.
Jedrey, C. M. "Grading and Evaluation." In M. M. Gullette (ed.), The Art and Craft of Teaching.
Cambridge , Mass.: Harvard University Press, 1984.
Keyworth, D. R. "The Group Exam." Teaching Professor, 1989, 3(8), 5.
Liska, T., and Simonson, J. "Open-Text and Open-Note Exams." Teaching Professor, 1991, 5(5),
1-2.
Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984.
McKeachie, W. J. Teaching Tips. (8th ed.) Lexington, Mass.: Heath, 1986.
Milton, 0., Pollio, H. R., and Eison, J. A. Making Sense of College Grades: Why the Grading
System Does Not Work and What Can Be Done About It. San Francisco: Jossey-Bass, 1986.
Murray, J. P. "Better Testing for Better Learning." College Teaching, 1990, 38(4), 148-152.
Savitz, F. "Effects of Easy Examination Questions Placed at the Beginning of Science Multiple-
Choice Examinations." Journal of Instructional Psychology, 1985, 12(1), 6-10.
Svinicki, M. D. "Comprehensive Finals." Newsletter, 1987, 9(2), 1-2. (Publication of the Center
for Teaching Effectiveness, University of Texas at Austin)
Svinicki, M. D., and Woodward, P. J. "Writing Higher-Level Objective Test Items." In K. G.

Lewis (ed.), Taming the Pedagogical Monster. Austin: Center for Teaching Effectiveness,
University of Texas, 1982.
Toppins, A. D. "Teaching by Testing: A Group Consensus Approach." College Teaching, 1989,

37(3), 96-99.
Wergin, J. F. "Basic Issues and Principles in Classroom Assessment." In J. H. McMillan (ed.),

Assessing Students' Learning. New Directions for Teaching and Learning, no. 34. San Francisco:
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• Contact #'s for classroom problems
• Inventory
• Equipment Request Forms- Campus Recreation
• Equipment Request Forms- Department of
Movement Science
• Informed Consent Forms- if teaching activity
courses
CTS Helpdesk Information
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Blackboard NG (V.9)
Faculty/ Staff
Computing & Technology Support Helpdesk February 17 , 2009
Blackboard NG - (V.9) 207 Manitou Hall Pronto for Faculty and
Digital Studio Phone: 616-331-2101 Students

E-mail: maiIto: helpdesk(c)gvsu edu?subject=Help%21
ETelecommunications
Walk-In Hours
Classroom Technology
Monday - Thursday
Resources and information 7:30 AM - 7:30 PM Popular Pages
............ ...._ ...... ........................._..............._............
Friday
Policies 7:30 AM - 5:30 PM • Compatibility issues
Services Semester Break Hours between Office 03 and
Monday - Friday Office 07
L Harmer 7:30 AM - 5:30 PM
• Computer Lab Hours
expchPe support is available 24/7.
http://www.gvsu .edu/it/ind • http//main ovsu edu(it/index.cfm
id=1EB4B2D E-OE38-5F3C-
id=1 EB4B2DE-0E35-
0F3C7E48F553D2C5
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Phone : 616-331-2101
Fax: 616-331 -2£360
Computing and Technology
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Allendale; MI 49401
Last Modified Date: May 1, 2009
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Phone: 616 -331-2101
Fax: 616 -331-2860
Groupwise E-mail & List-Serv
Computing and Technology
Support
Information
HelpdesK,(aMudu,
• Groupwise 7 for Mac and Windows
207 Mackinac Hall • POP or IMAP Settings for Faculty/Staff
Allendale, Ml 49401 • Apple Mail Setup for Faculty/Staff
• Deleting Unwanted (SP M) E-mail
• E-mail ListServ
• Groupwise Web Client
• Cable Modem or DSL Exceptions
• Archiving E-mail for Windows and Macintosh
• Groupwise Help Documents
• Groupwise FAQ
• Groupwise Macintosh Issues
• Vacation Rule that does not respond to Non-
GVSU messages
Personal Purchases for Faculty/Staff

Accessing GVSU Drives Off-Campus
iTunes U Help
Microsoft Software HUP
Blackboard Helpdesk and NG
Instructions
Blackboard NG Computing and Teclu-iology Support - Grand Valley State University Page 1 of 5
n ie Fir.^raeE ^n1 s; bia:;i brar:' CO,

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corrrpu es Labs
ACK BOA RD
w h.^.:? •e t
Known issues { Seminars I Handouts I Video Tutori:

F 1^ ^.îLyil r tCu' ••.
Known issues
eiewrnMunivat
i. Faculty: If you do not see your courses in Banner, pleas
ciassroarr, e&incra
that your department coordinator update Banner. You m
,gource : and :rafos mabor, listed as the instructor of record in Banner to be assigne
courses in Blackboard . If your course is in Banner, but n
Blackboard , contact bbadmin 5civsu. edu.
Banner
2. Students : If you do not see your courses in Blackboard t
have not yet made them available to you.
3. Discussion Board forums are being sorted by alphabetic

Search
and will not re -order . A possible work - around is to put a
number ... 01, 02 ,.. etc. at the beginning of the forum title.
Phon e- 616-33'i-210"
=ax: 61 G-3,31 -286C
Corn i!tli1C and Te c lr o ocjy 4. Notification Dashboard "To Do" module does not work vA
set in the old system . Faculty will need to remove the dh
submit and then reset the dates . This can be done from
ie1L.)de>'c FbaVSU.eaL,.
2,07 Hail Grade Center.

