The Ombudsperson Report
The Office of the Ombudsperson offers a professional service, supported solely by the
undergraduates of UVic. The Office has operated at a level of 20 hours per week from
the time it was initiated in 1978. The student population has nearly tripled in the last 2
decades, and the UVSS is now pleased to offer the services of the ombudsperson at a
level of 27 hours per week. Please see page 2 of this report for services offered by the
Office and for hours of operation.
I hope you will enjoy this report for Calendar 1999. Your comments would be most
welcome. Please address them, along with requests for extra copies, to the UVSS
Ombudsperson, 721-8357, mail to the UVSS Ombudsperson, SUB B 205, or email
I look forward to working with you over the course of this year, and I would like to thank
the many members of the university community who helped make my transition to this
position a very positive experience.
Trends and Matters for Faculty Attention
Services and Hours of Operation
Academic Concession - “N” Grades
Coop Placement - Mediation
Failure to De-Register
Fee Reduction Appeal
Grade Review – No Feedback
Grade Review - Practicum
Graduate Student - Supervisory Committee
Required to Withdraw / Low GPA
Other Resources on Campus
UVSS Ombudsperson Advisory Committee
TRENDS AND MATTERS FOR FACULTY ATTENTION
A number of students approached this office to inquire about the process for grade
reviews, and three main reasons brought them to seek that recourse at the end of a term.
Some students had not received timely critical feedback to understand why they were
assigned a certain grade, or to assess how they were doing prior to the final exam or
before the end of a practicum. (Please See: Grade Review – No Feedback and Grade
Review – Practicum)
In other cases, the course outline did not explain the marking system with precision,
or changes were made during the term, which created confusion. (Please See: Course
Finally, in some instances, communication between the student and the instructor
broke down for other reasons, and the student felt that he or she had been marked
unfairly by the instructor. (Please see: Classroom Stereotypes and Grade Review –
For each of these situations, steps can be taken during the term to improve
communication and to ensure that students have enough information to make decisions
about their courses. A grade review is not a satisfactory solution for either the instructor
or the student when it does not address the real cause of the problem.
Students and Faculty often work out their differences creatively. One student and her
instructor had radically different points of view on an issue that was central to the course.
It became a point of contention when assignments were returned and the student received
a low mark. The instructor and the student met to discuss the grade and their perception
about fairness in this situation. They both agreed to ask an independent marker to grade
the work of the student for the remainder of the term. Their differences of opinion were
handled constructively and without recourse to appeal procedures.
Faculty members who would like some guidance on these issues can contact the Office of
the Ombudsperson at 721-8357, email <firstname.lastname@example.org>, or the Learning and
Teaching Centre at 721-8572, email email@example.com or firstname.lastname@example.org
Conflict And Respectful Behaviour
Every year, this Office receives calls from staff and faculty who have to deal with
disruptive or uncivil behaviour. The Office also fields calls from students who report
being treated with disrespect by members of the university.
Conflict is inevitable in any workplace, so it is critical to deal with disrespectful or
disruptive behaviour in a manner that is both timely and constructive. Conflict can
become an opportunity for positive change and growth, but it also has the potential to be
destructive. University constituencies must engage in discussions to promote a “conflict
resolving culture” on campus. I would like to urge Departmental Heads and their teams
to create environments where conflict can be identified early and handled constructively.
Several offices on campus can provide support, advice, training or an independent
facilitator for sensitive meetings. Students, staff and faculty are encouraged to contact the
Office of the Ombudsperson at 721-8357, the Director of Equity Services at 721-8486, or
the Director of the Office for the Prevention of Discrimination and Harassment at 721-
8488. Please see page 4 of this report for additional resources.
“N” Grades And Academic Concessions
Both “F” and “N” grades are failing grades. A grade of “F” indicates that the student has
completed all components of a course, whereas a grade of “N” is entered when a student
has missed one or more components. I would like to remind instructors of the important
difference between the two grades.
