student handbook - bermuda college
TRANSCRIPT
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STUDENT
HANDBOOK 2016/2017
ABSTRACT This handbook provides a wealth of information
designed to help you navigate Bermuda College as a new
student and as you progress along your journey. It also
includes the Bermuda College Student Code of Conduct
to ensure you understand your responsibilities and rights
as a Bermuda College student.
Counselling & Career Centre
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Table of Contents
THE BASICS @ BC ..................................................................................................................................... 5
A MESSAGE FROM THE PRESIDENT .................................................................................................................... 5
OUR MISSION ............................................................................................................................................. 5
THE PASSPORT TO BERMUDA COLLEGE ............................................................................................................... 5
TECHNOLOGY @BC................................................................................................................................... 6
CAMPUS NEXUS PORTAL ................................................................................................................................ 6
BERMUDA COLLEGE EMAIL.............................................................................................................................. 6
MOODLE .................................................................................................................................................... 6
WHO’S WHO @ BC ................................................................................................................................... 7
ACCOUNTABILITY @BC ............................................................................................................................. 8
ACADEMIC EXPECTATIONS .............................................................................................................................. 8
MANAGING COMPETING COMMITMENTS ....................................................................................................................... 9
PERSONAL ACCOUNTABILITY.......................................................................................................................... 10
MY LIFE GOALS: WHAT IS MOST IMPORTANT AS YOU CONSIDER YOUR FUTURE? ................................................................ 10
WHAT DO YOU WANT TO BE WHEN YOU “GROW UP?” ................................................................................................... 10
MY CAREER GOALS ..................................................................................................................................... 13
CAREER ENVIRONMENT ASSESSMENT .......................................................................................................................... 13
MY EDUCATIONAL GOALS ............................................................................................................................. 15
ACADEMIC ACCOUNTABILITY ......................................................................................................................... 18
CONFIRMING YOUR BC PATHWAY .............................................................................................................................. 18
MY COLLEGE CATALOGUE ............................................................................................................................. 20
CALCULATING MY GPA ............................................................................................................................... 20
TRANSFER CHECKLIST................................................................................................................................... 22
RESOURCES @ BC ................................................................................................................................... 23
SUCCESS SKILLS .......................................................................................................................................... 23
UNDERSTANDING DIFFERENT TYPES OF ASSESSMENT .................................................................................................... 24
FINANCIAL MANAGEMENT ............................................................................................................................ 26
ARE YOU ELIGIBLE? .................................................................................................................................................. 26
TIPS FOR THE FINANCIAL AID APPLICATION PROCESS ...................................................................................................... 26
FINANCING EDUCATION OVERSEAS ............................................................................................................................. 27
CAMPUS RESOURCES ................................................................................................................................................ 29
CAMPUS AND COMMUNITY INVOLVEMENT ................................................................................................................... 30
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A CLOSER LOOK AT SGC ........................................................................................................................................... 31
LIFELONG LEARNING @ BC ..................................................................................................................... 32
ACCREDITATION & ARTICULATION AGREEMENTS ................................................................................................ 32
TRANSFERABLE SKILLS .................................................................................................................................. 33
WHAT STAMPS HAVE YOU COLLECTED IN YOUR BC PASSPORT? ............................................................... 34
STUDENT CODE OF CONDUCT ................................................................................................................. 35
PREAMBLE ................................................................................................................................................ 35
STUDENTS’ RESPONSIBILITIES ................................................................................................................. 35
PRESERVE AN ENVIRONMENT CONDUCIVE TO LEARNING ........................................................................................ 35
RESPECT THE RIGHTS OF OTHERS ..................................................................................................................... 35
OBEY LOCAL LAWS AND THE POLICIES OF THE COLLEGE .......................................................................................... 35
COOPERATE WITH FACULTY, STAFF AND ADMINISTRATORS TO FURTHER THE MISSION OF THE COLLEGE .............................. 36
STUDENT’S RIGHTS ................................................................................................................................. 37
FREEDOM OF ACCESS TO HIGHER EDUCATION .................................................................................................... 37
FREEDOM IN THE CLASSROOM ....................................................................................................................... 37
FREEDOM OF INQUIRY AND EXPRESSION ........................................................................................................... 37
FREEDOM OF ASSOCIATION ........................................................................................................................... 37
RIGHT TO PRIVACY ...................................................................................................................................... 37
RIGHT TO DUE PROCESS ............................................................................................................................... 37
ARTICLE I: DEFINITIONS .......................................................................................................................... 38
ARTICLE II: JUDICIAL AUTHORITY ............................................................................................................ 40
ARTICLE III: PROSCRIBED CONDUCT ........................................................................................................ 41
JURISDICTION OF THE COLLEGE ....................................................................................................................... 41
CONDUCT – RULES AND REGULATIONS ............................................................................................................. 41
CONDUCT – ACADEMIC STANDARDS ................................................................................................................ 42
ARTICLE IV: JUDICIAL POLICIES .............................................................................................................. 42
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CHARGES AND HEARINGS ............................................................................................................................. 42
SANCTIONS ............................................................................................................................................... 43
APPENDIX A – JUDICIAL HEARING COMMITTEE POOL .............................................................................. 44
APPENDIX B – JUDICIAL HEARING COMMITTEE SELECTION ...................................................................... 45
APPENDIX C – THE DISCIPLINARY PROCESS .............................................................................................. 46
APPENDIX D – ADDRESSING ALLEGATIONS OF PLAGIARISM/CHEATING .................................................... 47
LEVEL OF PENALTIES .................................................................................................................................... 47
PROCEDURE FOR RESOLVING ALLEGATIONS OF PLAGIARISM ................................................................................... 48
GRAPHIC SUMMARY ................................................................................................................................................. 49
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The Basics @ BC
A Message from the President
We are so pleased that you decided to take the first step on your higher educational pathway to success with
us! As an accredited community college you can be assured that you will receive a solid, quality academic
foundation that will launch you confidently towards the next steps of your academic or professional journey.
I believe that all students can achieve with the right attitude; and I encourage you to use that approach not
just in your academic pursuits, but throughout life. As you become more acquainted with us over the next
few months, be sure to avail yourself of all the opportunities and services we provide – from the Academic
Resource Centre which provides 24-hour access to tutors through Smarthinking, to student networking
workshops, college fairs and social events. Become a part of one or more of the various Registered Student
Organisations (RSOs) on campus, and discover how to connect with your peers and your community in fun
and engaging ways. Make a friend of your academic advisor, your counsellor and your lecturers and
instructors; all of whom are committed to ensuring your academic success.
Make the most of your time here at Bermuda College and have fun!
Magnum mirabilia portendi – Great and wonderful things are foretold!
Sincerely,
Dr. Duranda Greene President Bermuda College
Our Mission Bermuda College, the only tertiary level institution in Bermuda, is committed to setting Bermuda’s
students on the paths to success through the provision of comprehensive academic and technical
education, along with professional training, personal and academic support, quality facilities, and
interactive partnerships with local and international entities.
The Passport to Bermuda College This handbook and planner is the equivalent of a BC passport and is designed to walk you safely through
your Bermuda College experience. We believe success is built on an understanding of who you are. This
lays the foundation for the development of goals that reflect and support who you want to be at the
end of your Bermuda College journey.
Consider this handbook your flight plan: each class you take, each lecturer you develop a relationship
with, each tutor you work with, each advising and/or counselling appointment you take advantage of,
represents a stamp in your passport and proof that you have created a foundation for success.
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Technology @BC
Campus Nexus Portal
Campus Nexus is your gateway to all things related to you as a student. Most questions you can think of……..
What is my schedule for this semester?
How do I register for classes next
semester?
Who is my academic advisor?
Who is my counsellor?
Has my tuition been paid in full?
What is my GPA?
Can I register for student employment?
Did I receive financial aid?
…….and so much more can be answered by looking at your portal homepage. Check it out and then stop
by the Helpdesk if you need additional assistance discovering the power of your student portal.
Bermuda College Email Communication: The portal provides you with access to your college email as well as direct messaging to a
variety of advisors on campus with the click of a link on your portal homepage. Bermuda College email is one
of the official communication systems on campus. Each student is provided with an email account free of
charge ([email protected]). It is easily accessible from www.college.bm in the “Quick links” menu.
Moodle Interactive Learning: The student portal allows you to easily access your class Moodle site. Faculty use
Moodle to post the syllabus, to post announcements and to submit grades at a minimum. Some Faculty, post
assignments, lecture notes, and tests to support your learning throughout the semester. Moodle also
provides access to Smarthinking, our online 24/7 tutorial service available to all students.