Allerld aite, M 494.01
s. Average Column under " Create Calculated Column" GrE

not working when faculty request to displaying points. It
display percentage correctly.
6. Emails sent from Announcements is not working . This is

Send Email location that is not working.
7. Course Copy does not work in Internet Explorer. In Fire

may need to repeat the copy process twice (quickly) to c
content to copy
Blackboard NG - Computing and Technology Support - Grand Valley State University Page 2 of 5
8. How extra credit is handled in BBng is different. Please

handout. Courses from Winter may not have the same tc
winter courses are turned off to students.
9. In the Self & Peer Assessment tool, written feedback do,
display to the student. An error message occurs when if
clicks on the score of their assessment to view their feec
Feedback should display from the student's My Grades ;
instead a http://500 error displays. The instructor can no
feedback either (only the score). Until this is corrected, v
encouraging faculty to use this tool.
1o. If an Assignment, Test, Survey or Announcement is sets

Start Date and no End Date, the item will lose it's ability
modified (at all). For now, it is important to set an end d
it is after the end of the semester.
11. When creating groups, the discussion board does not ai

allow members to attach items to threads. Group memb(
create threads , but they can't attach items to their threac
the instructor goes back and edits each group forum to
attachments . The file attachment option is allowed but it
default setting in the group discussion boards
12. Sometimes the Course Menu is not visible when you log
Blackboard . To solve the issue click on the expand buttc
located on the left side of the screen to make it visible
13. When printing multiple pages , such as the results of Su

Firefox will only print the first page , unless Each Frame
is selected in the print options.
Update your Browsers!

Internet Explorer. Blackboard NG doesn't work with
Be sure to use IE 7, which you can get HERE.
Firefox: We recommend using version 3 of Mozilla':

Firefox for BbNG. Get it here!
o For instructions on how to install Firefox, Click

to learn how to import your bookmarks and se
home page.
If you need assistance , please contact the Helpdesk

help esktajgvsu.edu or 616 331-2101
S eminars
Sign up here for Blackboard NG seminars!
Handouts
Instructor Handouts to Get Started:
o O.uickStart Guide for Blackboard NG

o Making Your Course Available (ONLY works ii
Firefox)
o Course Copy ( only works with FireFox Not I.E.)
o Convinn/Moving Siriole Folders or Files
ent
Con g
O tiL;1i1 t
^
tai teaL ,7 ! lp L
o Grade Center Short Version (from workshops)
o Grade Center
Additional Instructor Handouts:
o Adding a Course Calendar

o Preformance Dashboard
o Changes & Additions in Blackboard NG
o What's New in Blackboard NG (Bb's Official SI
o Blackboard NG Instructor' s Manual (443 pages,
o Blackboard NQ User's Manual (152 pages)
o Supported Browsers
o Pronto Instructions
o Creating an Extra Credit Column in Grade Cei
o Creating Reports from the Grade Center
o Self / Peer Assessment
o Creating and Manaain Assignments in Black!
o Making a Test/Survey Available
o How to create deplovand review a Test
o Viewing Results of a Survey
o Creating Course Groups
o Discussion Board
o Addin a Course Calendar to your Blackboard

o Ea rlv Warning S
o Creating Blogs/ J ournals
o Wikis for Faculty
o Learning Modules
o Blackboard - i € unes U Sync
o SafeAssign
. Creating SafeAssign Assi nments
. ReviewinggSafeAssign Assignments
o Viewing Statistics
o New Media on BbNG
o View or download Class Roster
o Printing the Grade Center
Student Handouts:
o Student QuickStart Guide
o Student FAQ
o Bb NG User 's Manual
fômpl eting
O `vUlI1p1r ,L111 C. t7[^tt
Sro If/Proor
eivi r
Assessment
-Z -i
o Wikis for Students

o Uploading Assignments to Blackboard
o Blackboard - Facebook Sync
o Student Discussion Board
o Submittinq & Reviewing Safe,4sign Assic nm
Video Tutorials
Instructors: Videos to Start With
o Making Course Available (1:00)

o Edit Mode to Modify Course (0:41)
o Announcements (2:32)
o Adding Content & Attaching a Document (2:24,
Additional instructor Videos:
o Personalizing MyBB (2:57)
o Customizing Courses (1:15)
o Course Menu (2:21)
o Course Menu Content (0:52)
o Creating & Organizing Folders (2:38)
o Adding External Links (1:57)
o Course Send Email (0:52)

o Discussion Board (2:03)
o Groups (3:30)
o Self & Peer Assessment (3:00)
o Instructor Contact Information (1:59)
o Removing HTML T ads in Course Menu (1:13)
o Grade Center Video Tutorials:
. Accessing Grade Center (0:28)
Adding Columns (2:39)
. Nutting Grades (0:57)
. Freezing Columns (0:50)
. Weighted Grades (5:43)
. Drooping Grades (1:27)
Column Organization (1:56)
. Clear Attempt (0:59)
Students: Quick-Start Videos:
o Uploading Assignments to Blackboard (2:02)

o Viewing Grades (0:20)
o Sending Email (1:02)
o Discussion Board (1:35)
o Group Pages (2:30)
o Taking Quizzes & Tests (1:45)
o Virtual Classroom & Lightweight Chat (2:23)
Suggestions for Blackboard:

If you would like to make a suggestion to Blackboard on design
please visit http:// suggestions .blackboard.com and click Recorr
Our product line is called Learn.
For further questions and/or comments , please contact

kadmii ( avsu . edu or call #1-8526 on campus . Thanks!
Las I'Vlodifiefd' D&
iriaht ;;> 19 95> - 2009 Grand Vailey State University is, an E q ua l Opo ortu nitv!Aftirrnativ
IT Workshops & Training Seminars
Page 1 of 2
Seminar - Grand Valley State University
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G^SU raining workshops

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IT Training Seminars
Bktdkt card Cornmunicabon Tools (including Wimba Pronto)'''