Students who miss components of a course, or who are unable to complete a deferral
because of illness or a family affliction may be entitled to an academic concession, such
as a backdated course drop, and a fee reduction. Every year, a number of students have
difficulty obtaining the concession because their instructor has incorrectly given them a
grade of “F”.
(Please See Academic Concession – “N” Grades)
When Kathleen Beattie left the Office in April 1999 for a 9-month leave of absence, I had
the pleasure of replacing her as UVSS Ombudsperson. Kathleen made sure that the
transition was as smooth as possible for everyone involved, and I was grateful for her
warm welcome, her organization and the contacts she provided for me.
Kathleen has now decided to leave UVic and British Columbia, so I would like to take
this opportunity to thank her for the wonderful work she did as UVSS ombudsperson
during her seven years on campus. Students keep telling me how supportive and efficient
she was in her role. Kathleen’s collaborative style, her good humour and her hard work
also helped establish the productive relationship that exists between this Office and the
many university constituencies.
Thank you Kathleen and all the best in your new life!
SERVICES AND HOURS OF OPERATION
The Ombudsperson has three distinct roles to play:
To act as an information or referral source. The Ombudsperson can provide
direction on procedures or regulations affecting students, gather information not
easily accessible to students, refer students to persons able to resolve the problem, or
assist in the use of appeal procedures.
To act as facilitator. When requested, the Ombudsperson may facilitate
communication on specific issues between students and administrative staff or
faculty. The use of a third party who has no direct involvement in decision-making
can help clarify concerns, focus discussions and reality-test solutions.
To make recommendations in specific cases. Where appropriate, the
Ombudsperson can recommend general changes in procedures affecting students. In
limited circumstances, the Ombudsperson can stimulate discussion of wider
Confidentiality and Independence
The Ombudsperson provides a confidential service (within the bounds of the law) that is
independent of any student or administrative body. An Advisory Committee made up of
students, faculty and University professional staff members receives semi-annual reports
from the Ombudsperson and provides direction as requested.
The Ombudsperson operates in an advisory capacity only and does not have the power to
compel change or to require participation with the Office. It relies instead on the
cooperation and goodwill of students, faculty and staff in working towards resolution of
problems or facilitation of change.
Office Location and Hours
The Office is staffed Monday to Thursday on the basis of 27 hours per week. Students
are encouraged to make an appointment at a suitable time for them by calling (250) 721-
8357 or emailing email@example.com. Drop in hours are normally Monday 9:30-12:00
and 1:00-4:00, Tuesday 9:30-12:00 and Wednesday 1:00-4:00pm.
The office is located in SUB B205. For further information on services, please consult
our brochure (available from the Office and from the UVSS Resource Centre) or our
Student “J” had medical and personal circumstances that forced her to miss classes and
assignments. At the end of the term, she approached her instructor informally to request
an academic concession. She asked to be granted a deferral in order to complete the
course. The professor stated that because the student had not been to class after the
second week and had not handed in any assignment, she would be assigned an “N” grade,
and a deferral for the final was not possible.
The student was instructed to apply officially for an academic concession through
Records Services after getting documentation from her doctor or counsellor. She
was correct to believe that she had grounds for an academic concession, but the
authority to allow a certain type of concession rests with the department and
depends on the situation. In this case, a backdated drop was the appropriate
recourse to seek.
ACADEMIC CONCESSION - “N” GRADES
Student “R” stopped attending class before the end of term. He didn’t hand in last
assignments and didn’t go to exams. He received 3 “N” grades and an “F” grade. When
the student contacted this office to inquire about his options, it became clear that he had
left UVic to deal with a serious family emergency and that he was reluctant to talk about
the painful details of the situation. The student was told about the difference between “F”
and “N” grades, and advised to provide written documentation from a doctor or a
The instructor who had assigned an “F” grade was contacted and a change of grade form
was forwarded to Records Services, requesting that an “N” replace the grade of “F”. The
student obtained the documentation and appealed to the Director of Advising who granted
a backdated drop.