Student Portal (a few things you can find on the portal)
My Academics
My Finances
My Financial Aid
Employment
Class Schedule
Tasks
Message Centre
Links to Assigned Advisors
Academic Advisor
Counsellor
Career Advisor
Financial Aid Advisor
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Who’s Who @ BC
Department What do they do?
Academic Resource Centre 236-9000 x 4207
CPT Testing Learning Accommodations
Tutoring, Workshops Business, Hospitality & Technical Education
236-9000 x 4481 Business Hospitality and Technical
Science Programmes
Bookstore 239-4012
Textbooks, supplies, snacks, clothing
Business Services (Student Accounts) 236-9000 x 4311
Payment Plans Student Accounts Info
Counselling & Career Centre 239-4018
Financial Aid & Scholarships Student Clubs, University
Transfer, Counselling Support, Workshops
Facilities Management 236-9000 x 4331
Maintenance Room Set-Up
Help Desk 239-4357
IT Trouble shooting
Arts & Science 236-9000 x 4442
Arts, Science, and select Applied Science programmes
Library 239-4033
Research Study spaces
Office of the President 236-9000 x 4302
Administration of BC
Office of the Vice-President, Academic Affairs 236-9000 x 4244
Appeals process for academic and student affairs concerns
Security 239-4007
Lost & Found Incident Reports
Assistance accessing Lifts Student Life
236-9000 x 4392 Student Government, Student activities, Health & Wellness
activities Student Enrolment, Records & Registration
239-4048 Registration, Transcripts, Update
Student Information
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Accountability @BC
The mission statement indicates that we will support your success through the “provision of comprehensive
academic and technical education”. Part of that experience, must include opportunities to further develop
critical thinking and communication skills to ensure you are prepared to actively engage in the workforce or
with another institution of higher learning at the end of your BC journey.
Essentially, we expect you to develop an independent mind-set and to empower yourself to make effective
decisions. Let’s start the conversation by discussing which column best reflects who you are at the start of
your journey?
Independent Me Dependent Me
It is my responsibility to make note of assignment deadlines and test dates.
It is the lecturer’s responsibility to remind me of assignments and tests.
It is my responsibility to ask questions and seek clarification when I don’t understand the information presented.
It is the lecturer’s responsibility to make sure the class understands the topic before moving on to a new one.
I know what campus resources are available to meet my needs.
No one told me what campus resources are available to meet my needs.
I have made a course worksheet to track my progress toward my degree.
No one told me the courses needed to stay on track and progress toward my degree.
I plan to participate in campus activities in order to network and develop personally and professionally
I will participate in campus activities in order to receive an assignment credit when my lecturers tell me.
Figure 1: College Expectations
Do you fit the “Independent Me” or “Dependent Me” at this point? If you are coming directly from the high
school environment, the “Dependent Me” may describe your previous experiences with the educational
environment. The same may also be said for some of you coming from the world of work if your current
position requires very little independent decision-making. If you already fall into the “Independent Me”
category, then this is an opportunity to serve as a role model and source of support as your peers begin the
journey from dependence to independence. It represents an opportunity to share knowledge and to support
growth!
Academic Expectations Academic integrity is another piece of the responsibility puzzle. Colleges and universities place a high value
on academic honesty and it begins with the application process. When a student submits an application to an
institution, he/she has also agreed and indicated that all of the information presented in the application is
honest and true to the best of his/her knowledge. This expectation then extends to the submission of
academic course work once enrolled. While access to sources of academic regulations will be shared further
on, let’s have a look at how the College Catalogue defines plagiarism.
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It states that:
Plagiarism is the act of presenting another’s ideas or words as one’s own. This may include, but not be limited to,
the use by paraphrase or direct quotation of the published or unpublished work of another person without full and
clear acknowledgement. This includes the unacknowledged use of materials prepared by another person or agency
engaged in the sale of term papers or other academic materials.
Cheating may include, but not be limited to the intentional falsification or fabrication of any academic activity,
unauthorised copying of another person’s work, copying an exam, or use of prohibited devices or materials during
exams.
Any person who plagiarises, cheats, or who aids or abets an act of plagiarism or cheating will be penalised. These
are serious academic offences. Penalties may range from reassignment and re-submission or work to expulsion
from the College.
Managing competing commitments Controlling the number of courses completed each semester is also an added responsibility found in the
college environment. There are several resources that support your academic decision-making process. The
College Catalogue and the Degree Progress Audit (student portal) provide information while your academic
advisor and counsellor can serve as sounding boards. However, you are the expert on “you”, and ultimately,
you must decide how many courses you can take each semester, while balancing the other areas of your life.
Let’s look at the Associate Degree as an example. Associate degrees are designed to be completed in two
years if a student is enrolled full-time and is ready to begin the journey with college level work. However,
Bermuda College students often have a variety of additional responsibilities to consider, such as employment
and family, when deciding on the number of courses to complete each semester. To ensure academic
success, consider the following recommendations regarding your course load for the next semester:
Figure 2: Enrolment Guidelines
This guideline should be used along with your expert knowledge in “you”. This includes your understanding of
your learning style, your personal obligations, your home environment and the responsibilities involved, as
well as other factors that may impact your academic success. You have a support team comprised of an
academic advisor, counsellor, lecturers and tutors; but we are all guided by your knowledge of what is best
for you.
Employed 20 hours or less per week
Recommend full-time
studies (12 to 18 credits per
semester)
Employed 20 to 30 hours per week
Recommend part-time
studies (6 to 9 credits per semester)
Employed 35 hours or more per week
Recommend part-time
studies (6 or less ccredits
per semester)
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Personal Accountability
My Life Goals: What is most important as you consider your future? Rank the following from 1 – 4 (1 being the most important, 4 being the least important).
Family
Career
Money
Health
What do you want to be when you “grow up?” This question will send some of you into a tailspin of panic, while others shrug because you’ve always known
the answer. Exploring your values provides an opportunity to focus on or verify your career interests
depending on which camp you are in.
The reality is that life becomes more complicated as we take on more responsibility. Decision-making can be
overwhelming if we don’t have a compass to guide the process.
Figure 3: Connections between values, career interests, educations & life goals
valuescareer choices
educationlife goals
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Life Goals Assessment Use this checklist to begin evaluating your life goals. What things are important to you? For each category
presented below, select all that apply.
Personal
A healthy and attractive appearance Physical activities/exercise Flexibility and freedom in career and life
Independence Self-confidence
Educational Pathways
A 2 – 3 year degree A 4 – 5 year degree Practical programmes
Graduate studies Professional certification/designation
Lifestyle
Upper middle class to wealthy (financial abundance) – buy whatever I want whenever I want it)
Middle class (high level of financial security) – prioritise spending to afford some luxuries and can always cover the essentials
Working class (low level of financial security) – can always cover the essentials (food, shelter, accommodation)
Relationships
A satisfying and fulfilling marriage/partnership
Remain unmarried Have children
Maintain good family relationships (parents, siblings, etc.)
Diverse network of friends and acquaintances
A few good friends
Spiritual/Social Consciousness
Active participation in my spiritual
community
Religion/spirituality not important to me
Personally define the meaning of life
Personal contributions to society (separate
from job)
Serve in a leadership capacity in my
community
Work
Challenging & rewarding career
Leave work at work when I leave for the day
National/international fame
Freedom within my work setting
Work in an office setting
Work in a variety of physical locations,
some outdoors
Flexible work hours
Stability (continued employment not at risk)
Entrepreneurship (create my own future)
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So what do my selections mean? Personal: Defining your personal goals allows you to consider how they may connect with your career goals.
For example, a strong interest in health and physical fitness may lead to a career as a personal trainer. A
desire for independence and flexibility may connect very well with entrepreneurship.
Education: The time you are willing to invest in education is a great reality check for career aspirations. If you
fall in the 2 – 3 year zone, becoming a doctor may not be realistic while careers in radiography and nursing
better fit both your area of interest and the time you are willing to invest in preparing for your career. This
also provides an indicator of whether your educational expectations align with your lifestyle goals. Generally
speaking, the greater level of education required often relates to a higher return on salary.
Relationships: Work/life balance is critical. If you desire a healthy and mutually supportive partnership with
someone else, the time and energy invested in work must be considered. Work can dictate the amount of
time and energy left for friends and family if you do not spend time prioritising competing aspects of your
life.
