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English Language School
STUDENT HANDBOOK
Saint Mary’s College, Notre Dame Indiana, 46556
Updated: 1/10/2014
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Contents Directory/Contact info p. 3 Mission p. 4 Program overview p. 5 Academic regulations and policies pp. 6 – 15
Curriculum p. 6 - 8 Student Learning Outcomes p. 9 Assessment Tools and Evaluation p. 9 Proficiency Scales and Rubric pp.10 -13 Grading Scale and Practices p. 14 Level Placement and Progression p. 14 Matriculation to Saint Mary’s (conditional admission) p. 14 Academic Honesty and Misconduct p. 15 Textbook Policies p. 15
Attendance Policies pp. 16 – 18 Academic Year p. 16 Vacations and Breaks in Enrollment p. 16 Absence policies p. 16 Late Arrival and Early Dismissal p. 16
Administration pp. 17 – 18 Course Registration p. 17 Drop / Add Course p. 17 Course Withdrawal p. 17 End of Program Procedures p. 17 Transcripts p. 18
Transfer p. 18 Conduct p. 19
English Policy p. 19 Code of Conduct p. 19 Classroom Behavior p. 19 Diversity and Respecting Others p. 19 Communication p. 19 Grievances / Disputes p. 19
Campus services pp. 20 – 24 General Information p. 20 Health Center p. 20 Information Technology (IT) p. 20
ID cards, ResNet p. 20 Email, Computer Labs/Clusters, PRISM, Software p. 21
Business office / Student Accounts p. 21 Paying Your Bill p. 21 Registrar p. 22 Library p. 22 Parking p. 22 Dining Services p. 23 Clubs and Organizations p. 23
Belles Against Violence (BAVO) p. 23 Campus Security / Campus Safety p. 24
Bookstore p. 24
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Contact Information
Center for Women’s Intercultural Leadership
Saint Marys’ College Spes Unica Hall, Box 50 Notre Dame, IN 46556
Hours: Monday – Friday 8:00 AM – 5:00 PM
Phone: (574) 284-4051
Fax: (574) 284-4141 Email: [email protected]
Website: https://cwil.saintmarys.edu
Staff
Elaine Meyer-Lee, Ed.D. Director
(574) 284-4059 Email: [email protected]
Mana Derakshani, Ph.D. Associate Director (574) 284-4058 Email: [email protected]
Terra Cowham, M.S. Assistant Director for International Student Services and the English Language School (574) 284-4212 Email: [email protected]
Linda Biggins, M.S. Administrative Assistant (574) 284-4051 Email: [email protected]
English Language School Teachers
Arnie Chauh-Skwarcan, M.A. Teacher
(574) 284-4061 Email: [email protected]
Erika Pistorius Stamper, M.A. Teacher
(574) 284-4061 Email: [email protected]
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Mission
The Center for Women's Intercultural Leadership (CWIL) advances Saint Mary's College's mission of “preparing students to make a difference in the world” by empowering
women to realize their call to leadership and to develop the intercultural knowledge and competence critical in today’s increasingly interdependent world. In the spirit of the
College’s sponsors, the Sisters of the Holy Cross, CWIL promotes human transformation and systemic change, from the local to the global context, by providing challenging,
justice-based educational opportunities.
English Language School Mission
The mission of the Saint Mary’s College English Language School is to provide quality intensive English instruction and academic preparation to non-native
speakers of English.
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English Language School Program The Center for Women's Intercultural Leadership at Saint Mary's College provides an intensive
English Language School to non-native speakers ranging from beginner to advanced levels. The
program focuses on preparing students for U.S. higher education and social language use.
The English Language School offers four-week sessions all year round. After students are
accepted, they take a placement exam and are enrolled in the appropriate level courses:
beginner, intermediate low, intermediate high, advanced, or superior. Full-time students attend
five classes on a daily basis, two of which are elective courses, for a total of 25 hours a week in
the classroom.
Along with academic learning, Saint Mary’s College English Language School offers
opportunities to engage with other students and the community. English Language School
students have access to all of the student services, facilities, and events on campus. They have
the opportunity to live on campus in one of the residence halls and enroll in a meal plan.
Community events, conversation partners, and extra-curricular cultural immersion activities are
also available. Students are strongly encouraged, but not required, to participate in these
extracurricular activities.