TIME LOCATION OPEN SEATS
DATE
............._....................... __.-
10:00am - 12:00pm 111 HRY 14 sign uo
August 25, 2009
2:00prn - 4:00om 205A DEV :14 slan u;.)
August 25, 2009
More, Information
Blackboard NG Grade Center (folmaliythe Grade Book:) 'y;

LOCATION OPEN SEATS
DATE TIME
111. HRY 5 sign up
August 28, 2009 2:00pm - 4:00pm
Information
Blackboards Early Warning Sy9tenr and TooLs for Keeping Students On-Track
DATE
10:00am - 12:00pm 205A DEV 19 sign up
August 24, 2009
2:00pm - 4:00pm ].1.1 HRY 19 sign uo
August 24, 2009
More Information
Getting Ready for Blackboard NG (2 Hour workshops)

DATE
11
10:00am - 12:00prn 205A DEV 9 sign up
August 1.1, 2009
3:00pm - 5:00pm 111 HRY 15 sign up
August 13, 2009
205A DEV 14 sign up
August 18, 2009 10:00am - 12:00pm
111 HRY 16 sign LIP
August 18, 2009 2:00pm - 4:00pm
More information ,
Page 2 of 2
Seminar - Grand Valley State University
Introduction to Blackboard NG (version 9)

DATE
10:00am - 12:00pm 111 HRY 10 sign up
August 21, 2009
205A DEV 13 sign up
August 21, 2009 2:00pm - 4:00pm
4:00pm - 6:00pm 205A DEV 1.7 sign up

August. 24, 2009
more information
Vista and NIS Office 2007

DATE
DEV TBA 22 sign up
August: 5, 2009 1.0:00am - 11:00am
2:00pm - 3:00pm 111 HRY 22 sign up

August 11, 2009
NI,o re .Information „
created by the GVSU wet, Learn

Operating the Office Copy Machine
Operating the New Copier
The Movement Science Department has a new copier and will now require
an access code for use. Here are some tips on operating the new copier:
Logging In:
1. At the home screen press the [INPUT] tab on the copier's screen
2. Enter the department' s pass code (3626) and press the [OK] tab on the
screen
3. Next press the ACCESS button to the right of the screen
Now you are ready to print!

*To log out push the ACCESS button again
Copy Center Procedures
Copy Center Procedures and Tips to Remember
The GVSU Copy Center is now taking all orders online. Below are few extra things
that we hope will help you successfully order copies online.
1. After you have used the directions to get onto the site go to the Quick Copy.
a. Under the Order Name, enter your name followed by a dash and the title of
your printing job. (This will ensure that we know that your order is placed in
your mailbox when it is completed job.) If you need your printing job done by
a certain date and/ or time, add another "dash" and put the date and time
needed.
b. Sets/Copies are the number of copies that you want per order or "set".
(Example: Entering "10" would mean you will get 10 copies of each set.)
c. Sheets Per Set are the number of pages that you will have for each set of
copies. (Example: If you have 4 originals, front side only, but want to end up
with 2 duplex (front and back) you would enter "2" as the number per set.)
d. Step 6-Account: Make sure to use the drop down box to put in account
number. All orders are entered in the 110000-40525 except Athletic Training
which is 110000-40527
e. Submit Order: After completing the order, make sure that you go to the
bottom of the screen and click the Submit Order button. After you submit
your order you should get a pop up box that has your Job Ticket. Please print
the Job Ticket and place it in the top file box at the front desk. This will
ensure that we get the right order to the right person at the right time.
f. Electronic Attachments: If you do electronic attachments, you will also get a
pop up box after you submit the order that shows you what your document
will look like. (To show conversion of document). If the document does not
convert to PDF then click Do Not Accept (No) and then go ahead and submit
t„ne order
order.. The
Center
v ropywill convert the document, when it is submitted.
g. Hard Copy submissions Electronic submissions are preferred. If Vol; do not
have an electronic copy, please bring your hard copy to the front office so that
we can get it to the Copy Center. Remember, the Copy Center will not be able
to submit your order until they receive your hard copy so allow extra time for
it to be walked over with our next "walker".
2. Virtual Private Network: If you would like to be able to access the Copy
Center site outside of the office, do the following:
a. Go to the following site and put the following on a removable CD: Go to Q
drive 3 Help Desk Utilities --) VPN 4 UPN Office 4 Select and copy
GVSU.pcf and UPN Client for all PC's (Select VPN Office for Installation
Instructions)/ Select UPN Client 4 Darwin 4.6 or 4.8 for MACs.
3. Order History and Order Status: The Order History and Order Status only
helps in finding your order #. The Status field is meant for the Copy Center
use and will not tell you the status of your order. When it says "complete" it
only means that it has been received by the Copy Center not that the order is
completed and ready for pick-up. The way for you to know if your order is
complete is to come and check your mailbox. If your order is not in on time,
please contact Heidi or the front desk of our office. (331-3515)
If you need any further assistance on how to operate the online system, contact Jay
Zink at Extension #1-2607. If he is unable to assist you, contact the front desk of our
office and Heidi or the student assistants will be able to assist you.
wJâ cv"^
CÛ^31^1 1'^76
Welcome to our new Web Site.
http://copycenter. orvsu.edu/psp/app/PSP_Start.asp
GVSU Copy Center

DV
einter Order uL Order +l ory 'OeViROMLS,
E;:press CCop_; The GVSU Copy Center is located in

Printiri i 8!.f ir,isl-linq two convenient locations.
Allendale Campus
.tatioriery ; f nr^^. Kirkhof Center
Room 073
Reclis r Pew Campus

DeVos Center - BLDG C
Room 136
Hours of Operation:
Monday-Friday Sam-5pm
Contact Copy Center:

Phone: 616-331-3407
Fax: 616-331-3506 Available Services:
Black & White and Color Copying
e-mail: zinki@avsu.edu 8.5x11-11x17 size paper
2D# Bond - 65; Cover Stock
GVSU Business Cards Folding
Cutting
and Off Campus Printing Drilling
Visit The Printery to place an order for Laminating
GVSU business cards. Email Don Zvsk Stitching
Padding
for quotes regarding off campus print Comb Binding
jobs. Don Zysk can reached at Color Coil Binding
extension 1-3152 for questions Spiral Binding
Accu Binding,
regarding The Printery and GVSU
business cards.
Recommended Links
a Grand Valley State University
Y GVSU Business Cards
ver
Copy Center Website - http: //copycenter .brsu.edu
The Copy Center Job Ticket:
^5catd lilora^„^„in •_ a„eM,,,;,
Please pnnttrCkef and,attaoh :Wth-an..
GYSU Copy Center. Job Ticket #9609

Suggested
Date Drtlened : . to/IW2 OE Date Due: i
Parmssian roam tixpv + biirber.
',I CoPNngNied.^rnatanaf, wRlNDT berevroduced .wYfnwtehaEned -aaPY of wntten
-ntle:ofaah: -fl
Buduet :Cdde: , 72UD0G^+57.GV a«7.295.•-094; ` Adm{n. 5WnEtur¢r.
WCopie5l .Sh'eatd 'Cellar Inks

Per^5et• used:. . .
Special... le{ephonp :'F-2453
Instrudtians:. ;2pq.,'bouG ,, Whitc: Br1,f2 . ' 1}a Meih'P apes
7wvu=,5lded ...geiar
' :press
'^ it nn r^ ^^.. e , r'ii &.mlf^C^'^n^69it;Ni'da^tr'^P i
'Cf l' li , t^ add nettig,weer
f ^Retum to hameoaae.
" t Order"
button a job ticket vwindow will
s 8i own above after you c lick the "Sub
appear. Y Ou u' ust set y:
ur e
1rinet
Lvi 1'ro
vi ..ser Cop y enter website, for tie
uvi t0 u uu
"r
the
job ticket to appear. Refer to " Make Copy Center a Trusted Site" to complete the
necessary steps.
You will refer to this Job Ticket.Number when communicating to Copy Center
regarding your order. Print this window, and file it for future reference.
If you did not upload your document, make a copy of the job ticket and submit it to
Copy Center with a hard copy of the document.
Copy Center Technical Support
For technical support and Copy Center related questions, please contact Jay Zink at
extension 1-2607.
Contact #'s for Classroom
Problems
Need help with your ffice/classroorn ?
• For any computer, software or audio/visual equipment problems,

contact Academic Computing/Help Desk at 1-2101 or e-mail John
Wezeman or heipdesk(2 gvsu.edu
• For facilities problems (lighting, door/ ceiling/ electrical repair,

dripping water, request chairs , recycle bin, etc.), call Facilities
Customer Service at 1-3000 or e-mail Facilities . Customer Service.
You can also submit a non-emergency work order on-line at the
Facilities website: http :// vsu.edu/facilitiesservices/'
• To get a classroom/activity space door unlocked , contact the

Student Building Supervisor in the Rec. Ctr. at 1 -33 13 (they're
re sponsible for getting c la ssroonh activity Space doo rs unlocked
each day). Chris DeMichieli/Jill Stark also have keys to
classrooms and many activity spaces in the building.
• To report problems with telecommunications , you may phone the

problem to a campus operator (they will write up the problem and
submit it for action) or call 1-2038 or go to
hp: //www4 1vsu.edu/telco/repair.htm and report your problem.
Inventory
FH 11 Closet Invento ry 8/11/2009
CATEGORY DESCRIPTION COLOR QUANTITY
Anatomy Bone Models Various Bones 1 box
Anatomy Skeleton Full Body Model 4
Bottle Models Constructed from 2-liter bottles Green 1 box
Construction Paper 11" x 14" Assorted Colors 1 pack
Overhead Projector Grey 1
Podium Speaking Podium Wood 2

Athletic Institute Film Reels Red 3
K-12 Phys. Ed. Self Study Materials 2 boxes
MOVSCI Program Evaluation Binders 2 boxes
MI Model for Phys. Ed Binders 1 box
Music Records 2 boxes

Coloring Materials Markers, Colored Pencils, etc. Assorted Colors 1 bag
Food Models Assorted Colors 1 box
Health Ed. Compressed File Black 1
Health Ed. Teaching Posters 8
Health Indexes for Physical Activity 1 box
Health Magazines 2 boxes
Health Module Binders 20
K-12 Material Binders 2 boxes
Sex Ed. Teaching Materials 2 boxes
Team Sports Magazines 1 box
FH 145 Classroom Closet 7/22/2009

Anticipation Timers 2
Blind Folds 12
Dynamometers old silver 6
Dynamometers handheld 6
Golf Balls 24
Mirror Trace Device 21
Media Cart #182 1
Playing Card decks 16 decks
Quick Sticks 12
Reaction Timers 9
buckets plastic 9
coffee cans 6
Ping Pong Balls 36
Force perception sets 3
Stopwatches I 1 I 151
FH 145 B 8/11/2009
Badmitton Rackets Gopher black 7
Badmitton Shuttlecocks Gopher green 10 sets
Bamboo Poles PED 200 Supplies 1 tub
Basketball Rawlings Orange 5
Boom Box Black 1
Cart Equipment Cart White/Red 1
Dodgeballs Mini-Size Assorted Colors 13
Footballs Rawlings Orange 8
Golf Clubs Metal/Black 24
Golf Putting Greens Green 1 box
Parachutes PED 200 Supplies 1 tub
Planks 2'x4' PED 200 Supplies 1 tub
Snowshoes Size: Small 1
Size: Medium 2
Size: Large 1
Soccer Trainers Neon 14
Volleyball Trainers Neon 5
FH 30 Inventory 3/20/2009
Cart For Mat Storage 1
Foam Mats 1" thickness 23
Foam Mats 1/2" thickness 30
Yoga Blocks Foam 30
Yoga Steps Plastic 30
FH 160 Inventory 3/20/2009