Spirituality/Social Consciousness: These values have an impact on the amount of time and energy invested
in this direction. If you are committed to your island community, it has implications for whether or not you
seek employment in another country, how flexible you need your work hours to be, etc.
Work: Understanding your needs in the work environment empowers you to be decisive about employment
opportunities from an organisational culture perspective. You may have an interest and desire to become a
nurse but seek employment in a medical office setting versus the hospital to ensure a structured schedule
versus shift work.
Based on your responses to the checklist and the interpretations provided, describe your life goal in each of
the areas below.
As of [insert date], my life goals are:
Personal:
Education:
Lifestyle:
Relationship:
Spirituality/Social Consciousness:
Work:
Figure 4: Sample Life Goals exercise
Information gained from participation in CSC 1100 during your first or second semester should be used to create
and/or revise your goals. Revisit them at the end of the semester with your CSC instructor and/or other support
services personnel to facilitate decision-making as you transition through Bermuda College.
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My Career Goals When discussing your life goals, we suggested that part of solving the puzzle involved considering your career
goals and how it all begins to tie together. So let’s take a closer look at your career goals. Once again, rank
the following from 1 to 4 (1 being the most important and 4 being the least).
Something I love to do
Lots of money
Job security/stability
Job growth opportunities
Part of “setting Bermuda’s students on the paths to success” involves imparting the idea of lifelong learning
and providing the opportunity to develop the general skills that support success in the workforce as well as
the pursuit of higher education. We encourage you to have a look at our general education outcomes (page
19) and have a discussion about how they relate to the world of work and/or continuing education.
Deliberate planning is required if you intend to be strategic about your career development. While your
college counsellor serves as a great resource when exploring this area, we want to empower you to begin
thinking about this process independently so that you contribute to the discussion versus passively receiving
information.
Career Environment Assessment Review the following list of work environment values and indicate those that are most important to you.
Working with others (directly with individuals or groups)
Working with things (designing, repairing, or managing products)
Helping others (assisting/supporting individuals or groups)
Impact on Society (providing services/information that have a direct impact on the community)
Working alone (working independently on solo projects)
Competition (competitive work environment or industry)
Creativity (freedom to create, design, and develop your own ideas)
Office setting (having your own designated workspace indoors)
Outdoors (daily work is outside of the office setting)
Traveling (traveling a minimum of 3 – 5 times per month)
Working 9am – 5pm (standard workday structure)
Supervisory responsibilities (directly responsible for other personnel)
Routine (structured workday with minimal variation)
Advancement (identifiable opportunities for growth and career advancement)
High salary (monetary rewards for good work)
Personal recognition (structured acknowledgement for a job well done)
Variety (wide range of duties and skills used day-to-day)
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Once you’ve completed the career environment assessment, list your top three and describe how these
values match your career choices.
1.
2.
3.
Figure 5: Sample values exercise
Work with your college counsellor to begin answering the following questions:
i. How can I bring more of these values into my daily work/school life?
ii. How can I begin to develop these values outside of my work/school life?
iii. What are my career aspirations/interests?
iv. What qualifications are required to pursue my interests?
v. How does my current programme of study with Bermuda College prepare me for these
qualifications?
vi. What are the top three hard skills (job specific skills) needed for this career interest?
vii. What are the top three soft skills (transferable skills) needed for this career interest?
Figure 6: How the Counselling & Career Centre can assist
Counselling & Career Centre
Career Exploration
Decide on a career/area
of study
Select educational pathways
Develop a career
plan
Develop a job search
toolkit
Transition to employment
Transition to a 4 year institution
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My Educational Goals As you determine your life goals, how does your pursuit of education support them? Consider the degree
pyramid provided below and then check all that apply to your career aspirations. Write in your desired major,
if you know it.
Doctoral
Degrees
Master
Degrees
Professional Designations
Bachelor
Degrees
Associate
Degrees
Diploma Programmes
Certificate Programmes
High School Diploma
or equivalent
Figure 7: Education Pyramid
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My educational goals include:
Associate in
Bachelor’s in
Master’s in
Doctorate in
Certification/s
Professional designation/s
Working with your academic advisor, the College Catalogue, and information gathered during your career
exploration process, you are well-equipped to create a thorough education plan. Your advisor can support
the development of short-term goals with respect to your Bermuda College journey and identify resources to
support the development and achievement of long-term goals.
Figure 8: How my academic advisor can assist
Academic
Advisors
Assist with developing an
educational plan
Sounding board for
educational goals
Resource for identifying
campus resources
Verify course selection
Assist with adding/
dropping
courses
Recommend campus activities
Assist with tracking progress toward
graduation
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Let’s revisit the concept of developing an “Independent Me”. Your academic advisor serves as a source of
support throughout your decision-making process but should not be expected to make the decisions on your
behalf. As a result, consider the following as a necessary part of your warm-up activities before you schedule
a meeting with your advisor:
Essentially, be prepared to discuss the outcome of work/research you’ve already accomplished and then
clearly identify the areas that require some assistance.
Student Advsior
Assists with identifiying campus
activities/resources that support personal
or professional development
Assists with BC course selection to meet
transfer needs
Assists with understanding how BC supports preparation.
Identifies areas for development in preparation for
academic/ career success
Explores and prioritises choices for transfer colleges/universities
Knowledge of educational
requirements related to career goals
Figure 9: Student & Advisor Responsibilities
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Academic Accountability
Confirming Your BC Pathway Consider the following academic options you as you review your educational goals and overall plan in terms
of what Bermuda College has to offer you:
Bachelor's Degree PathwayAssociate in Arts (AA)
•Prepares students for entry into the 3rd year of a 4 year degree programme (North American based institutions).
•University parallel, approximately 36 general education credits.
Bachelor's Degree pathwayAssociate in Science
(AS)•Prepares students for entry in the 3rd year of a 4 year degree programme in the science disciplines
(North American based institutions).
•University parallel, approximately 36 general education credits.
Workforce/Bachelor's Degree PathwaysAssociate in Applied
Science (AAS)•Prepares students for immediate entry/advancement into employment that requires specialised skills.
•Students accrue 20 general education credits supporting transfer to 4 year institutions although not 2 + 2 transfer.
Workforce PathwayDiploma (DP)
•Provides skills and competencies for immediate employment in a particular occupational field but to a higher standard than that obtained in a certificate programme. Previous work experience is often required for admission
Workforce PathwayCertificate (CT)
•Prepares to students for entry level workplacement within a particular occupational field. Generally not designed for transfer although it can lay the foundation for an associate degree.
Figure 10: Choosing and academic pathway at BC
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To support successful transitions, whether to the workforce or continuing education, the following general
education outcomes have been embedded in each of the aforementioned programmes.
Figure 11: BC General Education Outcomes
Technology Skills
Information Skills Computing Skills
Cooperative and Collaborative Skills
Global Perspectives Teamwork
Information Literacy
Collect & verify information Conduct research using a variety of sources
Quantitative & Reasoning Skills
Scientific Principles Computations Working with numerical information
Critical Thinking Skills
Analysis of information Integration of information Problem-solving
Communication Skills
Reading Writing Oral
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My College Catalogue The Bermuda College catalogue contains valuable information, including but not limited to:
Sessional dates
Academic regulations
Grading
Programme requirements
Course descriptions
Tuition & Fees schedules
Employee Information
It contains all the information you need to begin developing and tracking the education plan discussed
previously. It is important to note that the Catalogue is published every academic year reflecting the most
accurate and current programme information including academic policies and regulations. While it is
published annually, you must use the publication produced during the academic year of your admission to
accurately track your progress toward graduation. Also note that if you break your enrolment for a period of
2 years (inactive for 4 consecutive semesters) or longer, you must reapply and will be subject to the
programme requirements affiliated with you current admission, not your previous enrolment.
Calculating My GPA The Catalogue is a great resource for tracking your academic progress each semester using the published
grading scheme. Your Grade Point Average (GPA) is the weighted average of all your for-credit college work.
This means that a 4 credit course has a greater impact on your GPA than the grade achieved in a 3 credit
course. It also means that your GPA gets harder to change when you have taken more courses. The student
portal publishes your GPA on your portal homepage but you can also calculate your GPA manually using the
published grading scheme to track your academic success. This is useful if you are completing preparatory
courses that are not formally a part of your programme of study.
Remember that students must maintain a cumulative GPA of 2.00 or higher to remain in “good academic
standing”. This is also the minimum standard required to graduate from a programme of study and serves as
one of the eligibility criteria for Bermuda College Financial Aid and other financial support.