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Academic Regulations and Policies
Curriculum: Speaking and Listening
Beginning Level This course develops speaking and listening skills and pronunciation through intensive work on basic communicative skills, grammar and vocabulary. Students work in pairs and groups and develop English skills through role-plays and engaging language activities on the topics of daily personal routines, habits, near and distant future events, past actions, relationships, money, shopping, cooking, locations and places. Intermediate Level (low or high) This course focuses on developing students’ speaking and listening skills and pronunciation with various kinds of group activities and paired work. The course content includes asking and answering WH-questions and Yes/No questions, describing things using vocabulary related to jobs, schools, housing, shopping, cities, and hobbies. Students develop skills for explaining procedures, giving instructions, describing places and locations, making requests, expressing ability, giving advice, and making small talk. Advanced Level This course focuses on further development of students’ speaking and listening skills with a plethora of opportunities to practice expressing opinions, summarizing and analyzing key points from lectures and presentations, negotiating and persuading, participating in informal and formal discourse, and recognizing and expressing cultural appropriateness in communication. The class format is based on small group discussions, paired work, and short oral presentations. Students reinforce and expand their existing listening skills, their knowledge of vocabulary, pronunciation, and grammar structures. The course is designed to help intermediate students to develop speaking and listening and improve their pronunciation. Students practice listening and note-taking through extensive exposure to short lectures given by the teacher or by audio recordings. The students learn to respond to classroom situations, communicate competently in social settings, analyze and evaluate opinions, and make suggestions and requests. Students also learn to recycle information as they use questions and answers to practice speaking and to build vocabulary. Superior Level This is an advanced course designed to help students become better speakers in a variety of academic settings. These skills include summarizing, analyzing, giving presentations, participating in debates and role plays, conducting interviews, and extemporaneous speeches. As good speaking always comes from effective listening and thinking, students will develop the skills of critical analysis through a number of readings and exercises meant to extend and deepen their listening comprehension skills. They learn to distinguish between register, to agree, disagree, and refine discourse strategies in academic and professional situations, to synthesize and critique concepts and points of view.
Reading
Beginning Level The course improves high-beginning students’ reading skills as they learn to read for main ideas and specific information and relate specific information to main ideas. Students expand their vocabulary and practice to predict content from titles, subtitles and graphics, predicting content from introductions, drawing conclusions, and making basic inferences. Students learn spelling rules, simple-sentence structures, punctuation, and capitalization. They write short paragraphs by combining sentences for unity and coherence, working on topic sentences, supporting sentences, and conclusions. Vocabulary is developed from reading stories and writing about students’ opinions.
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Intermediate Level (low or high) This course provides low-intermediate students with intensive practice on essential reading skills that they will need in an academic environment. Students are introduced to various reading strategies including previewing material, scanning for details, identifying main ideas, making inferences, and developing comprehension skills. They learn to use context clues to determine meaning of new vocabulary words. In-class activities include individual reading, pair work, and small group activities. The course is designed with intermediate students’ needs in mind, so the focus is on good comprehension of authentic texts (e.g., newspapers, magazines, and other full-length readings) and understanding new words, as well as their derivatives and collocations, in a variety of contexts. As students learn to determine the meanings of new words by using textual clues, minimal use of dictionary is emphasized. Reading/Vocabulary Advanced/Superior Level High-intermediate ESL students further improve their reading comprehension skills through their extensive exposure to lengthy, authentic reading materials (e.g., novels, academic articles, etc.). The emphasis is placed on acquisition of high-frequency, academic vocabulary and students’ ability to determine the author’s register, tone, and style through the choice of words and rhetoric structures. Students continue to work on writing paragraphs that are cohesive and on use of appropriate transition words.
Writing
Beginning The course is designed for low-intermediate students to improve their writing, reading, and listening skills. Students learn various pre-writing techniques (e.g., free-writing, brainstorming, etc.), write short, well-developed paragraphs, focus on coherence, cohesion, use of transitional words and phrases, revise and edit their writing. They write responses to reading assignments and learn new vocabulary in context. Intermediate (low or high) The course further develops high-beginning students’ writing, reading, and listening skills. Students focus on their mastery of a simple-paragraph form, which includes effective topics sentences, supporting ideas, conclusions, coherence and cohesion. Students write descriptive, cause-and-effect, and comparison-and-contrast paragraphs. They also learn new vocabulary words from reading stories and summarizing them in writing. Advanced This course further develops high-intermediate students’ writing abilities, as well as reading and listening skills. Within the context of the process approach, students work on their mastery of essay structures: clear thesis statements, effective inter- and intra-paragraph development, unity, and coherence. They learn to revise and edit their writing to achieve a high level of control of most English grammar structures, spelling, and punctuation. Other course activities are based on authentic reading and listening materials with the goal of improving vocabulary and general comprehension of English. Superior The course focuses on further development of students’ writing, reading, and listening skills on a variety of topics. The class format is based on small group discussions, in-class revision sessions, and take-home essay drafting. Students focus on writing multi-paragraph essays with effective thesis statements, body paragraphs, and conclusions; they reinforce and expand their existing reading skills, their knowledge of vocabulary, and grammar structures. The course aims to develop advanced students’ writing, reading, and listening skills within a reading-writing connection framework. Using assigned readings as a springboard for writing, students analyze readings/writings for rhetorical style, master vocabulary, synthesize main ideas and purpose, and develop critical thinking. While a portion of assigned writing will be non-text responsible (e.g., personal and opinion essays), major writing projects will be text-responsible, with
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students demonstrating mastery of source-material content (e.g., synthesizing source readings on a variety of topics, producing research papers, using a variety of citation techniques).