Foam Mats 1" 1" blue 27
Foam Mats 2" 2" blue/white 47,
South Gym Closet Invento 12/15/2006

2 x 4 x 10' Boards w/ rope attached 4
Animals 3
Animal beanbag Spider, Ants, Snakes 10
Badminton Nets 14
Badminton Rackets 51
Badminton Shuttlecocks 12
Bags Large weave ball bags yellow 3
jBags j Small veave ball bags assorted colors 6
Balloons assorted colors bag
Balls Beach balls - deflated multi-colored 30
Balls Elite handball 6 3/4" yellow 24
Balls Flaghouse 8.5 Rubber dodgeballs assorted colors 34
Balls Flaghouse hard balls 2.5" white 29
Balls Flaghouse large nerf balls assorted colors 7
Balls Flaghouse super 90 small nerf balls red 21
Balls Gerstrung Ig balls assorted colors 11
Balls Gymnastikball/gerstrung sm balls assorted colors 19
Balls Hackey Sack
Balls Large "Volley" Foam balls yellow 40
Balls Small "Volley" Foam balls yellow 33
Balls SporTime no bounce 90mm assorted colors 12
Baseball Ragballs soft baseballs 8
Basketball Gopher Basketballs assorted colors 4
Basketball Rawlings Basketballs brown leather 6
Bean Bags 37
Bean bags Squares assorted colors 70
Bean bags squares with bees white 3
Bean bags turtle and frog 11
? Buca Balls 12
Bucket pumpkin buckets (Halloween) orange 6
CD All Time Favorite Dances 1
Chicken Rubber chicken yellow 1
Cones Disk 7
Cones 12 " height assorted colors 10
Cones 15 " height assorted colors 12
Cones 30" height orange 8
Cones Domes assorted colors 36
Cones Tall yellow w/black base 12
Football Flag football belts RF white belt/ red flag 12
Football Flag football belts YF white belt/ yellow flag 12
Football Flag football belts BF black belt/ red flag 6
Football Flag football belts WF black belt/ yellow flag 6
Football Gopher Footballs assorted colors 6
Football GVSU nerf Footballs purple/green 3
Football Kicking tees orange 6
Football Mikasa Footballs brown leather 1
Football Rawlings Footballs brown leather 1
Frisbee Got Milk frisbees white/ red/blue 19
Frisbee large size assorted colors 2
Frisbee regular sized assorted colors 36
Frisbee ultimate frisbee set white 29
Golf 5 iron 8
Golf 6 iron 6
Golf 7 iron 6
Golf 8 iron 4
Golf 9 iron 4
Golf Ball Baskets metal 3
Golf Putters 26
Golf 3 Iron 1
Golf Chipping Mats 12
Golf Putting greens 10
Golf Putting holes 12
Golf Range balls yellow 175
Heart Monitor Black 15
Hockey Field hockey sticks wood 22
Hockey Floor hockey sticks red 17
Hockey Floor hockey sticks black 17
Hockey Pucks orange 19
Hockey Replacement blades black 3
Hockey Replacement blades red 3
Hockey SporTime Hok-e -ball orange 79
Hula Hoops assorted colors 38
Hula Hoops new ones assorted colors 12
Inflator Mini inflator yellow 1
Jerseys Mesh black 3
Jerseys Mesh blue 16
Jerseys Mesh red 15
Jerseys Referee black/white 1
Pinnies Tie on Style 15 Y, 15 B, 15 G 45
Jump ropes beaded orange/white 11
Jump ropes beaded - large handles assorted colors 10
Jump ropes beaded-long red/white/blue 6
Jump ropes beaded - short red/white/blue 3
Jump ropes cord assorted colors 20
Jump ropes cord - extra long neon red 9
Jump ropes cord - extra long neon yellow 3
Kin Ball in clear container neon pink
Lacrosse Lacrosse "stx" guards blue 22
Lacrosse Lacrosse balls white 42
Lacrosse Lacrosse goalie sticks white 4
Lacrosse Lacrosse sticks white 28
Ladder Fiberglass ladder green 1
Mats Foam bi-fold Mats (thin) blue 32
Medicine Balls 2 Blue, 2 Yellow, 1 Red 5
Microphones Model LX1-CL 2
Monitor Polar Heart Rate Monitors - E200 black 4
Monitor Polar Heart Rate Monitors - E600 black 11
Monitor New Lifestyles Pedometers yellow 27
Music Latin Flavors Volume 1 1
Music Island Music 1
Music Hip Hop Volume 2 1
Noodles Foam water noodles assorted colors 10
Cabinet Clip boards blue 14
Cabinet Dry erase markers red/green/blue/black 4
Cabinet Dry erasers black 2
Cabinet Extension cord orange 1
Cabinet Extension rod metal 1
Cabinet Garbage can green 1
Cabinet Measuring tape - 100 ft 1
Parachute 45' multi-colored 2
Parachute 25' multi-colored 1
Plastic Balls "chucky cheese" ball room balls assorted colors 239
Protection Chest protectors white/red 4
Protection Gloves rt hand 4
Protection Googles clear lens 6
Protection Helmets black 4
Protection Leg guards white 4 pr
Racquetball Racquets Wilson Express Racquets 5 Red and 5 Yellow 10
Rope Long rope white 1
Rope long rope white 1
Rope Tug-o-war rope yellow 2
Rope assorted colors 15
Polyspots Disks assorted colors 21
Polyspots Stars assorted colors 5
Scarves Nylon scarves- juggling assorted colors 124
Scooter Hockey Blade w/ handle yellow 12
Scooter Hockey Blade w/ handle red 12
Scooter Hockey Scooters assorted colors 24
ScooterHockey Pucks Orange 10
Sit and Reach Boxes wooden boxes 2
Snag Golf Targets/ Equiptment Bags/ Balls
Soccer Adjustable nets white 4
Soccer Soccer assorted colors 7
Soccer Velcro side straps white 6
Softball Wiffleballs white 29
Speed ladder purple/black 4
Stop watch black/silver 2
Stop watch blue 1
Strength training Exercise cords w/ handles red rubber 9
Strength training Exercise cords w/ handles green rubber 20
Strength training Exercise rings w/ handles red rubber 10
Strength training Exercise rings w/ handles green rubber 20
Takraw Balls * check on #
Takraw Balls 9
Tape 2 red 2 green 2 blue plastic floor tape various 6
Tennis Balls yellow 38
Tennis Rackets 7
Track Baton - Metal black 1
Track Batons - nerf assorted colors 6
Track Hurdles- White PVC white
Training Tire black 1
Video Just Jump! Intermediate Skills 1
Video Jump Rope for heart - advanced skills 1
Video The New Parachute Games Video 1
Volleyball Flaghouse Volleyballs multi-colored 11
Volleyball Mikasa regulation Volleyballs white 10
Volleyball Volleyball trainers yellow 10
? Buca Balls 12
Wiffleballs blue 3
Rope-2 Feet Sections 7
Rope-4 Foot Sections 7
Rope-8 Foot Sections 6
Scoops 6
Wiffle Balls Blue 3
Wooden Poles Tinikling Poles 4' measure ?? #
OUTDOOR STORAGE ROOM (storage room accessible from outside) I 4/25/2007