So how do you calculate your term GPA? First, for each course, multiply the course credit hours by the grade
you received to calculate the “grade points”. Next, add up the grade points and divide by the total credit
hours to calculate your GPA.
There’s a twist at Bermuda College. Your GPA is used to monitor your academic success and eligibility for
graduation but we also use your “financial” GPA. The latter includes non-credit coursework (grades achieved
in preparatory coursework) to determine your eligibility for awards and financial aid. To make sure you
always know where you stand, review the following examples.
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Course Number
Letter Grade
Credit Hours
Numeric Grade
Grade Points
ENG 1111
A 3 x 4.00 = 12.00
MAT 1105
B- 3 x 2.67 = 8.01
PSY 1101
C 3 x 2.00 = 6.00
BIO 1102
C- 4 x 1.67 = 6.68
SPA 1101
A 3 x 4.00 = 12.00
Totals 16 44.69
Figure 12: Represents a student enrolled in all college level courses
44.69 (total grade points) ÷ 16 (total credit hours) =
2.79 GPA
Course
Number Letter Grade
Credit Hours
Numeric Grade
Grade Points
ENG 1111
B 3 x 3.00 = 9.00
MAT 0015
F 3 x 0.00 = 0.00
PSY 1101
C 3 x 2.00 = 6.00
BIO 0013
C- 4 x 1.67 = 6.68
SPA 1101
B 3 x 3.00 = 9.00
Figure 13: Student enrolled in a mixture of college level and preparatory level course work
Portal Calculation: may exclude preparatory courses
9 + 6 + 9 = 24 (total grade points)
3 + 3 + 3 = 9 (total credit hours)
24 ÷ 9 = 2.67 (academic GPA)
Manual calculation: includes preparatory courses
9 + 0 + 6 + 6.68 + 9 = 30.68 (total grade points)
3 + 3 + 3 + 4 + 3 = 16 (total credit hours)
30.68 ÷ 16 = 1.92 (financial GPA)
While the student appears to be in good academic standing, he/she actually does not qualify for financial aid.
This makes it really important that you set a minimum standard of academic success of at least a “C” (2.00)
grade if you want to maintain the benefits associated with “good academic standing”.
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Transfer Checklist Taking the next step into a new institution or the workforce is exciting! You have proof that it was worth
investing in your education. Maximise your success by using the following checklist. It’s designed to help you
make a smooth transition as you take those next steps and highlights what you need to think about at the
beginning of your journey!
ACADEMIC PATHWAY
Create a short list of factors for selecting colleges/universities (programme, location, size, cost, etc.)
Explore your options; make note of admission requirements for the institution and your programme
Competitive programmes may have a separate application with specific prerequisites
Note the GPA requirements and grade requirements for acceptable transfer credit
Identify any specific prerequisites required for your programme to support your BC education plan
EMPLOYMENT PATHWAY
What factors do you want to see in an employer (company culture, development opportunities, etc.)
What are the hard and soft skill requirements necessary for your field of interest
Work with the Counselling & Career Centre to develop your job search toolkit (résumé, portfolio, etc.)
Take advantage of student employment and/or volunteer action to gain exposure to your areas of
interest, especially if you intend to change careers or have little work experience
Participate in networking activities and career development workshops
GRADUATING FROM BERMUDA COLLEGE
Use your unofficial transcript to verify GPA, completion of programme requirements, correct Name on
your student record, etc.
Use the student portal to run a degree audit and meet with your advisor to go through it to ensure you
are on track
Apply to graduate by the deadline noted in the sessional dates
APPLICATIONS (TRANSFER INSTITUTIONS, AWARDS, EMPLOYMENT)
Abide by the published application deadlines
Submit all relevant documentation required
Ensure you’ve created appropriate email addresses/voicemail messages reflecting the “professional you”
Check email and voicemail frequently so that you don’t miss time sensitive information
Follow-up on any additional information requests
Prepare for the interviews
ARTICULATION AGREEMENTS
Explore the schools BC has agreements with to determine whether or not they meet your needs
Verify GPA requirements for any incentive offers related to the agreement
Meet with your advisor/counsellor to make sure you understand the details of the agreement
Meet with your advisor/counsellor to make sure your degree plan aligns with the agreement/s that meet
your interests
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Resources @ BC
Success Skills Success doesn’t just happen by chance; it requires intent and action on your part. Bermuda College provides
a variety of resources to support your success but choosing not to use them can impact the level of success
achieved while you are with us. We’ve discussed defining your career and educational goals and we’ve also
touched on the importance of developing working relationships with your academic advisor and college
counsellor. Those aspects lay the foundation for success, but there are other strategies that can be employed
to customise your approach.
Student resources I plan to use to support my success include:
Visiting Faculty during office hours to discuss course material and assignments.
Emailing Faculty with questions about assignments.
Using the student portal to track my progress (grades, required courses, etc.).
Visiting the Academic Resource Centre (tutoring, workshops, study groups, etc.).
Working with my College Counsellor (career development, scholarships, colleges, etc.)
Visiting the Library to access traditional and online resources.
Setting up a study group with classmates.
Do you know whether you have the skills necessary to achieve success with respect to your academic and
career goals? Working with your college counsellor and participating in workshops hosted by the Academic
Resource Centre and the Counselling & Career Centre can begin to help answer this question. But let’s start
here by identifying some skills you think you have mastered.
First, circle three skills from the list below that you believe you have mastered:
Listening Planning Timeliness
Analysis Evaluating Creativity
Being Inquisitive Research Reading Comprehension
Critical Thinking Infer & Deduct Communicating Clearly
Comparing & Contrasting
Precision Processing Information
Being Imaginative Mathematical Computation
Innovativeness
Logic Problem Solving Responsiveness
Figure 14: Listing of soft skills (transferable skills)
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Now for each of the three skills identified, write two concrete examples of when you’ve successfully used
that skill. If you cannot come up with two examples quickly, you may not be as strong in that skill as you
thought.
Skill 1:
Example A:
Example B:
Repeat these steps for each of the skills you’ve indicated are strengths. What are your results? As you think
about the career and educational goals identified earlier, what skills do you need to develop? Take this
opportunity to work with your college counsellor and/or academic advisor to create a development plan!
Understanding Different Types of Assessment For those of you transferring directly from high school and those who have been out of the classroom
environment for a little while, it is important to understand the types of assessment at the college level.
Assessment is how we measure what you’ve learned as a result of your coursework. It provides a
measurement of success. The better you understand the expectations at this level, the better equipped you
are to achieve success.
The assessment tools listed below may be the usual suspects identified in high school…………
Assignments Tests Examinations Presentations Portfolios Lab Reports
Depending on your high school curriculum, the following may be new to some of you.....
Research papers Interviews Apprenticeships Employer reports
So if all this looks familiar, what is different at the college level?
In addition to the increased level of independent responsibility for learning from a variety of sources of
information (lecturer, textbooks, assigned readings, etc.), the depth of knowledge and the level of thinking
required to successfully complete assignments, tests, and examinations changes. Consider the following
table as a tool for preparing to dig deeper to meet the expectations of your lecturers when submitting
coursework.
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High School Assessment College Assessment
Assess Knowledge skills using: list, describe, relate, write, locate, tell, find, state, name Questions may include: Can you name……? State the meaning of….? List the…..?
Assess Analytical skills using: Distinguish, compare, contrast, investigate, categorise, identify, determine
Questions may include: How is this similar to….? (compare) What was the underlying theme of….? (determine) What was the problem with…? (investigate)
Assess Comprehension skills using: explain, interpret, outline, discuss, distinguish, predict, translate Questions may include: Explain in your own words…. Provide a brief outline of…. Discuss the…..
Assess Synthesis skills using: create, invent, compose, construct, design, imagine, propose, devise, prepare Questions may include: Can you see a possible solution to….? (create) If you had the resources, how would you deal with…? (construct/design) Can you develop a proposal which would….? (propose)
Assess Application skills using: solve, show, use, illustrate, complete, classify, examine, construct Questions may include: What questions would you ask of …..? (examine) What factors would you change if…..? (solve) Can you apply the method used in another situation? (used)
Assess Evaluation skills using: judge, choose, decide, justify, debate, verify, argue, assess, prioritise, rate, establish Questions may include: Can you defend your position about….? (justify) What changes to…..would you recommend? (assess) What are the pros and cons for…..? (debate)
Figure 15: A practical adaptation of Bloom's Taxonomy
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Financial Management Understanding the financial cost attached to education is critical to success. Bermuda College represents the
bottom of the mountain and with each step you take up the mountain, your financial commitment increases.
