McCoy College of Business Administration
TEXAS STATE UNIVERSITY-San Marcos
Department of Marketing
Professional Selling – 3358
INSTRUCTOR: Mrs. Vicki L. West TELEPHONE: 245-3224 (Office)
OFFICE: MCOY 419 E-MAIL: email@example.com
LECTURE: TH 8:00, 9:30, 11:00 WEB: www.business.txstate.edu/users/vw03
OFFICE HOURS: T-TH 12:30-3:30 or by appointment
COURSE DESCRIPTION: A study of professional selling includes strategically planning
sales calls, building and strengthening communication skills, responding helpfully to objections,
and obtaining commitment. The course also examines cultivating relationships, strategic
alliances, and partnering skills to provide total sales quality to the company, suppliers, and
COURSE MATERIALS: SELLING: Building Partnerships, 7th Edition, & Course Packet
Authors: Weitz, Castleberry, Tanner - Reserve Copy in Library
This course will introduce you to professional selling skills. Five sections of the text will
be covered, including:
The field of selling (rewards, duties, and ethics) 15%
Knowledge and Skills required for successful selling 45%
The Partnership Process 15%
Special Applications 20%
The Salesperson as Manager 5%
SKILLS AND KNOWLEDGE YOU ARE EXPECTED TO BRING INTO THIS COURSE:
A general knowledge of the marketing field obtained in Principles of Marketing
PREREQUISITES: Marketing 3343
A. INSTRUCTIONAL METHODOLOGY: A combination of lecture sessions, group
learning sessions, individual and teamwork assignments comprise the learning experience.
B.. ATTENDANCE: On a 100 point system, 4 points will be deducted for each class period
missed up to 2 absences, thereafter 10 points will be deducted for each absence. The attendance
grade is worth 5% of the overall grade.
C. COURSE REQUIREMENTS:
Assignments: Professional Selling involves two presentations & three tests.
Page 1 of 19
First examination 15% Written Sales Presentation 20%
Mid-term 15% Oral Sales Presentation 15%
Role Play Presentation 15% Attendance 5%
Final Examination 15%
Make-Up Examinations: In order to be eligible for a make-up examination, you must
present a written physician’s excuse and complete the examination within two weeks. A
grade of ―0‖will be assigned until the examination is completed.
Grade Evaluation: Please refer to detailed information for all assignments.
100-90=A; 89-80=B; 79-70=C; 69-60=D; 59 & below=F
All graded coursework will be retained for at least one semester. Appeals for
course grade assigned will be considered for only two years beyond one semester
after completion of the course.
D. CLASSROOM CIVILITY:
Please consult Students’ Responsibilities on Advising and Learning found at
http://www.business.txstate.edu/advising/policies.htm. for information on classroom civility.
All students will work in a team of three people for the role play and corporate sales
presentation. Details will be presented in class. Grade and announcements will be posted on
A. DROP: Dropping means that the student will remain enrolled in at least one hour in the
current semester. A "W" will be automatically assigned if the drop procedure is completed on
or before 5:00 p.m. on October 25, 2010. After this deadline the student will be unable to
drop the course and will receive the grade (A, B, C, D, F, or I) earned in the class. It is
suggested that students consult the instructor prior to dropping from the class.
WITHDRAWAL: Withdrawal means that the student is going to zero hours for the current
semester. A "W" will be automatically assigned if the withdrawal procedure is completed on
or before 5:00 p.m. on October 25, 2010. After this deadline, the student may withdraw on
or before 5:00 p.m. on November 22, 2010. If the student is passing the class on the official
date of withdrawal, a "W" grade will be assigned. If the student is failing the class on the date
of withdrawal, an "F" grade will be assigned.
B. ACADEMIC HONESTY: Submission of any work for a grade for which unauthorized help
has been received is termed academic dishonesty and will be grounds for a failing grade in
the course. "Unauthorized" is a term used here to designate stealing, copying (with or without
permission), collaboration with other individuals, or sharing programming code outside of
Page 2 of 19
sanctioned group activities. Students are strongly encouraged to refer to the Texas State
student handbook for policies related to academic dishonesty. These policies may be found at
http://www.dos.txstate.edu/handbook/rules.html. This instructor views any such act as a
clear violation of ethical standards and will take appropriate disciplinary and punitive
C. HONOR CODE: All students are required to abide by the Texas State University Honor
Code. The pledge for students states:
Students at our University recognize that, to insure honest conduct, more is needed
than an expectation of academic honesty, and we therefore adopt the practice of
affixing the following pledge of honesty to the work we submit for evaluation:
I pledge to uphold the principles of honesty and responsibility at our University.