Electives Students will choose 2 elective courses based on interest and level. Each course will incorporate reading, writing, speaking, and listening that is specific to the objectives of each course. Elective courses are subject to change each term. A course syllabus and description will be provided.
Intensive University Academic Preparation The course is designed to develop students’ academic writing, reading, and listening skills. Students write summaries, textual-analysis essays, and learn effective ways to do research and appropriately integrate supporting material in their writing through various citation styles. They further improve revision and editing skills by focusing on coherence, cohesion, sentence structures, spelling errors, and punctuation in their own writing. This class requires students at the advanced level to audit a selected Saint Mary’s College degree-level course for a complete semester. Advanced students attend a regularly scheduled university course and meet with their ELS instructor to discuss the content and issues highlighted in the course. Students will be expected to complete all course assignments and requirements, but will be aided and evaluated by the English Language School instructor. The ELS portion of this class emphasizes academic skills necessary for success in university courses. Writing, Reading, Listening for Scientific Purposes Through intensive reading, advanced students continue to develop their analytical thinking and critical reading skills within the context of writing for scientific purposes. In addition, through reading exceptional works of scientific writing, students further hone their reading comprehension skills, reading speed, summarize main and supporting ideas, and practice skimming, scanning, and making inferences. Students learn to write, following the established conventions of scientific writing. The course is offered when there is adequate enrollment. Cultural Exploration & Service Learning The four week Cultural Exploration and Service Learning course is ideal for students who want to learn the English language or improve their English language skills while exploring the U.S. culture and their own cultural identity. The course will include discussions, excursions, site visits, and various assignments that will require interaction with Americans. Students will learn about and connect with people from different cultures and backgrounds in the U.S. The optional service learning component allows students to volunteer with local organizations to use the English language in practical contexts as well as engage with the off-campus community. Through each of these cross-cultural encounters, students will develop important intercultural skills and gain a deeper understanding of U.S. culture as well as their own. TOEFL Prep This course is for students who want focused preparation for taking the TOEFL exam. Daily instruction will include sample tests, guided practice and explanation, and test taking strategies and skills. Grammar and English language functions that can appear on the TOEFL exam will be the focus of each meeting. Students will also take timed, practice tests to improve their overall skill and speed. Grammar Designed for students who wish to hone their English grammar skills, this course will include daily exercises, instruction, and independent work to focus on particulars of English grammar and usage. Students will have the ability to practice using digital and printed materials.
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Student Learning Outcomes Upon successful completion of courses at the advanced level in the English Language School, students will have acquired the knowledge and skills to:
Speak English confidently and comprehensibly in interpersonal conversations as well as
in presentational mode.
Demonstrate listening comprehension of English in all interpersonal conversations as
well as most media, large group discussions, and formal lectures and presentations.
Demonstrate reading comprehension of lengthy English texts, including those intended
for academic courses at the college level.
Write comprehensibly and with good grammar both informal texts and academic essays
in English.
Assessment Tools and Evaluation
Student learning at all levels will be assessed through:
A writing portfolio – Students will be required to maintain a portfolio of their best
written work including samples of various genres [journal entries, short essays, at least
one academic paper and one in-class writing assignment]. The ELS Assistant Director will
arrange to have the students’ writing portfolio evaluated to determine their level of
writing proficiency according to the attached rubrics.
Oral proficiency tests – Students will take an individual oral exam at the midpoint and
end of each term/semester. Ideally, oral exams will be administered by the Assistant
Director or one other qualified person who is not the student’s instructor in that
term/semester.
Course exams and quizzes
Formal oral presentations evaluated with a standardized rubric within one of the regular
courses.
Placement test
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Proficiency Scales and Rubrics English Language School Proficiency Rubric: SPEAKING
Beginner
1
Demonstrates minimal comprehensibility with extreme effort using isolated words or phrases with slow delivery.
Communicates using repetition of simple phrases, simple vocabulary, and sentence fragments.
Demonstrates minimal comprehensibility with isolated intelligible works due to strong native accent.
Intermediate Low
2
Demonstrates basic comprehensibility with short sentences and sentence fragments. Able to hold short, simple conversations with minimal detail.