Bermuda College has entry scholarships, general scholarships, and awards that can help toward the payment of tuition and fees depending on your academic achievements. However, scholarships and awards can only assist a small number of students. We know that when your energy is focused on how to pay for your next batch of classes, it can be very difficult to achieve academic excellence. So, let’s spend a little time talking about financial aid. Financial Aid is awarded on a semester basis to applicants with demonstrated need. Students with an interest
can send a message to the Financial Aid Advisor through the student portal or come into the Counselling &
Career Centre to request an informal, confidential advising session.
Are you eligible? You must be:
1. A Registered Bermudian
2. Actively enrolled in an associate or certificate programme offered by the Division of Business
Hospitality & Technical Education or Division of Arts & Science.
3. Enrolled for a minimum of 6 credit hours
4. In good academic standing – minimum GPA of 2.00.
5. In general good standing (have not defaulted on prior financial aid agreements - tuition & fees or
book loan programme).
Tips for the Financial Aid Application Process 1. Read the application in full before completing it to make sure you understand what is required and
what you are agreeing to
2. Pay attention to deadlines
3. Submit all required supporting documentation listed on the application (if in doubt, contact the
Counselling & Career Centre for clarification)
4. Attend the interview with the committee if requested
5. Applicants who are financially dependent on parent, spouse, etc. should ensure they are available to
attend the interview
Submitting an application for financial aid means that you cannot cover your day to day needs as well as the
full cost of tuition and fees. It means that you’ve taken a critical look at your finances, you’ve prioritised your
expenses, you’ve set aside what you can contribute to your educational costs and you’ve fallen short. To help
you with assessing your financial literacy skills, complete this self-assessment exercise.
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First circle the financial literacy skills and financial aid terms that you believe you need to improve.
Budgeting Scholarships Debt
Personal Loans Investments Savings Account
Interest Rates Education Loans Checking Account
Credit Cards Income
Verification Good Academic
Standing
Figure 16: A listing of financial literacy skills
Review your selections and select at least three that you’ve circled above to explain why it is important to
increase your knowledge in these areas.
Financing Education Overseas As stated previously, Bermuda College is often the first step on an academic journey but how steep is the
mountain you are trying to climb? Refer back to the education pyramid (pg. 15) and identify the next leg/s of
your journey. Below is an approximation of the expenses related to further education overseas:
Bermuda College Overseas
Tuition
Incidental Fees
Lab Fees
Books
Supplies
Transportation
Tuition
Incidental Fees
Books
Supplies
Transportation
Room (rent/dorm)
Board (food)
Airfare
Miscellaneous
Figure 17: Comparison of expenses at BC vs. Overseas
Consider the following as you begin to prepare for this financial commitment.
1. Identify your source(s) of income,
2. Identify your non-negotiable expenses (those things you must pay each week/month)
3. Estimate projected costs for other financial commitments
4. Begin to document how you spend
5. Review your spending patterns weekly/monthly depending on your source(s) of income
6. Identify opportunities to change spending patterns
For example, the educational cost (tuition/incidental fees) as a full-time student may range from $1,605 (12
credits) to $1,820 (18 credits) per semester. If you estimate at least an additional $600 for books, we arrive at
an estimated cost of $2205 - $2420 per semester and this doesn’t include lab fees which can range from an
additional $50 to $150 per course depending on your programme. As you explore institutions overseas,
collect this same information to begin understanding the financial commitment involved.
How much do you need to save to cover this cost each semester/year?
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What other supplies do you need?
What other expenses are you responsible for in addition to the cost of your education?
What additional sources of funding are available?
Tracking your expenses is the first step so that you begin to understand how to manage your finances to
support your identified goals!
Income Expenses
Salary Education
Allowance Rent
Other Phone
Total Income Cell Phone
Electricity
Cable
Internet
Groceries
Transportation
Gas (Bike/Car)
Entertainment
Other
Other
Other
Other
Other
Other
Other
Other
Total Expenses Figure 18: Sample budgeting worksheet
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Campus Resources Successful students take advantage of the wealth of on-campus resources provided to support your journey.
Figure 19: Summary of campus resources
• Tutoring, Peer Tutoring
• Academic Skills Workshops
• Assistance with learning challenges
Academic Resource Centre
• Textbooks
• Supplies
• Snacks & gifts
Bookstore
• Counselling Services (academic, career, personal)
• Awards, Financial Aid, & Scholarships
• Student Employment
Counselling & Career Centre
• Maintain the campus environment and infrastructure (plumbing, carpentry, painting, etc.)
• Provide room setup for events
Facilities
•Assist with accessing College email accounts
• Assist with use of College technology
•Laptop rentals as needed
Helpdesk (IT)
• Classroom instruction
• Office hours to provide one-on-one assistance
• Serve as academic advisors
Lecturers
• Traditional and online research resources
• Training in information literacy skills
• Assist with developing research strategies
Library
• Maintain campus safety
•Student ID cards
• Locker distribution and Lost & Found
Safety & Security
• Maintain official student records
• Process requests (transcripts, add/drop, etc)
• Proof of enrolment letters
Student Enrolment, Records & Registration
• Student Government
• Student Centre/Gamesroom
•Student Activities and Health and wellness activities
Student Life
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Campus and Community Involvement Why get involved? This is a great way to develop your social skills and leadership skills while strengthening
your personal and professional network!
Figure 20: Getting involved on campus
Stu
den
t G
ove
rnm
ent
Co
un
cil (
SGC
)
Represents the student voice on campus by sharing student concerns with administrators and hosting student activities
Caters to all types of leaders - those who like behind the scenes as well as those who enjoy the limelight
This is an opportunity to flex your leadership muscles and have a driect impact on your college environment
Reg
iste
red
Stu
den
t O
rgan
isat
ion
s (R
SO)
and
Ph
ysic
al E
du
cati
on
(P
ED)
These are student activities focused on a specific interest such as photography, music, weight training, football, etc.
They provide opportunities for students to explore an area of interst and to develop student led activities that enrich the college environment
Cam
pu
s Ev
ents
Campus events connect you to the Bermuda College community and often provide opportunities for your personal and professional development
They connect you to professionals in the workforce through networking activities on campus
They prepare you for transfer overseas through workshops looking at the college application process as well as scholarship options and applications
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A Closer Look at SGC SGC is the student voice on campus. Through projects and activities,
real change and improvement can occur on campus but this doesn’t
happen without your involvement! Students can engage in several
ways, as a member of the executive with a specific role or as a
general member. There are plenty of opportunities to also sit on a variety of College Committees to ensure
the student remains at the centre of College decision-making.
Figure 21: Organisational structure of SGC
SGC has weekly meetings so that they can update the student body and prepare for monthly Bermuda
College Board meetings. Check the SGC offices on the upper level of Student Centre for the date and time of
the next meeting and let your voice be heard!
Visit http://www.college.bm/studentlife.
SGC Members (division representatives)
SGC Executive
Board of Governors Representative
SGC President
SGC Vice President
Member
SGC Secretary
Member
SGC Treasurer
Member
SGC Public Relations
Member
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Lifelong Learning @ BC What are some of the ways you will continue to learn once you’ve completed your journey with Bermuda
College? Consider the list below and check all that apply to you.
Transfer to a 4-year college/university
Transfer to employment
Career change
Earn a certification, designation, etc.
Participate in seminars/workshops to update job skills
Join a professional organisation
Attend conferences (locally/overseas)
Read about topics that interest me
Serve as a mentor
Other
Consider the following questions throughout your Bermuda College journey:
What have I learned so far? How does what I’ve learned apply to my life goals? How do I document this learning? What work/achievements do I include in my resume or professional portfolio? What are my goals after graduating from BC? What areas can still benefit from development? What topics do I want to learn more about at this stage? What are some ways that I plan to continue to learn and improve after graduating from BC?
Accreditation & Articulation Agreements Because the College believes in lifelong learning, the final piece of the mission statement refers to
“...interactive partnerships with local and international entities.” Bermuda College has developed strategic
academic partnerships to open doors for students who wish to continue studies overseas at the end of their
BC journey.
A significant partnership is our accreditation granted by the New England Association of Schools and Colleges
(NEASC) in 2010. Accreditation provides:
confirmation that the educational activities of the College meet or exceed quality standards; and
therefore meet the student needs by providing a foundation for seamless transfer of credits
between accredited institutions
However, this is where your sense of responsibility and accountability plays a major role. A student can only
benefit from this arrangement when he/she demonstrates satisfactory academic performance. Remember
that for most institutions, a grade must be a ‘C’ or higher to qualify for transfer credit.