Instructors are reminded of the difference between “F” and “N” grades (see first
page of this report). Students should also note that the university will not grant a
backdated drop for a course where a grade of “F” is correctly assigned. If you are
ill during an exam, report to Health Services immediately, and fill in a request for
an academic concession. If you complete the exam, you will normally not be granted
A number of students from one class contacted this office when they realized that they
needed a third party to help negotiate a solution to their problem. Their instructor had
repeatedly cancelled seminars or started late. The instructor was also visibly overworked
and unable to cope with the workload. Books and articles that were supposed to be on
reserve were not available until a few days before an assignment was due, and the
students were also concerned that the course material was not being covered. One of
their main concerns was the knowledge that they needed to get from that course in order
to continue with their program the following term.
A meeting was arranged and the students were invited to select two representatives to
continue discussions with the Chair and the Dean. As it was late in the term, and too late
to find another instructor or to make up for missed classes, the Department and the
students looked for other options. Two students researched materials that the department
subsequently made available to all students in that class. The Chair remained available to
the group for problem solving.
Students are often reluctant to raise this type of issues. They are worried about
being labelled as troublemakers, and uncomfortable about challenging the authority
of their professor. The result is that such issues often don’t get identified until it is
too late to find a meaningful solution. This case shows a group of students and an
academic unit working together to overcome a problem, and this office is available
to facilitate meetings at any stage in the process.
Student “L” applied for admission to the Department of Visual Arts. His application was
denied when he did not submit a portfolio of his work as required by the Department.
“L” challenged the decision on the basis that he had not received any request for a
portfolio from the Department.
The situation was complicated because the student had moved between the time of his
application and the time the department made its request, although “L” had made
arrangements for his mail to be received at his home address. The student was aware that
the Department may request a portfolio, as indicated on the Department’s WebPage, but
when he did not receive the request, he assumed that his high GPA was enough to grant
The complaint was found unjustified because the Department had sent a request for the
portfolio at the home address indicated on the student’s application. In order to avoid
future misunderstandings, the Department offered to change the WebPage entry to reflect
current practice: “students must submit a portfolio”.
Admission to certain programs is very competitive. Students are advised to follow up on
the status of their files, particularly to check whether they are complete. Departments
may have requirements in addition to those of Admission Services. They will make
those requirements known to applicants, but the University is not responsible for mail that
is not received by students or applicants.
Student “A” was concerned by a reading assigned to her class: it contained stereotypes
that she found disturbing. She didn’t object to the reading being chosen for the course,
but she thought that a classroom discussion was necessary to raise awareness about
stereotypes and their implications. The student approached the instructor about her
concerns, but she was unsuccessful in her attempt to generate a discussion about the
The student then wrote a letter to the instructor to formally raise her concerns and to
request that the topic be discussed in class. The letter reiterated that the student did not
object to the inclusion of the piece in the curriculum, but that she wished to generate a
meaningful discussion in order to prevent the perpetuation of stereotypes in our society.
The instructor replied in writing, explaining why the material was in fact not racist.
The issue of stereotypes was not dealt with and the relationship between student and
professor deteriorated. The student found herself very vulnerable when her assignments
were returned with negative comments and lower marks than she expected. An attempt
was made to find a solution by the Chair who offered options: moving the student to
another section of the same course, or having the student’s work marked by another
instructor. However, the solutions had not been “reality-tested” and the Department was
unable to put them into practice. The student remained in the course and her final grade
was determined in collaboration by the Chair and the instructor.
Initiatives such as the “Voices for Change” Report are critical to enable an
institution and its members to reflect on the environment they are creating. The
Report documented the need to raise awareness of cultural issues, and to offer
support and training on campus. This Office looks forward to Phase Two of the
Report which will see to the implementation of these recommendations.
COOP PLACEMENT - MEDIATION
Student “P” was doing his second work placement with a company in Victoria. The first
experience had been very positive for both the student and the owner of the business. The
second placement was not going as well. They tried to discuss what was going wrong,
but couldn’t find an answer to their problem. The owner claimed that the student was not
as motivated as he had been for the first contract. The student stated that the conditions
of the second contract were different and that the two could not be compared. Mid-way
through the term, the owner was considering whether to fire the student, who would of
course lose the credit for his work term.
