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					                         McCoy College of Business Administration
                         TEXAS STATE UNIVERSITY-San Marcos
                               Department of Marketing
                                Professional Selling – 3358
                                        Fall, 2010

INSTRUCTOR: Mrs. Vicki L. West      TELEPHONE: 245-3224 (Office)
OFFICE: MCOY 419                    E-MAIL: vw03@txstate.edu
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
customers.

COURSE MATERIALS: SELLING: Building Partnerships, 7th Edition, & Course Packet
                  Authors: Weitz, Castleberry, Tanner - Reserve Copy in Library

LEARNING OBJECTIVES:
       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

COURSE POLICIES:

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
   Examinations:
       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.

E. OTHER:
   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
   TRACS.

UNIVERSITY/COLLEGE POLICIES:

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
   action.

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
   http://advising.mccoy.txstate.edu/about/learningpolicy.
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
   additional information.




                                                                                       Page 3 of 19
                           COURSE OUTLINE
                          MKT3358 - Sales Syllabus
                                Fall 2010

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
                 customer’s satisfaction)
________         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
                 sales call.

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)

  5%             OVERALL
________         Salesperson enthusiasm and confidence
________         Product knowledge
 Comments:




                                                                                                           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,
   well-reasoned judgments?
   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.
                                       (Updated 1-10)

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).


           Benefit 1:_____________
                         A.
                         B.
                         C.

           Benefit 2:_____________
                         A.
                         B.
                         C.



      (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
                           (Updated 1-10)
WRITTEN PRESENTATION

    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
    claims.

ORAL PRESENTATION

    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
    day presenters.




                                                                                    Page 10 of 19
Extra Information
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
arrangements.




                                                                                     Page 11 of 19
     CORPORATE SALES PRESENTATION – ORAL VERSION GUIDELINES
                    Professional Selling - Vicki West
                             (Updated 1-10)


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
corporate audience.

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
intangible ideas.

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
customer.




                                                                                   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
             Regents Rules.

      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.   DEFINITIONS

      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
            resource materials.

             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
           for credit.

       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
           course materials.

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.   PROCEDURES

       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
             the matter.

              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
                    meeting.
                 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
                    below.

              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
                 academic penalty.

                 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
             Section 02.04.
          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
             shall:

              (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
                committed; or

             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:

             Position                                             Date

             Dr. Perry Moore                                      June 1 E4Y
             Provost

             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




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