Description Detail Color Quantity
Goals Small Soccer Goals I
BLL-134 MAK 8/11/2009
Office Supplies Batteries (D) N/A 4
Binder Clips N/A
Mini N/A 1 box
Regular N/A 1 box
Jumbo N/A 1 box
CD-RW N/A 3 cases
Expo Markers-black N/A 2 boxes
Folders N/A
Manilla N/A 1 box
Label Maker N/A 1
Laminating Pouches N/A 1 box
Legal Pads N/A 8 pads
Ink Cartridge N/A
hp 56 black N/A 5
hp 57 color N/A 4
hp 58 photo N/A 2
hp 96 black N/A 2
hp 97 color N/A 4
Notecards N/A 4 sets
Paper Clips N/A
Regular N/A 1
Jumbo N/A 1
Pens-black roller N/A 1 box
Post-Its N/A 2 sets
Printers N/A 8
Push Pins N/A 1 box
Tape N/A 5 rolls
White-out N/A :ARollers
BLL-136 MAK 8/11/2009

Cart Rollar Cart Cream 1
Faculty Gathering Supplies Plates, cups, napkins, etc. white 4 boxes
Files To be discarded 5 boxes
B-1-130 MAK 8/11/2009

Balance Balls Rubber Inflated Assorted Colors 20
Bulletin Board Supplies Paper, Stencils, Borders, etc. Assorted Colors 2 boxes
1 box
TURF STORAGE CLOSET 01 7 3/1/2009
Description Detail Color Quantity
Ball Bags DuraBag Mesh Assorted Colors 1 set of 4
Ball Bags Gopher Assorted Colors 1 set of 4
Ball Bags Versa-Bag Mesh red 2

yellow 1
green 1
blue 1
Ball Cart Lockable Aluminum 3
Ball Rack All-terrain 4-Tier Aluminum 1
Bases Softball Gride Bottom white 2

Baseballs white 20
Bat 32" Baseball Rawlings Ambush 1
Bat 34" Baseball Rawlings Ambush 1
Bat 33" Softball Easton Hammer 2
Bat 34" Softball Easton Hammer 1
Bat Various Size Baseball Assorted colors 4
Birdie Ball Golf 9-Hole Field Set 1

Blocks Foam for Yoga Use blue
CD/ Cassette System Sony 3-disc black 1
Cones Vinyl 28" Orange 12
Cones Half-cones 2 sets of 12
Cones 12"H Set Vinyl Rainbow Assorted Colors 2 sets of 12
Cart Plastic Upright for Yoga Storage White 1

Crate Cart Holds 6 Assorted Color Crates Assorted Colors 1
DISCatcher Portable Disc Golf Target 2
Equipment Cart Softball/Baseball Aluminum 1
Flag Belt System Rip Flag Quick-Release 1 set of 24
Flag Belt System Rip Flag Quick-Release 1 set of 24
Field Hockey Set DeBeer 202 1
Field Hockey Techniques and Tactics 1
Football Size 4 Wilson NCAA 12
Football Size 5 Wilson NCAA 2
Goalie Glove & Blocker 2
Goalie Mask 2
Goalie Pads 33"H 33"H 2
Golf Bag Contains full set of clubs burgundy 1
Hockey Hauler 1
Home Plate Softball white 2
Hurdles Training Usage 1 set of 12
Inflator Electric Deluxe Heavy-Duty black 3