The complete University Honor Code may be found at
http://www.txstate.edu/effective/upps/upps-07-10-01.html under attachment I. The McCoy
College Student Responsibilities on Learning may be found at
D. STUDENTS WITH DISABILITIES: A student with a disability may require an
accommodation(s) to participate in the course. They must contact the instructor within the
first two weeks of the semester. They will be asked to provide documentation from the Office
of Disability Services (ODS) at that time. Failure to contact the instructor in a timely manner
will delay any accommodations they may be seeking. Ongoing care by a physician does not
automatically qualify you as an ODS special needs student. Students are required to file
paperwork for accommodations with ODS each semester. Accommodations granted one
semester do not automatically carry forward to the next. See UPPS No. 07.11.01 for
Page 3 of 19
MKT3358 - Sales Syllabus
Date Topic Chapter
8/26 Introduction to class 1
Selling and Salespeople
Building Partnering Relationships 2
Library Reading: What Makes a Good Salesperson?
8/31 Ethical and Legal Issues in Selling 3
Library Reading: How to Make the Sale and Remain
Ethical – Ethical Dilemmas (Informal Group Presentation)
9/2 Continue Chapter 3 3
Buying Behavior and the Buying Process 4
Read Mid-West Surgical Case – Hand-out will be given
DRAW DATES FOR ROLE PLAY PRESENTATIONS
9/7 Chapter 4 continued 4
9/9 Using Communication Principles to Build Relationships 5
ROLE PLAY TOPICS DUE - (Show film on national winners)
9/14 Communication Principles (Continued) 5
9/16 Adaptive Selling For Relationship Building 6
9/21 Chapter 6 continued 6
9/23 Review for First Exam
9/28 FIRST EXAM 1-6
9/30 Prospecting – Sales Letter 7
Planning the Sales Call 8
10/5 Making the Sales Call 9
Strengthening the Presentation 10
Page 4 of 19
Date Topic Chapter
10/7 ROLE PLAY PRESENTATIONS (3 per day)
10/12 ROLE PLAY PRESENTATIONS (3 per day)
10/14 ROLE PLAY PRESENTATIONS (3 per day)
10/19 ROLE PLAY PRESENTATIONS (3 per day)
10/21 Responding to Objections 11
Vote on Role Play Winners
10/26 Test Review - Announce Role Play Winners
Watch film for Corporate Presentation Instruction
10/28 MIDTERM 7-11
Announce winners – role play presentations
11/2 Obtaining Commitment 12
Formal Negotiating 13
Managing Your Time & Territory 15
11/4 Managing Your Time & Territory 15
11/9 SALES PRESENTATIONS*
(If time permits, this could be a presentation workday)
11/11 SALES PRESENTATIONS*
11/16 SALES PRESENTATIONS*
11/18 SALES PRESENTATIONS*
11/23 SALES PRESENTATIONS*
11/25 Thanksgiving Break – No Class
11/30 Managing within your company 16
12/2 Managing your career – Last class day 17
*Dates may vary depending on enrollment
Dec 8-15 Final Exams
Page 5 of 19
ROLE PLAY JUDGING SCORE SHEET
Salesperson: ___________________________ Judge #: _______________ Round #: ________
Time Limit: 20 minutes
Base your scoring on how you feel an experienced salesperson should perform. Score each item on a 0 to 10
scale with 10 being the best possible score and 0 the absence of the skill or behavior being evaluated. You may
use tenths of a point in your scoring (i.e., 1.3, 5.6, etc.). Our computer-scoring program will do the averaging
and weighting and compute the final score.