The Coop coordinator called the Office to request a facilitator for a meeting between the
student and the owner of the company. Both wanted to try one more time to find a
solution. During the facilitated discussion, they were able to describe how they had been
affected by the slow progress of their current project and their disappointment at not
being able to work effectively together and reach their targets. They compared again the
two different experiences they had had, but they were able to focus specifically on their
goals and expectations for the current term. They also discussed the nature of the second
work term and the dynamics among the different people involved in the project.
They realized that the communication and self-management styles they had used
successfully in the past could not simply be reproduced because there were new players
and a new interdependency in the workplace. At the end of the discussion, the student
and the owner had a plan in place to finish the work term together. They had identified
realistic targets, and agreed on a communication framework that took into account the
new dynamics among the team. A follow-up call was made two weeks later and they
were both satisfied with the progress they had been able to make.
Student “B” was registered in a fall course that included 3 hours of class and 1 hour of lab
every week. She became concerned when the Lab instructor announced that, in order to
complete labs, students would be required to attend 2 additional compulsory 4-hour
sessions during the last 2 weeks of class. One of these sessions would be held on a
Sunday night, and another on a Thursday night. The latter would be a performance of the
work prepared during lab sessions.
The Lab instructor also indicated that the two additional sessions would be subject to a
grade. The course outline did not specify how the lab mark would be calculated or how
much it was worth. The course outline did not mention the extra sessions, but it specified
that students who did not complete the lab portion of the course could be debarred (i.e.:
excluded) from writing final examinations.
This office contacted the course instructor who explained that the course outline did not
reflect some of the changes that had been made to this course. In particular, students no
longer risked debarment from the final exam. The instructor understood the students’
concerns and responded by making the 2 sessions voluntary and not subject to a grade.
Those changes were made in writing and distributed to the class. The changes were
extended to other sections of this course and the Department was asked to adhere to
university policy in its scheduling of labs.
This situation demonstrates the value of a clear and informative course outline. Please
refer to page 22 of the 1999-2000 Calendar: Assessment Techniques.
“When beginning a course, the instructor is responsible for ensuring that the
departmental chair and the students in the course are given in writing a course
outline containing the course content and/or objectives, and which specifies the
a probable schedule with the due dates for important assignments and/or tests;
the technique or combination of techniques to be used in the assessment of
students’ performance in the course;
how assignments, tests and other work of the course will be evaluated and the
weight which generally will be given to each part of the course;
the relationship of the instructor’s grading convention (letter, numerical) with
the official University grading system.”
FAILURE TO DE-REGISTER
After one term at UVic, Student “E” decided to leave in December 1998 and return to
Ontario. He believed he would be automatically de-registered since he hadn’t paid his
fees for January 1999, so he was surprised to receive a fee statement in April. He also
realized that he had been given three “N” grades for the second term. The student was
concerned about his academic record because he was planning to apply to another
university in the future.
This office put the student in contact with the office of the Associate Dean of his Faculty,
and the professors teaching the three courses were contacted. Since the student had not
attended any classes at UVic in January, he was granted backdated drops for the courses.
Students are reminded that they will be subject to academic penalty and accruing
fees if they fail to withdraw from courses that they are not attending. Students who
find themselves in this situation will have to provide suitable evidence in order for a
backdated drop to be entered. If this is the case, the student may then appeal to the
Fee Reductions Appeal Committee who will decide if the circumstances also warrant
a reduction of fees.
FEE REDUCTION APPEAL
Student “N” registered for a Chinese course during the 1999 summer session. She then
decided to drop the course and did so before the “standard 100% fee reduction deadline”.
However, Chinese 149 is a non-standard course, as listed on page 4 of the summer 1999
Calendar. The 100% fee reduction deadline for this course was earlier than the “standard
The student was charged 50% of the fees for the course. “N” appealed to the Fee
Reductions Appeal Committee to ask for 100% fee reduction. She stated that page 3 of
the Summer Calendar (Summer Studies Schedule) indicated a different starting date for
“some Chinese courses”, but made no mention of a different “fee reduction deadline”.