Communicates basic ideas with simple vocabulary. Demonstrates basic comprehensibility with distracting accent requiring listener
effort.
3
Demonstrates fair comprehensibility in one-on-one conversations and in small groups using simple cohesive devices.
Able to communicate basic concepts with minimal vocabulary. Demonstrates fair comprehensibility with occasionally distracting accent.
Intermediate
High
4
Demonstrates good comprehensibility in conversation. Able to give short presentations with clear organization and detail. Able to express ideas using vocabulary that is occasionally inaccurate. Able to communicate effectively with some pronunciation problems affecting
comprehensibility
5
Demonstrates very good comprehensibility in conversations. Able to give presentations in area of expertise with effective use of detail. Able to express ideas and concepts using vocabulary that is occasionally imprecise.
Speaks clearly with occasional incomprehensibility due to accent.
Advanced
6
Demonstrates very good comprehensibility in most situations. Able to give complete presentations and respond to audience. Able to communicate ideas and concepts with a range of word choices. Speaks with minimal interference due to accent.
7
Able to communicate effectively with minimal effort and precise content. Speaks with a comfortable speed of delivery, requiring minimal listener effort.
Moderates language to accommodate the situation. Able to communicate ideas and concepts on professional and academic topics. Speaks with minimal interference in comprehensibility due to accent. Able to make repair attempts to increase listener comprehension.
Superior
8
Able to communicate clearly and effectively with no effort. Able to give lengthy professional presentations and respond to domain specific
questions or criticism. Able to express complex concepts using sophisticated vocabulary. Speaks with an accent that does not interfere with comprehensibility.
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English Language School Proficiency Rubric: LISTENING
Beginner
1
Able to demonstrate minimal comprehension of simple directed personal questions and short passages by performing the following tasks: Answering yes/no questions, one word answers, following basic classroom directions with guidance.
Intermediate Low
2
Able to demonstrate basic comprehension of recorded/spoken passages and directions by performing the following tasks: Retelling with prompts, responding to questions with short sentence answers in the present, past, or future tenses.
3
Able to demonstrate fair comprehension of short lectures, controlled dialogs and simple requests for information by performing the following tasks: Expressing main ideas, giving brief summaries, asking and answering questions
Intermediate High
4
Able to demonstrate good comprehension of controlled complex interviews, lectures, and phone conversations by performing the following tasks: Using minimal note-taking skills, asking for clarification, paraphrasing information.
5
Able to demonstrate good comprehension of large group discussions, short authentic media, and lectures by performing the following tasks: taking notes; giving effective summaries.
Advanced
6
Demonstrates good comprehension of extended lectures, interviews, discussions, and authentic media by performing the following tasks: Drawing conclusions; evaluating information.
7
Able to demonstrate very good comprehension of lengthy lectures and authentic media by making inferences and expressing opinions.
Superior
8
Able to demonstrate near-native comprehension of extended academic lectures, discussion, and full-length authentic media by performing the following tasks: synthesizing concepts from multiple sources; responding critically
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English Language School Proficiency Rubric: WRITING
Beginner
1
Able to produce simple sentences using basic structures. Able to demonstrate fair control of present, present progressive, regular past and
future tenses in producing simple sentences.
Intermediate Low
2
Able to produce simple sentences using modifiers and compound sentences with basic coordinating conjunctions.
Students can demonstrate good control of present, present progressive, regular past and future tenses, and fair control of the past progressive tense and some irregular past forms
3
Able to produce simple, compound, and some basic complex sentences. Able to demonstrate good control of irregular past forms and fair control of the
present perfect tense. Able to produce a short paragraph that demonstrates an understanding of unity and
coherence
Intermediate High
4
Able to produce a well-developed paragraph that includes a focused topic sentence and a variety of detailed supports.
The paragraph shows a basic use of intra-paragraph transitions. The sentences used in these paragraphs demonstrate good control of most basic
tenses and some control of the past perfect and perfect progressive tenses. Theses sentences also demonstrate good control of various complex structures.
5
Able to produce a well-developed essay that includes an introduction and focused thesis statement, several supporting body paragraphs, and a conclusion.
The essay demonstrates a basic understanding of academic essay format. Able to demonstrate good control of verb tenses and various complex structures,
such as parallel structure, subordinate clauses, and subjunctives.
Advanced
6
Able to produce a well-developed, multi-paragraph essay using one of several forms of academic rhetorical formats.
Able to produce several types of body paragraphs that are developed with logical, inter-paragraph development, using a variety of citation techniques.
Able to demonstrate a high degree of control of most grammatical structures in English. Able to recognize errors and repair them.