Kickoff Tee Football green 4
Lacrosse Cart Aluminum 2
Lacrosse Goalie Chest Pads White 2
Lacrosse Goalie Sticks E
Lacrosse Rackets Extras-Not part of set Aluminum 2E
Contains full set of sticks and balls 1
Lacrosse Set
Foam for Yoga Use blue 35
Mats
Gopher 600-Yard Range 1
Megaphone
Net System Gopher Ultra 3 nets
Playground Balls size 6" Assorted Colors 6 sets of 6
Playground Balls size 7" Assorted Colors 6 sets of 6
Playground Balls Gopher - full-size Assorted Colors 5 sets of 5
Insta-Pulse 1
Pulse Monitor
RAD Self-Defense Equipment Arm & leg pads Assorted colors 2 sets
Relay Baton Aluminum blue 3

Aluminum silver 3
Synthetic Leather 4
Rugby Ball
Soccer Ball Mikasa Estrella Plus white/black 20
Soccer Ball 12" Worth Super Gold Dot neon green 20
Speedminton 16 player set 2
Spots Numbered 9" Vinyl Assorted Colors 2 sets of 12
Spot Markers Rainbow Mini Assorted Colors 1 set of 12
Stopwatches 6
Storage Cabinet With Shelves 1
Storage Tote Jumbo Size 2
Team Handballs Men 4
Team Handballs Women 8
Tennis Balls WLSN 72 ball count 2 boxes

18
Tennis Racquets Head Ti Conquest
Tennis storage cart Racquet King 1
Turf Tee 15
Ultimate Frisbee Instructional Set 2
Utility Cart With storage cabinet 1
Vests Rainbow Mesh blue 12

red 12
green 12
yellow 12
Volleyball ITachikara Outdoor white 4

Equipment Request Forms-
Campus Rec
GVSU Fieldhouse & Recreation Center
Equipment Staff
July 30, 2009
Dear Movement Science Professors & Staff,
My name is Toccara Beene and I am the Equipment Manager in the Fieldhouse & Recreation Center. Nakeita Harris is my
Assistant Equipment Manager. We will be in charge of receiving equipment requests. If there are ever any questions about equipment
or equipment set-up, please contact us. A copy of our posted Office Hours is attached to this letter. These times are set-up
specifically for you and your students to get to know us, ask questions, and to receive equipment requests. If the Office is closed,
please feel free to email any requests or questions to fhsaOgvsu.edu (this is the best way to get a hold of us). If you would like to
contact us via telephone, please call the Rec. Center at 331-3313 during our Office Hours. The Equipment Office is located outside of
the Rec. Center; it is the green door to the right of the double doors leading into the Rec. Center (or directly in front of the Rec. Center
Bulletin Board).
Just for a little refresher of the Equipment Request Procedure, requests are expected a week in advance of the class period you
are requesting equipment for. Last minute requests will be accepted, but not always granted. This means that if you make a last
minute request, we may simply not have the equipment or someone else may have the equipment checked out for that time. We will
try our best to accommodate everyone at all times, and your cooperation is greatly appreciated.
We would also like to remind you that the Movement Science Department has a Storage Room in the South Gym in the Rec.
Center. In some cases we might not have the equipment or it is not in ideal condition, but the equipment in this Storage Room has
equipment of better quality. We encourage you, and your students, to check this inventory first. Also, if anyone needs the use of the
Portable Sound System please let us know, we oversee the use of this system.
All equipment can be picked up at the Front Desk of the Rec. Center before class. Attached to your bin of equipment will be a
piece of paper that will indicate your class, time, location, as well as a list of all equipment issued. You or a student from your class
that all eauipmenf is dropped back off at the Front Desk
will need to sign for the equipment. It is Your responsibility to be sure
of the Rec. Center, where the equipment will be checked to assure that everything is returned.
Last semester a few problems developed because procedures were not being followed regarding the request of equipment from
the Equipment Office. During the Fall Semester (2007), there where many equipment requests made the day before the equipment
was needed. These requests were made by students that thought that they needed to make request 24hrs in advance. It is the
responsibility of each course instructor to let their students know about the Equipment Office and about our procedures for Equipment
Requests. This procedure has not changed in over three years. Please make sure that you are letting your students know that they
, or they may not be able to get the necessary equipment
need to make requests to the Equipment Office at least a week in advance
from us for your class. Also, please remember if you need any type of set up in the recreation center; please send us an email so that
we can make sure the Student Building Supervisors (SBS) are notified in advance. To alleviate damaged equipment at the front desk
we are asking that all Instructors whose students need equipment for their classes please make a request in advance in the
equipment office. We are no longer renting out equipment to movement science students at the front desk. Instructors are expected
to request equipment for their class via the equipment office. For example, racquetball instructors should request the number of
racquets needed for your class it does not matter how small your request is. If there is any equipment that is lost or damaged the
Movement Science Department will be charged. If you have any questions regarding this problem, please contact us by email at
fhsa (aovsu.edu.
We are currently available by email to start receiving requests for the Fall Semester.
Thank you again. We look forward to working with you!
Sincerely,
Toccara Beene, Student Equipment Manager

Nakeita Harris, Assistant Student Equipment Manager
Fieldhouse & Recreation Center
Equipment Request Forms-
DEPARTMENT OF MOVEMENT SCIENCE
Request to Borrow Movement Science Equipment
Directions : Please complete this form one week prior to pick up date.
Borrower' s Name G#
Address
Current Phone # E-mail address
GVSU Affiliation: Circle one
GVSU Student GVSU Faculty GVSU Staff
How, where, and by whom will this equipment be used?
Equipment Requested:
Items : Quantity : Replacement cost : Approved:
Pick-up Date: Return Date:
I agree to pay the full replacement costs for any lost items or damaged items.
Signature Date:
Print Name
Advisor or responsible faculty member' s signature:
Chairperson, Movement Science Date:

Revised 2007
Informed Consent Forms
Liability Release and Waiver
Department of Movement Science Informed Consent to Participate
This is a legally binding release made to Grand Valley State University. I (print name)
fully recognize that there are dangers and risks to which I may be exposed
by participating in (course name and number) a class provided by
the Department of Movement Science and conducted by employees of Grand Valley State University. I
understand the University cannot guarantee my personal safety while I am participating in this class.
There are dangers and risks associated with all physical activity including the risk of physical injury. If I
am enrolled in a water-based class, (i.e. kayaking, sailing, rowing) I understand I must be able to swim
in order to participate safely in the class.
During this course, you may be invited to participate in a variety of physical activities. All physical
activity involves a range of inherent risks. Consequently, you should make sure you have adequate
health to participate in these activities. It is your responsibility to check with a physician of your choice
about your health status if there is any question regarding your fitness for participation. If at any time
during participation, you experience any physical distress, or have any questions or concerns regarding
your participation, see your instructor immediately. Your participation in activity is voluntary.
Some types of equipment used in physical activity have unique characteristics and, if improperly used,
can be dangerous and result in injury. Before you use any equipment, make sure you know how it
works and it is in safe working order. Safety equipment may be required for some class activities.
Failure and to use equipment+ as nded Will inc
as i ntederj rease your risk of injury to yourself and, possibly, to
others.
Students participating in classes offered by the Department of Movement Science assume the following
responsibilities:
• Will comply fully with all rules, directions, and guidelines concerning physical activities and
the safe use of equipment.
• Will notify the instructor immediately if any unsafe or hazardous situations or unsafe
practices come to his/her attention.
• Will limit his/her participation to planned class activities as directed by the instructor.
• Will stop participating if the student feels he/she cannot continue safely.
I have read the above statements describing risks and responsibilities. I understand the potential risks
associated with participation in physical activity. I understand I should consult with a physician to
determine my suitability for participation if there is any question about its appropriateness. I understand
I should consult with the instructor if I have any uncertainty or concerns regarding my participation as
well as questions/doubts about safety during class activities. My questions about this agreement have
been answered to my satisfaction.
While I participate in this class, I agree to follow the behavior guidelines outlined in the Student Code of
Conduct and if I do not comply with those conditions, or any of the responsibilities outlined above, I
understand this may result in dismissal from the class.
Participant's Signature
Participant's printed name Date:
Parent or Guardian Signature Date:

if student is a minor

Final 2009 Adjunct Handbook - W10 Edition

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Adjunct Faculty Instructional Handbook

Department of Movement Science

Class Coverage Form

Enrollment Request Form

Disability Support Services

Emergency Support Procedures

Bias Incident Protocol

Methods and Strategies for Testing

Desktop Emergency Guide

Athletic Training Exercise Science K-12 Professional Instruction

Exercise Science K-12 Professional Instruction

Heather Gulgin, Assistant Professor Colleen Lewis, Associate Professor

Jeff Lemmer, Assistant Professor Mike Roskamp, Assistant Professor

Office Coordinator Secretary Front Desk

• Emergency Procedures & Numbers

• Class Registration and Attendance

● Course Number, Title and Semester

Required Course Readings

Protecting Student Privacy

Class Lists-Registration Verification

Disability Support Services

Injuries and Emergencies

Call Campus Police …………….…….. 1-3255

Activate EMS by dialing……………… 9-911

● Brief description of what happened

 IMPORTANT REMINDERS TO STUDENTS:

 Course evaluations will remain anonymous.

 Students should make sure they have enough time to complete

 Dates that evaluations will be online. (They will only be

 The students can check the status of their submission by

 The hard copy of the evaluations will be made available to instructors

Instructional Responsibilities Appendices

 Methods and Strategies for Testing

2. Do I need to keep track of attendance? Yes. An attendance policy must be

4. What if a student is not doing assigned learning activities? Notify the

9. What do I do if it is getting close to end of marking period and a student does

Class Coverage Form

DEPARTMENT OF MOVEMENT SCIENCE

Instructor_____________________________ Today’s Date_______________________________

Class #_____________ Day(s)_____________ Time(s)_____________________________

Class #_____________ Day(s)_____________ Time(s)_____________________________

Class #_____________ Day(s)_____________ Time(s)_____________________________

Arrangement for Class Coverage_________________________________________________________

Reason for Cancellation ________________________________________________________________

Who on campus can access student records?

FERPA Do's and Don'ts – Are you in compliance?

What are education records?

Handwriting, print, computer, videotape, audiotape, film, microfilm, microfiche or e-mail – of an

Education records do not include:

Directory Information at Grand Valley State University:

Can directory information be released to anyone who requests it?

How can a student request that their information be withheld?

If I have a question, to whom shall I speak?

(Adapted from Merrimack College)

CMayo March 2008

It is the individual’s responsibility to report immediately to his/her supervisor any violation of

4. Upon termination or transfer of an individual, Information Technology will immediately

Confidentiality Agreement and Security Policy

Enrollment Request Form

Registration Permit ____ Registration Flag: ____ Closed Class: ____

Enrollment Request Instruction:

Student Name: _______________________ Phone: _______________ Date: ___________

Instructor_ Today’s Date___

Class #_______ Day(s)_ Time(s)_______________________

Class #_______ Day(s)_ Time(s)_______________________

Class #_______ Day(s)_ Time(s)_______________________

Registration Permit Registration Flag: Closed Class:

Student Name: _______________ Phone: _ Date: _____

Student G Number: _ Email: __

Major/Emphasis Area: _____________ Projected Graduation Date:

_ ___________________________

Student Signature: ________________________ Date: _

Advisor Signature: ________________________ Date: _

Instructor Signature: ________________________ Date: _

Accident Involved: _Visitor _Student Member Employee