5% APPROACH (Effectively gains attention and builds rapport)
________ Professional introduction
________ Salesperson gains prospect’s attention
________ Effectively builds rapport
________ Smooth transition into needs identification
25% NEEDS IDENTIFICATION (OBJECTIVE: Obtain a clear understanding of customer’s
situation in order to prepare a customized presentation)
________ Uncovered decision process (decision criteria, people involved in decision process)
________ Effectively determined relevant facts about company and/or buyer
________ Effectively uncovered needs of the buyer (discovered current problems, goals, etc.)
________ Asked effective questions that brought to the buyers' attention what happens to company or the
buyer when problems continue (helped convert implied needs to explicit needs).
________ Gain pre-commitment to consider the product/service and smooth transition to presentation)
25% PRODUCT/SERVICE PRESENTATION (OBJECTIVE: Persuasively match your
product’s benefits to meet needs of the buyer)
________ Presented benefits-based upon needs of buyer instead of only features of the product/service.
________ Logical, convincing presentation (display a strategy to communicate and persuade; Clearly
understands needs "hot buttons" of prospect and concentrates on those needs)
________ Used appropriate/professional visual aids
________ Effectively demonstrated product
________ Effectively involves the buyer in the demonstration
________ Effective use of trial closes (follow-up questions to determine where buyer is in decision process)
15% OVERCOMING OBJECTIONS (OBJECTIVE: Eliminate concerns or questions to
________ Initially gains better understanding of objection (clarifies or allows buyer to clarify the objection).
________ Effectively answers the objection
________ Confirms that the objection is no longer a concern of the buyer
10% CLOSE (OBJECTIVE: Take initiative to understand where you stand with buyer now and
for the future)
________ Persuasive in presenting a reason to buy
________ Asked for business or appropriate commitment from the buyer, given the nature of this particular
15% COMMUNICATION SKILLS
________ Effective verbal communication skills (active listening; restated, rephrased, clarified, probed for
better understanding, etc..)
________ Appropriate non-verbal communication
________ Verbiage (clear, concise, professional)
________ Salesperson enthusiasm and confidence
________ Product knowledge
Page 6 of 19
CORPORATE SALES TEAM EVALUATION FORM
Your Name: _________________________ Team Member Name:____________________
1. Group Attendance: Did the member observe group attendance policies; did they attend all
meetings; spend more or less time on the project?
Minimum Time 1 2 3 4 5 6 7 8 9 10 Maximum Time
2. Technical Knowledge: Did the member possess information and understanding of duties
and responsibilities necessary for successful completion of the project?
Knowledge Insufficient 1 2 3 4 5 6 7 8 9 10 Knowledge Effective
3. Planning & Organization: Did the member schedule and coordinate work effectively; did
they turn-in work on time?
Unable to schedule/coordinate work 1 2 3 4 5 6 7 8 9 10 Scheduled effectively
4. Decision Making & Judgment: Did the member possess the ability to analyze situations,
weigh alternatives, and determine the proper course of action?
Ineffective decision making 1 2 3 4 5 6 7 8 9 10 Effective decision making
5 Productivity & Work Quality: How much work was performed; what was the quality of
work performed; was the work good quality or poor
Low productivity/quality of work 1 2 3 4 5 6 7 8 9 10 High productivity/quality
6. Effectiveness under Stress: What was the member’s ability to handle work situations when
facing time pressures and/or personal problems/opposition?
Not effective 1 2 3 4 5 6 7 8 9 10 Effective under stress
7. Communication(s): Did the member have the ability to comprehend and/or originate both
written and oral material; did they effectively exchange ideas and encourage two-way
communications with other group members?
Ineffective communications 1 2 3 4 5 6 7 8 9 10 Effective communications
8. Human Relations: Was the member sensitive to others needs; were they able to use
personal skills effectively to achieve objectives and get ideas accepted; did they work well
with others, gaining favorable attention and respect?
Does not work well 1 2 3 4 5 6 7 8 9 10 Works well with others
9.Problem Solving: Was the member able to define the problem specifically and offer
workable solutions; were they able to obtain necessary information and then make timely,
Unable to analyze problems 1 2 3 4 5 6 7 8 9 10 Able to analyze problems
10.Leadership: Was the member effective in directing the work of others to attain group
objectives; did they motivate others to perform their duties and assume responsibility for
group work activities?