7
Students can produce a short paper incorporating multiple sources. The paper demonstrates ability to research and cite multiple sources, using a variety
of citation techniques. It also demonstrates a good grasp of expository or persuasive formats. Students
demonstrate very good control of English grammar. They are able to self-correct and recognize the relationship between grammar and
register.
Superior
8
Able to produce short, well-developed papers using multiple sources. Students can demonstrate their ability to research and integrate appropriate
supporting material into an extended paper based on either an expository or a persuasive format. They can also demonstrate their ability to use formal academic citations.
Students demonstrate very good control of most grammatical structures in English.
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English Language School Proficiency Rubric: READING
Beginner
1
Able to understand simple paragraphs about basic personal or social concepts, such as schedules, maps, menus, and short paragraphs.
Able to identify the main idea and some basic details. Able to recognize basic words for common objects, such as clothing, colors,
numbers, time, locations, foods, etc.
Intermediate Low
2
Able to demonstrate basic understanding of simple articles and stories by locating details using scanning techniques. Able to identify sequence of events.
Able to determine general meaning of new words from context with basic accuracy. Able to use dictionary.
Able to identify parts of speech.
3
Able to demonstrate fair comprehension of controlled multi-paragraph articles on a wide range of topics by answering basic wh- questions.
Able to recognize common words by sight. Able to demonstrate a fair ability to determine the primary meaning of new
words from context. Extensive use of dictionary when reading.
Intermediate High
4
Able to demonstrate good comprehension of controlled full length texts by summarizing and paraphrasing.
Able to draw conclusions from readings and make inferences. Able to use suffix and prefix clues to determine the meaning of new words.
5
Able to demonstrate good comprehension of authentic texts such as newspaper or magazine articles and full-length readings by responding in writing with minimal analysis.
Able to identify rhetorical clues to meaning. Able to determine the meaning of new words by using clues from context. Minimal use of dictionary.
Advanced
6
Able to read lengthy material, such as novels, textbooks and academic articles with good comprehension.
Able to identify the author’s tone, purpose, and audience. Able to demonstrate knowledge of the meaning of a word in context, as well
as connotations, synonyms and antonyms.
7
Able to read extensive articles with very good comprehension. Able to demonstrate ability to synthesize several articles in writing. Able to demonstrate knowledge of expressions and vocabulary in academic
and professional environments.
Superior
8
Able to demonstrate near-native comprehension through analysis, inference, paraphrasing, drawing conclusions, and responding critically in writing.
Able to comprehend sophisticated expressions and precise vocabulary. Able to determine register, tone, and style from vocabulary.
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Grading Scale
Saint Mary's College Grading System
A Superior C-
A- D+
B+ D Poor
B Good F Failure
B- X Incomplete
C+ H/S/U Honors/satisfactory/unsatisfactory
C Satisfactory V Successful audit
Instructors will outline their grading scale in the syllabus of each class. Please refer to your individual class syllabus for exact grading procedures
Grading Practices
You will be evaluated by your instructor for each course as outlined in your syllabus. In addition, you will submit a writing portfolio and take an oral exam at the midpoint and end of each term. If you are in your last session at Saint Mary’s College English Language School, you will be given an exit exam, oral exam, and submit a writing portfolio. The ELS proficiency rubrics will be used to evaluate your progress. Please schedule an appointment with your instructor if you have a question about your grade.
Level Placement and Progression
Students will take a placement exam after they are accepted to the English Language School. Their scores will determine their placement level: beginner, intermediate low, intermediate high, or advanced. If after 2 days it is apparent that the initial placement was incorrect, students will be reassigned to the appropriate level. At the end of each 4-week session, students will be evaluated. This evaluation will determine if students need to remain at the same level or progress to the next.
Admission to Saint Mary's College as a Regularly Matriculated Student:
In order to be admitted to Saint Mary's College, students who have been conditionally admitted will have to complete the ELS program at the advanced level in all skills [speaking, listening, reading, writing which we define as a minimum of 7 on the attached proficiency scale. On the basis of the five assessment measures listed under “Assessment Tools” on page 8 and in consultation with the ELS teachers and Assistant Director, the Associate Director will certify that student’s English proficiency is sufficient for enrollment as a matriculated student in the College. All ELS students will receive a document indicating what level of proficiency they have achieved through the program in all four skills.
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Academic Honesty and Misconduct English Language School students are also to follow Saint Mary’s academic policies, which can be found at this address: https://www.saintmarys.edu/first-year-policies Academic misconduct is an activity that involves academic dishonesty relating to or falsification of an individual’s academic work. Examples of academic misconduct are: plagiarism, cheating, fabrication, copying, and submitting the same work more than once for credit.