Standard dates and deadlines are included in a table on page 3. Non-standard dates and
deadlines are listed on page 4. The Committee rejected the appeal.
This Office found the student’s complaint unjustified because the information concerning
the Refund Schedule is included on page 12 of the Summer Calendar (Fee Regulations),
as indicated in its Table of Contents and in its Questions and Answers section. It defines
non-standard courses as courses with different start dates or significantly different
duration [from the standard dates indicated] and it explains how to determine the
applicable 100% fee reduction deadline.
Students are advised to read carefully all sections of the calendar pertaining to the courses
in which they register. It is important at the beginning of each term to know exactly
what the fee reduction deadlines and the academic drop deadlines are for your courses.
This office also contacted the unit responsible for publishing the Summer Calendar to
recommend clearer cross-referencing of pages 3, 4 and 12, and consistent use of the terms
“standard” and “non-standard” to describe courses.
GRADE REVIEW – NO FEEDBACK
Students from two different classes reported difficulties receiving corrective feedback on
their term work. Without that information, they were unable to improve their marks or to
make decisions about withdrawing from courses. Students contacted the Office when
they received their final marks. At that point, the official recourse is a grade review.
Unfortunately, that process does not make up for the lack of timely feedback and
corrective comments which are critical to the learning process.
In one class, assignments were not returned. Students had to request an appointment with
the instructor and specifically ask for feedback. Many felt intimidated and did not meet
with the professor. They were concerned that the instructor might mis-interpret their
request as a challenge, and did not want to risk antagonizing the professor.
The other case was a six-week summer course where students worked on a project. No
marks were assigned until the end of the course. One student had received generally
positive oral comments from the team of instructors during the 6 weeks. The student was
therefore surprised and very disappointed to receive a final grade of C+. She asked for an
appointment with the instructor and was put on the defensive by the confrontational tone
of the discussion. The instructor refused to discuss the reason for the grade he had
assigned. The student decided to ask for a grade review, which did not resolve the issue.
The grade of C+ was maintained.
Summer courses are often intensive and short. Students need feedback very early in
the course to assess how they are doing and to improve their performance.
Page 23 of the calendar underlines the importance of corrective comments.
“Correction and Return of Student work:
Instructors are normally to return all work submitted that will count toward the
final grade, except final examinations.
Instructors are to give corrective comments on all assigned work submitted and, if
requested to do so by the student, on final examinations.”
GRADE REVIEW - PRACTICUM
Student “H” was doing his 3rd-year practicum. He had a good working relationship with
his sponsor in the workplace and received positive feedback from his colleagues. But the
oral comments from the School supervisor were not as supportive and the student felt that
his work was being picked apart during their meetings together. The student was
intimidated by the supervisor’s approach and had difficulty articulating his ideas in front
of her. So “H” was relieved to receive his mid-session progress report from his School
supervisor. It highlighted areas where improvements could be made, but did so in
positive terms. The student made efforts to take into account the comments from the
supervisor and continued to receive positive feedback at work.
“H” became concerned again when the School supervisor met with the student and the
workplace sponsor at the end of term. The sponsor stated that the supervisor seemed to
be looking for “negative stuff rather than collecting information about the student’s
progress”. The student handed in his last reports. He expected to have a final meeting
with his supervisor to clarify any points raised in the papers, as is routinely the case in his
department. Instead, the supervisor met briefly with the student to inform him that he had
failed the practicum. A number of reasons were given for the grade of “F”. They were
outlined in the final report from the supervisor, which raised concerns about the student’s
abilities regarding self-reflection, critical analysis and judgment, and professional
The student was distraught by the results. He had received no indication during the term
or in his mid-session report that he was at risk of failing. He decided to ask for a grade
review on the grounds that he didn’t receive the formative evaluation and the corrective
feedback that he was entitled to during the practicum. He stated that the confrontational
nature of his relationship with his supervisor prevented him from successfully exhibiting
the qualities that he had developed in the workplace and during his studies in the School.