Ineffective motivator 1 2 3 4 5 6 7 8 9 10 Effective motivator
Perfect Score = 100 My score of my teammate =_______
Page 7 of 19
CORPORATE SALES PRESENTATION WORKSHEET
(Not to be handed in) – Use for Corporate presentation, Not Role-play
You must follow Selling Process Steps given in class.
1. List 2-3 topics you are considering selling in the Big Sales Presentation.
2. What are the benefits of your product/service/idea? (Remember the definition of benefit
is how exactly it helps the potential customer – saves time, saves money, etc.)
3. How will you establish need? (Take the opposite of your benefits to determine need,
i.e. if you are selling seat belts, you would need to establish through appropriate sources the
# of traffic deaths. This would set up a “problem or need” that would have to be solved.
4. How will you prove each benefit identified in question 2? (Refer to text for benefit
definition. Also, Benefit 1, 2 and 3 should each have a, b & c as supporting points).
(Continue on depending on number of benefits you present – not more than 4)
Page 8 of 19
5. How will you gain attention in the first 1 minute of the oral presentation?
6. How will you establish credibility?
7. How will you close the presentation?
8. How will you meet objections to your product/service/idea?
9. What are your visual aids?
10. Are you sources on the bottom of your PowerPoint AND in the written presentation?
Page 9 of 19
SALES PRESENTATION GUIDELINES
Professional Selling 3358
Format - All of the following pages should be separate pages: Title Page; Executive
Summary (1-2 pages stating who, what, why, when, and where--much like the synopsis
of a book); History of your company (1-2 pages); Business Philosophy (short statement
like a mission statement); Officers of the company (and sales team, if appropriate);
Company capabilities (could be research, marketing, accounting, etc.); and actual
presentation (5-6 pages using selling process steps given in class); Financial References;
Footnotes, and Bibliography. Be sure thesis (benefit) statement is in the Executive
Summary, body of the presentation, and close. Use MLA style for organization of
sources (See Writing—A College Handbook, 2nd edition, by Heffernan and Lincoln, or
check the library for MLA style).
Cover Page- Name, Class day, and Time. EX: Joe Smith, MWF 3:30
Details- No typographical errors, misspelled words, sentence fragments, etc. Double
spaced, 15 pages or more in length.
Sources- You must have 3 separate references. EXAMPLES: Dun and Bradstreet, Wall
Street Journal, Moody’s, Forbes, Nation's Business, Consumer Reports, Harvard
Business Review, etc. Your sources depend on your topic. Do not make unsupported
Format- Adapt your written presentation to your oral format. Use the Selling Process
steps in your textbook and those given in class. Use an outline format (for yourself, not
to be handed in to me). No Reading!!!
Details-Visual aids are strongly encouraged. We will go over this in class- (15-20
minutes in length). Presentations under 15 minutes will receive a grade deduction.
Grading-The multi-attribute model you will be judged on includes the traits of:
Enthusiasm (70 points); Organization (60 points); Appearance (50 points); Ambition (40
points); Persuasiveness (30 points); Verbal Skills (20 points); and Sociability (10 points).
A perfect score is 280 points. The standard 90%, 80%, 70%, 60% scale is used for
grading. Two letter grades will be deducted if you present a late presentation. (Oral
and/or written) If your oral presentation cannot be rescheduled due to lack of
available times, you will receive an F. If your written presentation is more than one
week late, you will receive an F. Five bonus points are awarded onto raw scores of lst
Page 10 of 19
The topic you choose is your decision. Check with me if you are uncertain. Tapes of past
presentations (both oral & written) are available Also, I will go over an entire presentation
(written) in class for your information. The presentations will be held in the classroom. No food
and drinks are allowed, so if this is part of your presentation, please see me for other
Page 11 of 19
CORPORATE SALES PRESENTATION – ORAL VERSION GUIDELINES
Professional Selling - Vicki West
1. Choose a company to represent – must be an existing company so you can get real data
to support your claims.
2. Try to choose a company that has a distinctive competency. Small, private firms work
just as well, if not better, than large multi-national corporations.
3. Figure out the 2-4 benefits that your company gives to customers that can be easily
articulated in 1, 2, 3 fashion, i.e. better quality, upgrade ability and excellent customer
service (from the Midwest Surgical Case in C. 4 – the gamma knife sale).