Another type of partnership involves Articulation Agreements with colleges and universities overseas. Prior
to engaging in the accreditation process, the College decided it was important to assist students with the
transition to other schools once he/she completed a programme of study. An articulation agreement means
that the other institution has reviewed a Bermuda College programme and agreed that it matches the
standards and content delivered during the first two years of their Bachelor Degree programme. This
provides seamless transition into the third year with that institution upon graduation. To learn more about
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the articulation agreements we currently have, check out the College Catalogue, or visit the website
(www.college.bm).
Transferable Skills Whether your next step is continued education or engagement in the workforce, we support lifelong learning
by supporting the development of transferable skills. Beyond academic growth, attending college serves as a
training ground for future life choices. For most of you, the end goal is career advancement and increased
earning capacity. In this regard, the expectations of colleges and universities mirror employer expectations:
Accountability
Communication Skills
Critical Thinking Skills
Effective Time Management
As such, accepting a place at Bermuda College is similar to signing an employment contract. The College
Catalogue and Student Handbook which includes the Student Code of Conduct, are two of the most
important resources available to students. These documents detail the expectations regarding coursework,
satisfactory achievement, and standards of expected behaviour in academic and social settings as a member
of the Bermuda College family. All documents are available electronically via the Bermuda College website.
A student who understands these documents is empowered to move toward success in the academic setting
and trained to understand the resources that define rights and responsibilities in future employment
settings.
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What stamps have you collected in your BC Passport?
I can name the College President
I can name the College Vice President Academic & Student Affairs
I can name my Dean.
I can name my Academic Advisor
I can name my College Counsellor
I’ve met with my Academic Advisor and discussed…..
I’ve met with my College Counsellor and discussed…
I’ve used the Academic Resource Centre for….
I’ve met with my lecturers during office hours to discuss…..
I check my college email at least once a day.
I use the student portal to check for course offerings in the next semester.
I use the student portal to register online.
I’ve used SMARTHINKING to……
I attended the Convocation ceremony.
I participated in Spirit Week/Spirit Day activities.
I’ve attended workshops hosted by the Academic Resource Centre.
I’ve attended workshops hosted by the Counselling & Career Centre.
I’ve attended campus events
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Student Code of Conduct
Preamble The purpose of a system of higher education is to create and provide opportunities for academic, professional,
and social development. Similar to larger communities, Bermuda College endeavours to promote policies and
procedures designed to produce responsible citizens with an understanding of respect for self and others,
integrity and a sense of responsibility. As such, we strive to establish a community in which members have
mutual responsibilities and reciprocal expectations. The rules enforced by the College are designed to protect
the rights of its members in support of the mission: “Setting Bermuda’s students on the path to success.” It is
therefore understood that by accepting an offer of admission to Bermuda College, a student accepts the
principles of this Code of Conduct.
The policies and procedures defined within this document guide student conduct on campus as well conduct
off campus when representing the College. This document does not supersede the laws of the country; as such,
students enrolled at Bermuda College continue to be subject to the civil and criminal laws of the Bermuda.
STUDENTS’ RESPONSIBILITIES Thus, it is the student’s responsibility to:
Preserve an environment conducive to learning The College has the inherent authority to maintain good order and discipline in the furtherance of its mission.
The Student Code of Conduct clearly and concisely identifies those behaviours that put students at risk of
disciplinary action. It also assures that students enjoy those protected behaviours inherent in their status as
students and enumerated under Student Rights (see p.37). Students are held to the College’s Student Code of
Conduct.
Respect the rights of others The strength of the College lies in its diversity. Respect for the differences that each student, faculty and staff
person brings to the College is essential. Such differences include but are not limited to race, gender, sexual
orientation, ethnicity, beliefs, cultures, values, national origin, religion, and disability. Students come to
campus with unique interests. While they are on campus, as a result of their interactions in the formal
classroom and in the co-curricular activities of the campus, they continue to develop and expand their
pursuits.
Obey local laws and the policies of the College Teaching and learning require an atmosphere where dialogue, debate and the exchange of ideas can flourish
unfettered. The sanctity of the classroom, academic freedom, and the student’s freedom of expression may
require a separate set of standards than those provided for by our society. Students must not only adhere to
the rules of our society because they are law, they must also adhere to those College policies which establish
the College as a place where teaching and learning may require a different set of standards.
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Cooperate with faculty, staff and administrators to further the mission of the College Accessing the opportunities offered by the College is dependent upon the student’s ability to meet his/her
responsibilities, to provide accurate information, to meet his/her financial obligations, and advocate for
his/her needs. The freedom to teach and the freedom to learn are inseparable facets of the collegiate
experience. Additionally, while enrolled in the College, students are expected to take an active voice in
curricular and co-curricular interests, be active participants in the formulation of institutional policies,
maintain the standards set for satisfactory academic progress, cultivate their life-long learning skills, and act
in a manner on and off campus which reflects positively upon themselves, the College and our community.
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STUDENT’S RIGHTS
Freedom of Access to Higher Education The admission policies of the College clearly state the characteristics and expectations of students which are
considered relevant to success in the institution’s programs. All facilities and services of the College are open
to all enrolled students.
Freedom in the Classroom Students are responsible for learning the content of the courses in which they enrol, though they should be
free to take reasoned exception to the views offered in any course of study and reserve judgment about
matters of opinion. Students are responsible for maintaining those standards of academic performance
required by each course in which they are enrolled. Students should have protection against prejudiced
academic evaluation. Students’ views, beliefs and political associations which are shared with faculty
members in the course of their work as instructors, advisors, and counsellors should be considered
confidential.
Freedom of Inquiry and Expression Students and their organizations are free to examine and discuss all questions and issues of interest and
inquiry to them and to express their opinions publicly and privately. Such freedom does not permit student
groups to disrupt the orderly process of the educational environment. The actions of student groups should
be clearly delineated from the activities and responsibilities of the College.
Freedom of Association Students are free to form groups and organizations that appeal to the interests of a variety of students.
Student groups and organizations must be open for membership to all Bermuda College students in good
standing. Official College organizations must be sanctioned by having met all of the requirements established
by the Student Life Coordinator.
Right to Privacy A student’s academic and financial record is private and confidential. Information can be released to a third
party (someone other than the student) only upon the submission of a Release of Information form signed by
the student. This form must be submitted to the attention of the Registrar for processing.
Right to Due Process A student charged with misconduct must be informed of the nature of the charges in writing, be given copies
of any documents related to the charges, and be given the opportunity to refute them. The College must not
be arbitrary in its decisions to discipline students and must always provide the opportunity for students to
appeal any disciplinary sanction. When disciplinary decisions are rendered, students must be provided with
procedural guidelines for appeal. Whenever possible, except for reasons related to the mental or physical
safety or wellbeing of the student or others on the campus, a student’s status remains active until a decision
has been rendered. This includes, but is not limited to, the right to attend classes and participate in College
activities.
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Article I: Definitions
1. The term “student” includes all persons taking courses at the College, both full-time and part-time.
2. The term “College” means Bermuda College
3. The term “faculty member” means any person hired by the College to conduct instructional activities.
4. The term “College official” includes any person employed by or associated with the College in performing assigned administrative or professional responsibilities.
5. The term “member of the College community” includes any person who is a student, faculty member, College official or any other person employed by or associated with the College. A person’s status in a particular situation shall be determined by the President of the College.
6. The term “College premises” includes all land buildings, facilities, and other property in the possession of or owned, used or controlled by the College (including adjacent streets and sidewalks).
7. The term “organisation” means any number of persons who have complied with the formal requirements for College recognition/registration.
8. The term “Judicial Body” encompasses a Judicial Affairs Officer and a Judicial Hearing Committee which exist to administer the Student Code of Conduct.
9. The “Judicial Affairs Officer” is a College official authorized by the Vice President Academic & Student Affairs to receive a complaint with respect to student conduct, to initiate “Due Process”, and to investigate and determine whether or not there is a case to answer.
10. The “Judicial Hearing Committee” is comprised of members of the College community selected from the student body, staff, and faculty by the appropriate College bodies to hear cases and to recommend a sanction if a student is found to have violated the Student Code of Conduct.
11. The term complainant refers to the person(s) alleging a violation of the Student Code of Conduct.
12. A “case to answer” means that sufficient grounds exist to support the allegation of misconduct.
13. The term “mediation” refers to a form of voluntary intervention in which conflicting parties mutually select to use a neutral third party or mediator to help find a solution to his/her dispute.