His request for a grade review contained a point by point response to the supervisor’s
comments (as would have been the case if the supervisor had held a final meeting with
the student before assigning the grade). The grade review was successful and the student
passed his practicum.
GRADUATE STUDENT - SUPERVISORY COMMITTEE
In August 1998, Student “T” submitted a draft of her Master’s Thesis to her committee,
along with a specific list of questions. In September, she requested an extension. She
was planning to have her dissertation finished by April 1999 and to defend it in June. She
received corrective comments on her draft in mid-November. She made corrections and
handed in the second draft in mid-January. In March, she received partial feedback from
her committee because one of the committee members was away. She was advised to
request another extension.
The student contacted this office because she was afraid she could not afford the fees to
stay enrolled for another term. She had been in Ontario since September 1998 and had
made several attempts to contact her committee members and to request feedback. She
was afraid that it might be more difficult to receive feedback during the summer session,
and knew that she couldn’t afford to re-register in September. The student was referred
to the Office of the Dean of Graduate Studies and to her academic advisor. She requested
an extension for the summer session and a tuition waiver. The Associate Dean granted
the extension and a reduction of fees for the summer session. Committee members
confirmed that the thesis would be defendable during the summer if the comments made
in April were incorporated into the final draft.
Every year, graduate students contact this office when communication between
them and their supervisor or supervisory committee becomes problematic. When
students are working on their thesis, timely feedback and clear communication
become essential. It is important to remember that both students and instructors
have responsibilities to ensure that reasonable timelines are respected.
Student “G” stayed in Residence during the fall term. She found her floor noisy and
decided to move out because she had found quieter living arrangements off campus. She
informed Housing during the month of January that she would be leaving on February
1st. She was charged rent for the month of February. She was also billed for the food
plan for both January and February.
“G” wrote to Housing to explain the circumstances that led her to move out of Residence.
She stated the poor conditions on the floor that kept her from studying, as well as an
ailment that prevented her from taking full advantage of the cafeteria. She had used very
few points from her second term food plan. She was granted a partial credit for her food
The rent for February was not rescinded. Students are expected to give a clear
month notice when they move out of residence, as they would in any other renting
situation. Students should make themselves aware of the Housing agreement they
enter into when they accept a unit. Details are available on the Housing WebPage,
<http://housing.uvic.ca> and the booklet detailing the agreement is distributed by
This year, a number of students called the office to inquire about their rights regarding
security deposits. Sometimes, they were unable to recover their money because they had
moved to a different place without giving sufficient notice. Other times, they found
themselves in a situation where a verbal agreement made with the landlord was not being
honored. Unfortunately, students who rent a room in someone’s home (or who share with
other students and don’t have their name on a lease) are not able to apply for arbitration
with the Tenancy Branch. It is therefore very difficult for them to have their rights
UVic’s Housing Department has created a link to the Residential Tenancy Office
from its WebPage <http://housing.uvic.ca/offcampus/offcaminfo.htm>. Students
are also encouraged to obtain a copy of the Guide for Landlords and Tenants in
British Columbia or the Tenant Survival Guide; they are usually available through
Housing Services or the UVSS Resource Centre.
The Tenant Survival Guide takes you step-by-step through the process. Students
who rent rooms should follow the same principles as if they were renting or leasing
apartments. Don’t pay any money until you are sure you want to move into the
place. Have an agreement drawn up that specifies what is included in the rent, put
everything in writing, keep your own copies and always get a receipt when you pay
your deposit or your rent. When you take possession of the place, do a thorough
inspection with the landlord and write down a checklist that you both sign. When
you want to move out, you are normally expected to give one clear month notice and
to do so in writing (i.e. by March 31 for May 1).