4. Corporate customers may be ―fictitious.‖
Remember the selling process steps: (For a 20 minute corporate presentation)
Attention – 1-2 minutes - can be anything from a statistic, a video, a commercial, and a
surprising fact – limitless ways to get attention. Make it appropriate to your corporate
audience. Thesis sentence in this section somewhere.
Credibility – 2-3 minutes – This is all about your company and why it’s great.
How long in business, sales records, 3rd party testimonials, periodicals ratings (Consumer
Reports rankings, etc.). Limitless ways to get credibility. Make it appropriate to your
Need – 3-5 minutes – This is the most difficult section. You must take the opposite of your
benefits and create a problem. For example, if your benefit is superior quality and that
benefit has 3 components, one of which is focusing capability (remember the gamma knife
example), you would have to find statistics on problems with surgical gamma knives not
performing well, or why the focusing capability of the knife is extremely important. What
you are doing in this section is taking all of your benefits and taking the antithesis of the
benefits to ―set up the problem.‖ This is no sale if there is no ―need.‖ In other words, we do
not care about excellent quality (focusing ability) of a gamma knife for brain surgery unless
we understand its importance and/or past problems. Here is a complete example (taken from
the Chapter 4 gamma knife case).
Example Thesis sentence: We, at Midwest Surgical, believe we can provide the following 3
benefits to the Toronto Medical Center’s neurosurgery department –
1. An excellent quality knife 2. Upgradeability feature 3. superior customer service.
So take the opposite of excellent quality, which is poor quality and set that scenario up with
supporting documentation. Then, set up the problem of obsolescence. Then set up poor
customer service. If you go online and use these key words, you will get thousands of
references. Try ―poor quality – surgical devices‖ and so on. Then you have statistics and
Page 12 of 19
proof that there is a need or problem. You will probably have to try several keywords to get
what you need. Remember, excellent corporate salespeople have documentation!! You must
back up your claims with data from reputable sources.
Now, here is your thesis sentence again. Remember, you said the thesis in the attention
phase, then built credibility and need, now you are ready to prove your claims.
FEB step - 7-10 minutes - Depending on what you are selling, often you focus only on
benefits and evidence. It depends on whether you are selling tangible products, or services or
1. An excellent Quality knife – (Benefit 1 – followed by supporting evidence)
1a. Superior focusing ability
1b. Auto-Alignment feature
1c. Other support for quality
2. Upgrade ability feature – (Benefit 2 – followed by supporting evidence)
2a. Describe how it works
2b. Talk about timeframe for obsolescence
2c. Life cycle cost – to illustrate that being more expensive initially can lead
to longer term savings
2d. Competitors’ comparison
3. Excellent customer service – (Benefit 3 – followed by supporting evidence)
3a. Discuss other hospitals & your success with handling their service
3b. Testimonial from other hospital personnel
3c. Phone call from happy customers
3d. Handling of disaster scenarios if problems occur
CLOSE – 1-2 minutes
Thesis sentence again to reinforce your key benefits. Also, outline the ―next step.‖
Sometimes, use visual aids here, or throughout, depending on appropriateness for corporate
Page 13 of 19
Honor Code UPPS No. 07.10.01
Issue No. 5
Effective Date: 08/16/2004
Review: June 1 E4Y
Attachments I, II, III
01. POLICY STATEMENTS
01.01 The purpose of this UPPS is to provide policies and procedures related to academic
honesty, pursuant to the Rules and Regulations, Board of Regents, Texas State
University System, effective May 2003. See Section VI, Subsection 5.36 of the
01.02 Texas State University-San Marcos expects students to engage in all academic
pursuits in a manner that is beyond reproach. Students found in violation of the
Honor Code are subject to disciplinary action.
01.03 To support the goal of maintaining a climate of academic honesty, Texas State has
adopted a modified Honor Code (see Attachment I).
02.01 "Academic work" means the preparation of an essay, thesis, report, problem,
assignment or other project submitted for purposes of grade determination.
02.02 "Violation of the ―Honor Code" includes, but is not limited to, cheating on an
examination or other academic work, plagiarism, collusion and the abuse of
a. "Cheating" means engaging in any of the following activities.
1) Copying from another student's test paper, laboratory report, other report,
or computer files, data listings, or programs.