14. The phrase “Informal Disciplinary Procedures” refers to allowing students who allegedly commit minor infractions of the Student Code of Conduct to be subject to less formal procedures in the hearing and adjudicating of their cases.
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15. The term “Formal hearing” means a student will be afforded a formal hearing to present his/her case. The formal hearing may include testimonies of witnesses and the right to cross examination of witnesses present during the hearing
16. The term “Appeals Committee” means any person or persons authorized by the President to consider an appeal from a judicial body’s determination that a student has violated the Student Code of Conduct or from the sanctions imposed by the Judicial Affairs Officer or the Judicial Hearing Committee.
17. The term “policy” is defined as the written regulations of the College as found in, but not limited to, the Student Code of Conduct, Student Handbook, and College Catalogue.
18. The term “cheating” may include but not be limited to, the intentional falsification or fabrication of any academic activity, unauthorised copying of another person’s work, copying an exam or use of prohibited devices or materials during exams. Specific examples can include: (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) dependence upon the aid or sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; or (3) the acquisition, without permission, of tests or other academic material belonging to a member of the College faculty or staff.
19. The term “plagiarism” is the act of presenting another’s ideas or words as one’s own. This may include, but not be limited to, the use by paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgement and the unacknowledged use of materials prepared by another person or agency engaged in the sale of term papers or other academic materials. Appendix D (p. 47) details the procedure for addressing allegations of plagiarism.
20. The term “business day” shall refer to any day that classes are in session. However, weekends and holidays are not considered in calculating response time notification of sanctions and appeals.
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Article II: Judicial Authority
1. The Judicial Affairs Officer, appointed by the Vice President Academic & Student Affairs, shall initiate the investigation process. Such procedures shall be consistent with provisions of the Student Code of Conduct.
2. The Judicial Hearing Committee Chair, a non-voting member, shall be appointed by the Vice President Academic & Student Affairs.
3. The Judicial Hearing Committee shall be selected from a pool of twelve members. The pool shall have equal representation (four persons each) from faculty, support staff and students. The Faculty Association shall recommend faculty representatives. The Vice President Academic & Student Affairs shall recommend support staff. The Student Government Council shall recommend student representatives. All members recommended to serve on the Judicial Hearing Committee are subject to final approval of the Vice-President Academic & Student Affairs. (See Appendix A, p. 10)
4. The pool shall be initially selected on a two year term. Alternates shall be selected to replace persons who rotate off or otherwise leave the pool.
5. The Judicial Hearing Committee shall hear cases subject to the determination of a “case to answer” by the Judicial Affairs Officer or by student request. The Chair of the Judicial Hearing Committee shall select three members from the Judicial Hearing Committee pool for the purpose of hearing cases. There must be representation from each constituent pool (faculty, staff, and students) in order to conduct a hearing. Three committee members shall be selected to participate in the hearing process on a rotating basis to accommodate availability and to address conflicts of interest where appropriate. (See Appendix B & C, pp. 45 - 46).
6. Sanctions recommended by Judicial Body are subjected to the normal appeals process. (See Appendix C, p. 46)
7. Students are expected to abide by College rules and regulations both inside and outside the classroom. Whenever appropriate, minor violations committed in the general College environment may be dealt with through an informal disciplinary process at the discretion of the Judicial Affairs Officer.
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Article III: Proscribed Conduct
Jurisdiction of the College College jurisdiction includes but shall not be limited to conduct which occurs on College premises, during
College sanctioned off-campus activities, or with the aid of College technology. Conduct occurring off College
premises which adversely affects the College community and/or the pursuit of its objectives may also fall
within the purview of this Code.
Conduct – Rules and Regulations Any student to have violated the Student Code of Conduct including, but not limited to, the following is
subject to the disciplinary sanctions outlined in Article IV:
a.) Dishonesty. i. Furnishing false information to any College official, faculty member or office. ii. Forging, altering, or misusing any College document, record, or instrument of identification
b.) Disrupting or obstructing class by the use of (including but not limited to) electronic devices such as cell phones, smart phones, laptops, tablets and portable music players. This includes:
i. College activities, on or off-campus, in all locations. ii. Authorized non-College activities, occurring on College property.
c.) Physically abusing, assaulting, verbally abusing, threatening, intimidating, harassing, bullying, coercing and/or engaging in other conduct which is threatening or endangering to the health or safety of any person on College premises.
d.) Attempted or actual theft of and/or damage to property of the College or property of a member of the College community or removing or using College property for personal, political, or social purposes without authorization or permission.
e.) Failing to comply with directions of College officials, College security officers or law enforcement officers acting in performance of their duties and/or failure to identify oneself to these persons when requested to do so.
f.) Unauthorized possession, duplication or use of keys to any College premises or unauthorized entry to or use of College premises.
g.) Violating local law on College premises or at College sponsored or supervised activities. h.) Using, possessing or distributing narcotic and/or other controlled substances. i.) Public intoxication. Use, possession or distribution of alcoholic beverages except as expressly
permitted by the law and College regulations. j.) Illegal or unauthorized possession of firearms, explosives, knives, other weapons, or dangerous
chemicals on College premises. k.) Conduct which is disorderly, lewd, or indecent; conduct which involves a breach of the peace; or
aiding, abetting, or procuring another person to breach the peace on College premises or at functions participated in or sponsored by the College.
l.) In addition to IT Policies; theft and/or other abuse of computer use, including but not limited to: i. Unauthorized entry into a file, to use, read or change the contents, or for any other purpose.
ii. Unauthorized use of another individual’s identification and/or password. iii. Use of computing facilities to send obscene or abusive messages or to use College
computers to visit lewd and indecent web sites. iv. Use of computing facilities to access social networking sites to incite breach of peace,
harassment, and/or verbal assault. m.) Smoking in any building, including classrooms, restrooms, laboratories or other internal or external
spaces with the exception of designated outdoor spaces on campus.
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n.) Gambling or holding a raffle or lottery on the campus or at any College function without proper College and other necessary approval.
Conduct – Academic Standards Academic Dishonesty, which includes plagiarism and cheating, is a serious offense which may result in
punishments outlined in Article IV under “Sanctions.” These sanctions may include those assigned by faculty,
such as grade reduction or failure. Such offenses that may result in a sanction(s) include but are not limited
to:
a) Use of any unauthorized assistance in taking quizzes, tests, or examinations; b) Dependence upon the aid or sources beyond those authorized by the instructor in writing papers,
in preparing reports, in solving problems, or in carrying out other assignments; c) Handing in, in any class, one’s own papers or other written materials or work that was prepared
for another class – unless specifically given permission by the instructor; d) The acquisition, without permission, of tests or other academic material belonging to a member of
the College faculty or staff. e) Paraphrase or direct quotation, of the published or unpublished work of another person without
full and clear acknowledgement. f) Unacknowledged use of materials prepared by another person or agency engaged in the selling or
sharing of term papers or other academic materials.
Article IV: Judicial Policies
Charges and Hearings a) Students are expected to abide by College rules and regulations at all times when on-campus as well
as off-campus when representing Bermuda College. b) Charges for misconduct against a student shall be prepared in writing and directed to the attention
of the Judicial Affairs officer. Depending on the nature of the event charges can be submitted directly by the complainant, by the Department of Security, or by the appropriate Department head.
c) Charges should be submitted as soon as possible after the event takes place, preferably within 24 hours of the occurrence. Unless warranted by exceptional circumstances, the submitting of charges shall not exceed 5 business days.
d) All charges shall be presented to the accused student in written form via College email. e) The Judicial Affairs Officer may conduct an investigation to determine whether the charges have
merit and/or whether they can be disposed of administratively by mutual consent of the parties involved on a basis acceptable to the Judicial Affairs Officer. Notification of the outcome of the investigation to all parties involved must be made within 5 business days of receiving the complaint.
f) Formal hearings shall be conducted by the Judicial Hearing Committee according to the following guidelines:
i. Hearings normally shall be conducted in private. ii. In hearings involving more than one accused student, the chairperson of the judicial body, at
his or her discretion, may permit the hearings concerning each student to be conducted separately.
iii. The complainant and the accused have the right to be assisted by any advisor they choose, including designated advisors from the College. Whenever the complainant and/or the accused decide to have representation at the hearing, he/she must inform the Judicial Affairs Officer at least 72 hours prior to the scheduled hearing. The complainant and/or the
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accused is responsible for presenting his/her own case and, therefore, advisors are not permitted to speak or to participate directly in any hearing before a judicial body.
iv. The complainant and the accused shall have the privilege of presenting witnesses and engaging in reasonable examination by directing questions to the chair at the judicial hearing. Members of the judicial body may also engage in the questioning of the parties and witnesses as well as considering evidence from other witnesses and interested parties.
v. Pertinent records, exhibits and written statements may be accepted as evidence for consideration by a judicial body at the discretion of the chairperson.
vi. All procedural questions are subject to the final decision of the chairperson of the judicial body.
vii. After the hearing, the Judicial Hearing Committee shall determine by majority vote whether the student has violated each section of the Student Code which the student is charged with violating.
viii. The judicial body’s determination shall be made on the basis of whether it is more likely than not that the accused student violated the Student Code.
g) No student may be found to have violated the Student Code of Conduct solely because the student failed to appear before the judicial body. In all cases, the evidence in support of the charges shall be presented and considered.