REQUIRED TO WITHDRAW / LOW GPA
At the end of each session, students who drop below the allowable minimum grade point
average are required to withdraw from UVic. Some of these students have grounds for
appeal and may ask for permission to re-register. In some cases, students who suffer
from psychological distress, or who have to deal with family crises, do not seek the help
of health professionals or counsellors during their time of difficulties. Those students
may later be unable to obtain the documentation to successfully appeal the requirement to
Student “M” was left in charge of his teenaged sister when his parents travelled abroad to
deal with a family crisis. During that time, “M” had to assist his sister who was involved
in a minor incident. “M” did not consult a counsellor at the time, but those added family
responsibilities affected the student’s academic performance and caused his GPA to drop
When “M” tried to put his appeal together, he realized that he was supposed to document
his situation. In this case, a social worker who had worked with the student’s sister and
who knew the family’s circumstances was able to provide “M” with the documentation he
needed. His appeal to the Senate Committee on Admission, Re-registration and Transfer
(SCART) was successful.
Normally, grounds for appeal are limited to:
Significant physical affliction or psychological distress documented by a
physician or other health care professional.
Evidence of serious mis-advice or errors of administration by authorized
University personnel, with evidence that the appellant’s studies were adversely
Documented significant distress, or documented significant responsibility as a
caregiver, as a result of an immediate member of the family suffering from a
serious trauma or illness.
(See p. 14 in the calendar)
UVIC STUDENT SOCIETY RESOURCES
UVSS 721-8366 http://www.uvss.uvic.ca
Native Student Union 472-4394 http://ww.uvss.uvic.ca/nsu
OUR Sexual Assault Centre 472-4388 http://web.uvic.ca
Peer Helping Centre 721-8343
Pride Collective 472-4393 http://www.uvss.uvic.ca
Women’s Centre 472-4557 http://www.uvss.uvic.ca/~w
Society for Students with a Disability 472-4389
Students of Colour Collective 472-4697
OTHER RESOURCES ON CAMPUS
Aboriginal Liaison Office 472-4913 http://web.uvic.ca/ablo
Advisor on Women to the Vice 721-6143 http://web.uvic.ca/vpac
Campus Security Services 721-6683 http://web.uvic.ca/security
Personal Safety Coordinator 721-8981
Interfaith Chaplaincy 721-8338 http://www.stas.uvic.ca/chap
Counselling Services 721-8341 http://coun.uvic.ca
Equity Services 721-8486 http://web.uvic.ca/equity
Graduate Student Society 472-4543 http://web.uvic.ca/gss
International and Exchange Student 721-6361 http://www.stas.uvic.ca/iess
Learning and Teaching Centre 721-8572 http://learn.terc.uvic.ca
Legal Information Clinic 721-8158 Department of Law
(October to March)
Office for the Prevention of 721-8488 http://web.uvic.ca/prdh
Discrimination and Harassment
Resource Centre for Students with a 721-6361 http://www.stas.uvic.ca/osd
Student Financial Aid Services 721-8423 http://www.sfas.uvic.ca
Total Number of Cases
Number of Cases
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Six month periods from July 1992 to December 1999
Subject Matter of Complaints
Employment on Campus
Personal Security / Safety
Practica / Coop
Admissions & Records
0 5 10 15 20 25 30 35
Reports are submitted to the Ombuds Advisory Committee for each six month period
from January through June and July through December. This report (Vol. 3 Issue 1)
encompasses the 2 reports from January through December 1999.
THE UVSS OMBUDSPERSON ADVISORY COMMITTEE is presently constituted
of the following members:
Chair, UVSS Director of Academics Kari Worton
Student Senator Paul Holden
Two Students at Large Jay Rustulka
Two members of faculty Wanda Boyer, Education
Dawn Neill, English
Administrative Professional staff Lauren Charlton
General Manager Doug Ausman
Ombudsperson Martine Conway
The General Manager and Ombudsperson are ex officio, non voting. Quorum is 4
voting members, including the Chair or Chair’s designate.
Individual cases are reviewed solely by the Ombudsperson. Confidentiality requirements
preclude the Committee or its members from reviewing case information, or
recommendations pursuant to individual case review.