2) Using, during a test, materials not authorized by the person giving the test.
3) Collaborating, without authorization, with another person during an
examination or in preparing academic work.
4) Knowingly, and without authorization, using, buying, selling, stealing,
transporting, soliciting, copying or possessing, in whole or in part, the
contents of an unadministered test.
5) Substituting for another student or permitting another person to substitute
for oneself in taking an examination or preparing academic work.
6) Bribing another person to obtain an unadministered test or obtain
information about an unadministered test.
Page 14 of 19
7) Purchasing, or otherwise acquiring and submitting as one's own work any
research paper or other writing assignment prepared by an individual or
firm. This section does not apply to the typing of the rough or final
versions of an assignment by a professional typist.
b. "Plagiarism" means the appropriation of another's work and the
unacknowledged incorporation of that work in one's own written work offered
c. "Collusion" means the unauthorized collaboration with another person in
preparing written work offered for credit.
d. "Abuse of resource materials" means the mutilation, destruction, concealment,
theft or alteration of materials provided to assist students in the mastery of
02.03 Following are definitions of persons, their titles and responsibilities, who shall
have, or be involved in, the jurisdiction over the Honor Code.
a. "Coordinator" means the Coordinator of Student Justice.
b. "Instructor" means a faculty member with the responsibility for teaching a
particular academic course, regardless of that person's academic rank, e. g.,
professor, associate professor, assistant professor, instructor, assistant
instructor, lecturer or graduate teaching assistant.
c. "Student" means any person enrolled in a course, whether a full-time or part-
time student, whether for credit or audit, and whether in residence, or by
extension or any form of distance education.
d. ―Honor Code Council‖ means a committee made up of seven faculty members
and seven students, one from each college, except the University College and
the Graduate College. The faculty will be appointed by the Faculty Senate to
serve two-year staggered terms with two appointees designated as Chair and
Vice Chair. The students will be selected on an annual basis through the
Associated Student Government and approved by the Vice President for
Student Affairs. The committee must include an equal number of faculty,
including the Chair or Vice Chair, and students with a minimum of three each
to hear an appeal. Prior to serving, the Council members will attend an
orientation session presented by the Dean of Students office.
02.04 "Academic penalty" means one or more of the following sanctions which may be
imposed in cases involving violation of academic honesty.
a. A requirement to perform additional academic work not required of other
students in the course.
Page 15 of 19
b. A reduction to any level of the grade in the course, or on the examination, or
other academic work affected by violation of the Honor Code.
c. A requirement to withdraw from the course with a grade of "F" or a "W".
02.05 "Disciplinary penalty" means any penalty which may be imposed in a student
disciplinary matter pursuant to The Official Texas State Code of Student Conduct.
03.01 The following procedures are outlined in Attachment III.
03.02 When a faculty member reasonably suspects that a student under the faculty
member’s supervision has violated the Honor Code, the faculty member will
follow these procedures. The faculty member’s proceedings are informal and are
not adversarial. The faculty member may consult with his or her chair regarding
a. The faculty member will summon the student orally or in writing to a private,
personal conference. At the meeting the faculty member will explain to the
student both the suspected code violation and the evidence that supports the
suspicion that the violation occurred. The faculty member may rely on
documents and other written statements. If the faculty member relies on
documents or other written statements the faculty member will provide the
student with copies of such documents.
1) The faculty member will give the student at least three calendar days to
respond to the suspected code violation. The student may respond in
writing or in person at a subsequent meeting with the faculty member, as
determined by the student. The student may bring present witnesses,
either by written statements or in person. However, neither the faculty
member nor the student may be represented by legal counsel at any
2) If the student fails to respond in the time that the faculty member provides,
the faculty member may proceed to determine the matter as provided
b. b. The faculty member, after considering the evidence and the student’s
response, will determine whether the student violated the Honor Code and will
notify the student of his or her determination and of any academic penalty
assessed. The faculty member will also advise the student that the student
may accept or reject either the faculty member’s determination or any
1) If the faculty member is not convinced that the student violated the Honor
Code, the matter will end.
Page 16 of 19
2) If the faculty member is convinced that the student violated the Honor
Code, the faculty member may assess an academic penalty as defined in
3) In addition to an academic penalty, a faculty member may recommend
additional disciplinary action.