Possible consequences for academic misconduct:
1. No credit for an assignment 2. Failure of class / no credit 3. Dismissal from the English Language School Saint Mary’s College has the right to discipline students for academic misconduct according to the college’s policies and the Committee for Academic Standards.
Textbook Policies
You are expected to have your textbooks within 3 days after the start of classes. If you do not have a textbook before the end of the first week of the session, you will not be permitted to attend class until you have your textbook. These absences will be unexcused and you will not be able to make up any missing assignments.
Textbooks can be purchased from the bookstore on campus before or after your arrival. If you choose not to purchase your books from the bookstore, it is your responsibility to purchase the exact textbook you will use in class.
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Attendance policies
Academic Year For immigration purposes, eight (8) sessions within 12 months are equal to an academic year.
Vacations or Breaks in Enrollment
Students on an F-1 visa are allowed to take summer vacation if they have been enrolled for 1 full academic year and will return the following semester/year. Students on an F-1 visa follow campus-wide break schedules (Fall break, Winter Break, Spring break, specific Holiday breaks) Students on an F-1 visa are allowed to withdrawal from classes and take a leave of absence outside of the United States for less than 5 months. Students who wish to take a leave of absence outside of the United States must first meet with the Assistant Director for International Student Services before their absence to discuss their plans.
**Please see all SEVIS/USCIS regulations in regard to absences and vacations for your visa classification.
Absence Policies The English Language School’s attendance policy requires students to attend 80% of contact hours in each session. Students are allowed four (4) full day absences during each session. There are no excused or unexcused absences. Students must follow the absence policy in regard to grade reduction and make up work that is stated in the syllabus of each course in which they are enrolled. If excessive absences occur, you may be put on attendance probation and/or face the consequences of not maintaining your F-1 student visa status. If absences start to become excessive, it is your responsibility to contact the Assistant Director for International Student/Scholar Services.
Late Arrival and Early Dismissal
You are expected to attend each class for the entire meeting period. If you arrive more than 10 minutes late to class, you will receive a tardy mark. If you leave class more than 10 minutes before the end of the period, you will receive a tardy mark. Four or more tardy marks will equal one (1) absence. You are required to notify your instructor or the Assistant Director in advance if you have an issue and need to arrive late or leave early. If you have an emergency, please contact your instructor or the Assistant Director immediately.
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Administration
Course Registration
Course registration will occur during the week before the start of each session. You will be given a registration sheet that will outline your courses and level. If you are enrolled for a semester or year, you will be registered for all 4 sessions (per semester) at one time.
Drop / Add Course Add/Change You are eligible to add or change a course within the first 2 days. To do so, your registration sheet must be amended using the bottom portion that lists each dropped and added course. Drop You are eligible to drop a course until the 5th day of classes during each session. You will receive the following tuition refund: Day 1 – 100% Day 2 – 70% Day 3 – 55% Day 4 – 40% Day 5 – 25% Day 6 – 0% On the 6th day, you must complete the “course withdrawal form”. Please see the “course withdrawal” policy for further instructions. Courses that are dropped before the 6th day of each session will not appear on your student transcripts. ***All students on nonimmigrant visas will need to maintain their required enrollment to remain in good status.
Course Withdrawal
You may withdraw from a course up to the 19th day of each session. You will still be charged for this class. Your grade will become a “W” to indicate your withdrawal if you are passing the course. Your grade will become an “F” if you withdrawal from a course that you are not passing. In order to withdraw, you must submit the “course withdrawal” form to the Registrar’s Office. This form must first be completed by you and your instructor. It is to be signed by either the CWIL Associate Director or the Assistant Director before submission to the Registrar’s Office.
***All students on nonimmigrant visas will need to maintain their enrollment requirements to remain in good status.
End of Program Procedures
At the end of your program, you must fill out the “change of status” form. This form must be submitted to the Registrar’s Office. This form must be completed by you and is to be signed by either the CWIL Associate Director or the ELS Assistant Director before submission to the Registrar’s Office. All ELS students will receive a document indicating what level of proficiency they have achieved through the program in all four skills at the completion of their program.
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Transcripts Unofficial transcripts are available on your PRISM account at all times. Official transcripts must be ordered from the Registrar’s Office. The English Language School will not provide transcripts. For detailed instructions, please visit: https://www.saintmarys.edu/registrar/students/transcripts
Transcript Ordering Guidelines
Each transcript copy costs $2 (plus shipping charges if applicable).
Transcripts may be requested in person, by mail, by fax, or e-mail and will normally be processed within two business days or less from the time we receive the request.