Sanctions a) Any one or more of the following sanctions may be imposed upon any student found to have
violated the Student Code: i. Warning – A notice in writing to the student that the student is violating or has violated
institutional regulations. ii. Probation – A written reprimand for violation of specified regulations. Probation is for a
designated period of time and includes the probability of more severe disciplinary sanctions if the student is found to be violating any institutional regulation(s) during the probationary period.
iii. Restitution – Compensation for property loss or damage. This may take the form of appropriate service and/or monetary or material replacement for damage to College property. The College does not have the jurisdiction to adjudicate financial restitution with respect to personal injury, property loss, or property damage.
iv. College Suspension – Separation of the student from the college up to and including one year, after which the student may apply for readmission to the College. Conditions for readmission may be specified.
v. College Expulsion – Permanent separation of the student from the College. Expulsion requires the approval of the College President.
b) More than one of the sanctions listed above may be imposed for any single violation c) Progressive discipline – Students who violate the Student Code of Conduct on separate occasions are
subject to more severe sanctions with each repeated offense, even though the violations may be similar in nature.
d) Other than College expulsion, disciplinary sanctions shall not be made part of the student’s permanent academic record, but shall become part of the confidential record. Cases involving the imposition of sanctions other than College suspension, dismissal or expulsion shall be expunged from the student’s confidential record five years after final disposition of the case.
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APPENDIX A – Judicial Hearing Committee Pool
The Judicial Hearing Committee falls within the purview of the Vice-President Academic &
Student Affairs.
Figure 6 Composition of the Judicial Hearing Committee Pool
Chair (non-voting)Director of Counselling & Student Activities (or
designate) is appointed Chair by the Vice President Academic & Student Affairs
Student Representatives (4)Appointed by Student Government Council
Support Staff (4)Appointed by the Vice President Academic &
Student Affairs
Faculty (4)Appointed by the Faculty Association
Judicial Hearing Committee
Pool
Chair (non-voting)Director of Counselling & Student Activities (or
designate) is appointed Chair by the Vice President Academic & Student Affairs
Student Representatives (4)Appointed by Student Government Council
Support Staff (4)Appointed by the Vice President Academic &
Student Affairs
Faculty (4)Appointed by the Faculty Association
Judicial Hearing Committee
Pool
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APPENDIX B – Judicial Hearing Committee Selection
Figure 7 Composition of the Judicial Hearing Committee
Judicial Hearing
Committee
Chair
Student representative
Faculty representative
Support Staff representative
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APPENDIX C – The Disciplinary Process
Figure 8 Steps for Resolution, Hearing, & Appeals
6. Decision is final and binding
5. Initial Decision
4. Process of Resolution
3. Determine degree of misconduct
2. Notification of status to student/s
1. Receives complaint & investigatesJudicial Affairs Officer
Case to Answer
Major Infraction
Judicial Hearing
Committee
Accept Decision & Sanctions
Appeal
VP Academic &
Student Affairs
Minor Infraction
Mutually Agreeable Resolution
Accept Resolution
Appeal to Judicial Hearing
Committee
No Case to Answer
Case Closed
Appeal to Judicial Hearing
Committee
6. Decision is final and binding
5. Initial Decision
4. Process of Resolution
3. Determine degree of misconduct
2. Notification of status to student/s
1. Receives complaint & investigatesJudicial Affairs Officer
Case to Answer
Major Infraction
Judicial Hearing
Committee
Accept Decision & Sanctions
Appeal
VP Academic &
Student Affairs
Minor Infraction
Mutually Agreeable Resolution
Accept Resolution
Appeal to Judicial Hearing
Committee
No Case to Answer
Case Closed
Appeal to Judicial Hearing
Committee
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APPENDIX D – Addressing Allegations of Plagiarism/Cheating
In keeping with policies and procedures set by the academic Divisions, most academic offenses or disputes
are resolved between the faculty member and student. In addition to action taken relative to the specific
course, the faculty member may bring any matter related to academic integrity to the respective Dean for
consideration of further disciplinary action. The Office of Student Enrolment Records and Registration (SERR)
will maintain a summary of offenses.
Bermuda College’s intent is to impose sanctions in a progressive manner, beginning with the least punitive
sanction. However, the nature and severity of the sanction will ultimately determine the level of appropriate
sanction at the time. When a suspension is imposed, a student is prohibited from enrolling in Bermuda
College until further notice from the Vice President Academic & Student Affairs has been issued.
Level of Penalties
First Recorded Offense: Ranges from Failure of assignment to Failure of the course in which the
offense was committed.
Second Recorded Offense: Suspension from the College for at least one semester as determined by the
Vice President Academic & Student Affairs.
Third Recorded Offense: Permanent dismissal from the College.
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Procedure for Resolving Allegations of Plagiarism
1. The faculty member notifies the student of the alleged violation within two (2) working days.
2. The faculty member consults with the respective Division Dean to discuss the nature of the alleged violation within two (2) working days of notifying the student.
3. A conference is held within five (5) working days during which the faculty member and student discuss the alleged violation. The student has the opportunity to offer an explanation and the faculty member explains the proposed course of action.
4. If the faculty member determines that the student has committed plagiarism/cheating, he/she submits the Plagiarism/Cheating Incident Report to the Dean.
a. If the student accepts the determination, then the Dean contacts SERR to determine the number of recorded offenses. The Dean notifies the student of the sanction (s) and the right to appeal through the Judicial Hearing Committee (see Appendix C, p. 46).
b. If the student disputes the charge, he/she must submit a written request for a hearing to the Chair of the Judicial Hearing Committee within five (5) working days of notification (see Appendix A, p. 10).
5. Upon confirmation of a second offense of plagiarism/cheating, the Dean or Chair of the Judicial Hearing Committee (as appropriate) will immediately notify the student and faculty member of the imposed sanction of suspension from the College and the student’s right to appeal (see point 7, p. 48). Suspension from the College will result in failing grades for ALL enrolled courses during the semester of the offense and the associated financial penalties. Upon completion of the suspension, the student must reapply to enter the College.
6. Upon confirmation of a third offense of plagiarism/cheating, the Dean of Chair of the Judicial Hearing Committee will immediately notify the student and faculty member of the imposed sanction of permanent dismissal from the College and the student’s right to appeal (see point 7, p. 48).
7. The appeals process is as follows: a. Decisions communicated from the Dean are appealed in writing to the Chair of the Judicial
Hearing Committee. b. Decisions communicated from the Chair of the Judicial Hearing Committee are appealed in
writing to the Vice President Academic & Student Affairs.
8. SERR maintains the official student record including confirmed instances of misconduct. No information pertaining to the offense shall be disclosed to external entities such as external colleges/universities, employers, or agencies unless details relating to academic discipline are specifically requested or disclosure is an obligatory professional requirement.
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Graphic Summary
Student Notified of Allegation
Faculty/Dean consultation
Faculty/Student Conference
Student Accepts Allegation(s)
SERR determines number of recorded
offence
Dean notifies student of sanctions
Case resolved
Appeal to Judicial Hearing Committee
(Appendix C, Step 4)
Student Disputes Allegation (s)
Appeal to Judicial Hearing Committee
(Appendix C, Step 4)
Figure 9 Summary of proceedings to address allegations of plagiarism/cheating
Student Notified of Allegation
Faculty/Dean consultation
Faculty/Student Conference
Student Accepts Allegation(s)
SERR determines number of recorded
offence
Dean notifies student of sanctions
Case resolved
Appeal to Judicial Hearing Committee
(Appendix C, Step 4)
Student Disputes Allegation (s)
Appeal to Judicial Hearing Committee
(Appendix C, Step 4)