4) On the Honor Code Review Form (see Attachment II), the faculty member
(a) note his or her determination and any academic penalty;
(b) note any additional disciplinary penalty recommended;
(c) give the student an opportunity to indicate the student’s acceptance
or rejection of the faculty member’s determination;
(d) sign and date the form; and
(e) deliver the form to the Coordinator of Student Justice with copies to
the student and the faculty member’s dean.
03.03 The dean of the college will convene the Honor Code Council if (1) the faculty
member recommends an additional disciplinary penalty; (2) the student rejects the
faculty member’s determination; or (3) the student has a record of a previous
violation of the Honor Code.
a. a. When the Honor Code Council convenes, it will give the student notice
of he reported code violation, notice of the evidence that it has to support that
violation, and an opportunity to respond, according to these procedures.
1) 1) Reviewing Academic Penalties. When the Honor Code Council
reviews an academic penalty it will ask the faculty member to submit, in
writing, the documentation and evidence that supports the suspected
offense, as well as any mitigating evidence. The Council will then provide
the student with a copy of the faculty member’s materials and an
opportunity to respond to those materials within a reasonable time
determined by the Council. The Council may request additional written
materials from either party. The Council will consider all material
submitted and make its recommendation as provided below.
2) 2) Reviewing Disciplinary Recommendations. When reviewing a
recommendation for a disciplinary penalty, the Council will follow the
applicable procedures for hearings in Section 03.05 of the Code of Student
Conduct. These procedures include notice to the student of the charges and
evidence of an Honor Code violation and an opportunity to respond to the
charges and evidence at a hearing.
3) 3) Reviewing Cases Involving Both Academic Penalties and
Disciplinary Recommendations. When reviewing cases that involve both
an academic penalty and a recommendation for a disciplinary penalty, the
Council will review the academic penalty under the procedures in
subsection 1 above, and will review the disciplinary recommendation
under the procedures in subsection 2 above.
Page 17 of 19
b. After conducting its review, the Council will submit its findings and
recommendations to the dean of the college where the alleged violation
occurred. The dean will make a determination as to whether the student
violated the Honor Code and if so, as to whether to impose any academic or
disciplinary penalty on the student.
1) If the dean is not convinced that the student violated the Honor Code, the
matter will end and the dean will remit the student’s work to the faculty
member for evaluation and grade assignment with supervision from the
dean or the dean’s representative.
2) If the dean is convinced that the student violated the Honor Code, the dean
may assess an academic penalty, a disciplinary penalty, or both.
03.04 Within five days of receiving the dean’s written decision, the student may appeal
in writing to the Provost and Vice President for Student Affairs. As provided in
the Rules and Regulations of the Board of Regents, Texas State University
System (Chapter VI, Section 5.36), the Provost will hear appeals of academic
decisions and the Vice President for Student Affairs will hear appeals of
disciplinary decisions. To appeal, the student should send written appeals to both
officials. In both cases, grounds for appeal are limited to allegations that:
a. proper due process procedures were not followed. However, deviations from
prescribed procedures will not necessarily invalidate a decision or proceeding
unless they caused significant prejudice to the student;
b. b. the penalties assessed are not commensurate with the code violation
c. c. the University has violated a right guaranteed the student by the
constitution or laws of the United States or the State of Texas.
03.04 The Provost and Vice President for Student Affairs will render their decisions on
the appeals within a reasonable time and will inform all parties, including the
student and the faculty member, of their decisions.
Note: If any conflict arises, the Regent’s Rules and Regulations will prevail.
04. REVIEWERS OF THIS UPPS
04.01 Reviewers of this UPPS include the following:
Dr. Perry Moore June 1 E4Y
Dr. James Studer June 1 E4Y
Vice President for Student Affairs
Page 18 of 19
Dr. Rod Fluker June 1 E4Y
Coordinator of Student Justice
Chair, Faculty Senate June 1 E4Y
05. CERTIFICATION STATEMENT
This UPPS has been approved by the following individuals in their official capacities and
represents Texas State policy and procedure from the date of this document until superseded.
Dr. Perry Moore, Provost; senior reviewer of this UPPS
Dr. Denise Trauth, President
Page 19 of 19