Allow three-to-five days for the transcript to reach the destination via U.S. mail after processing
Please note that transcripts will not be released to students/alumnae with outstanding financial balances owed to Saint Mary's College. If we have a contact phone, email or mailing address, we will notify you as soon as possible if you have a hold. The transcript will not be released until the hold is cleared by Student Accounts.
Use the Transcript Request Form or send a written request with the information listed below. REQUIRED INFORMATION (please see website for full list)
Name, Birth date, or Saint Mary's ID #
Current address and daytime telephone number
Address(es) where the transcript(s) is to be sent. Include the name of the recipient whenever possible.
Signature – transcripts will not be prepared without your signature. SUBMIT TRANSCRIPT REQUEST
Mail the form (including payment) to: Office of the Registrar Saint Mary's College Notre Dame, IN 46556
Fax the form to (574) 284-4842 (credit card requests only).
Scan the request form and attach in an email to [email protected] (credit card requests only).
Send questions to [email protected] or call us at (574) 284-4560
Transfer If you are transferring to another school, you must submit the F-1 transfer form and your acceptance letter from the new school to the Assistant Director for International Student/Scholar Services. Please submit all paper work at least 2 weeks before you plan to transfer. In order to transfer you must:
Have maintained your status at Saint Mary’s College/English Language School
Begin your new program within 5 months of your release date or within 5 months of your program completion date on your current I-20 (whichever date is earlier)
Be eligible for an I-20 at the new school
Turn in all required paperwork and forms to the Assistant Director for International Student/Scholar Services
Complete all end program requirements
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Conduct
English-only Policy We expect you to speak only English while you are in class and participating in school-related activities.
Code of Conduct English Language School students are to follow the rules for all Saint Mary’s students. All students should read the Code of Conduct found at this address: https://www.saintmarys.edu/residence-life/community-standards-code-of-conduct
Classroom Behavior You are expected to follow the rules of each instructor and course.
Diversity and Respecting Others Our students come from a variety of backgrounds from around the world. Everyone has her own beliefs and views. This diversity enriches our classrooms and lives.
Please remember to speak respectfully to others. Please do not be judgmental. Please be accepting of all others and other views.
Communication Your Saint Mary’s email is the official means of communication of the English Language School and Saint Mary’s College. All email and information from the English Language School and Saint Mary’s College will be sent to your SMC email account. You are expected to check your SMC email at least once per day. You must set up and access your email within 2 days of your arrival on campus. If you have questions or need assistance, please contact ResNet (see Campus Services), your instructor, or a staff member of the ELS.
Grievances / Disputes
If you have an academic, course-related, or personal issue or concern, please address it using the following procedure:
1) Discuss the problem with your instructor before or after class, via email, or by making an appointment.
2) If the matter is not resolved or involved an instructor, you may discuss the matter with the CWIL Associate Director or Assistant Director by making an appointment or through email.
If you need assistance from campus services, please contact the appropriate office. The ELS instructors, staff, and administration can help you if you are unsure who to contact.
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Campus Services
General Information Saint Mary’s College website: https://www.saintmarys.edu/
http://home.saintmarys.edu/ Student resource page https://www.saintmarys.edu/current-student-resources Looking for something? Type the keyword (i.e. transcript, email, computer lab) into the Google Search bar at the top of the page!
Health Center
Women’s Health 50 Holy Cross Hall Notre Dame, IN 46556 574-284-4805 574-284-4833 (fax) [email protected] Women’s Health is located in the basement of Holy Cross Hall, south end of the building. Women’s Health is open Monday through Friday 8:30 am – 5:00 pm during the Fall and Spring semesters. E-mail ([email protected]) should be limited to NON-EMERGENCY communication. Appointment scheduling is handled most efficiently over the phone. For specific information on services, staff, resources etc., please visit https://www.saintmarys.edu/health The Health Handbook available on the website contains brief information on a variety of common physical and mental health issues.
Information Technology (IT)
113 Haggar College Center. ResNet Helpline 574-284-5319. ResNet Problem Report Forms are available at http://fixit.saintmarys.edu ID cards
All students will receive an ID card. You can obtain your card by bringing government-issued identification (driver’s license, passport) to the Helpdesk at 134 Haggar College Center (south of Science Hall / #11 on campus map). You will need your ID card to enter a residence hall, enter secured buildings (if students are permitted), eat in the dining hall, and ride the city bus. If you lose you ID card, you must pay a fee to replace it.
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ResNet = http://sites.saintmarys.edu/~resnet/
WIFI, computing, account info, print limits, etc. Email
Saint Mary's College uses Google Apps for Education for Mail, Calendar, Contacts, and other communication and collaboration tools. For information about Saint Mary's and Google Apps for education, please visit http://www.saintmarys.edu/googleapps. You can access you email through gmail.com. Please enter your [email protected] (ex: [email protected]) and SMC password.
Computer Labs / Clusters
There are many computers available for use on campus, please visit https://www.saintmarys.edu/it-student-facilities for more information.
PRISM = https://www.saintmarys.edu/registrar/students/prism
Pay your student bill, access records, access transcripts, update your personal information, etc.
Software You can purchase software through ResNet. Please visit http://istore.saintmarys.edu/# for more details.
Business Office / Student Accounts Business Office Saint Mary's College 149 Le Mans Hall. 574-284-5774 Contact form at https://www.saintmarys.edu/contact-us/business-office
For more information, please visit https://www.saintmarys.edu/business-office
Paying Your Bill
Your student bill will be available through PRISM. It will not be emailed or mailed to you. You are responsible for accessing your student account statement each semester or session. If you do not pay your student bill/tuition bill, you will NOT be able to register for classes or request a transcript. For more information about paying your bill, please visit https://www.saintmarys.edu/pay-bill
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Registrar’s Office Office of the Registrar 161 Le Mans Hall Notre Dame, IN 46556 Phone: 574-284-4560 Fax: 574-284-4842 Email: [email protected]
The Registrar’s Office can help you with transcript requests, course withdrawal, PRISM information, and more. For more information, please visit https://www.saintmarys.edu/registrar
Library
Cushwa-Leighton Library Saint Mary's College Notre Dame, IN 46556-5001 phone (574) 284-5280 fax (574) 284-4791
The library is located to the west of Science Hall, almost in the middle of campus. It is #10 on your campus map. The library offers computer labs, study rooms, books for check-out, reference materials and much more. For more information, please visit https://www.saintmarys.edu/library/
Regular Hours Monday - Thursday 7:45 AM - 12:00 Midnight Friday 7:45 AM - 8:00 PM Saturday 9:00 AM - 5:00 PM Sunday 11:00 AM - 12:00 Midnight Reference Hours Monday - Thursday 10:00 AM - 9:00 PM (No reference service 5 PM - 6 PM) Friday 10:00 AM - 5:00 PM Saturday - No reference services Sunday - 1:00 PM - 9:00 PM
Parking
If you plan to park on campus, you must purchase a parking pass. Parking passes can be purchased at the Security Office (located between Holy Cross Hall and Moreau Center for the Arts/ #17 on your campus map) For more information, please visit = https://www.saintmarys.edu/parking-and-traffic#generalinformation
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Dining Services Saint Mary’s College offers dining services through Sodexo. For more information on locations, hours, and meal plans, please visit https://www.saintmarys.edu/dining
Noble Family Dining Hall
https://www.saintmarys.edu/dining/campus-dining-locations/noble-family Campus Cafés
https://www.saintmarys.edu/dining/campus-dining-locations/campus-cafes
Meal plans = https://www.saintmarys.edu/dining/meal-plans If you are living on campus, you will need to choose your meal plan within the first week of your arrival on campus. There are 4 meal plan options. Each meal plan differs in how many meals you can eat in the dining hall (1 meal = 1 swipes of your ID card when you enter) and how much “Munch Money” you will receive (munch money is a credit that can be used at the cafes or C-store on campus).
Clubs and Organizations Saint Mary’s offers wonderful clubs and organizations that are open to all students. A list of clubs and organizations available can be found at https://www.saintmarys.edu/clubs The Office of Student Involvement and Multicultural Services oversees all clubs and organizations on campus. It is located in the Student Center (center of campus / #3 on campus map).
Belles Against Violence (BAVO)
Belles Against Violence Office Connie Adams 33 Holy Cross Hall Notre Dame, IN 46556 Phone: (574) 284-4081 Email: [email protected] The mission of BAVO is to incorporate and reflect the Catholic Church’s faith and social teaching to increase the capacity of Saint Mary’s College to appropriately and effectively respond to violence against women in order to decrease the incidence and impact of violence against women as it impacts the College community. If you have directly experienced sexual assault, relationship violence or stalking or someone you know has, please reach out to the BAVO office via email, phone, walk-in, or at https://www.saintmarys.edu/belles-against-violence/contact-us
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Campus Security / Campus Safety 176 LeMans Hall Saint Mary's College Notre Dame, Indiana 46556 Phone: 574-284-5000 Email: [email protected]
To reach security, you can dial 5000 from any phone on campus If you have a life-threatening emergency please call the Police -- dial 911 from any phone
Bookstore
Student Center Saint Mary’s College Notre Dame, IN 46556-0000 Phone: (574) 284-4719 Fax: (574) 284-4490 Email: [email protected]
Textbooks, class materials, SMC apparel, and more can be purchased at the Shaheen Bookstore located in the Student Center (center of campus / #3 on campus map)