|Undergraduate Catalog 2004-2006|
Statement of Americans with Disabilities Act (ADA)
Aurora University provides many services, facilities, and programs for its undergraduate and graduate students, including resident and commuter students. For detailed information, consult the "A-Book," an on-line manual provided for students by the Student Life Office.
Aurora University has four on-campus residence halls - Wilkinson, Jenks, Memorial, and Watkins Halls - with accommodations for approximately 540 residents. Priority for residential accommodations is given to undergraduate students. In most halls, single, double, and triple rooms are available, as well as suites. Laundry facilities are available in each residence hall.
Food Service on Campus:
Students on meal plans eat in the Student Dining Hall in Alumni Hall. Commuter students are also welcome to eat in the cafeteria, either by paying a flat per-meal rate at the door, or purchasing a commuter meal ticket through the Sodexho Food Service. The University Commons, usually referred to as "The Spot," serves hot and cold fast food. Located in the lower level of Stephens Hall, the Spot is available as a social gathering place and study area. Limited food and beverage service is also available in Dunham Hall.
Student I.D. Cards:
Students are issued an Aurora University photo identification card after registration. The I.D. card is required for the use of University facilities and services and for free or reduced-price admission to paid events on campus. There is a $25 fee for replacement of lost or damaged I.D. cards.
The safety and security needs of the Aurora University campus are addressed by the Office of Campus Safety. Led by experienced professionals who are university employees, the Office provides a variety of services from parking management and enforcement, to distribution of safety information, safety training, and being visible on campus 24 hours a day. Through established relationships with local police and fire departments, the resources of these organizations are available to our campus community for safety preparedness as well as response to emergency situations.
Aurora University has a long history of excellence in intercollegiate athletics. A member of NCAA Division III, AU fields intercollegiate teams in football, soccer, basketball, baseball, tennis, volleyball, softball, cross country, track, and golf - often with championship results. About 40% of all resident students, and many commuters, participate in intercollegiate athletics
Center for Faith and Action:
The Aurora University Center for Faith and Action was founded to sustain multi-faith understanding and action. It will focus on curriculum, University and community service, and academic and scholarly activities. The Center is dedicated to discovering and deepening connections between faith and daily life, advocating and working for justice, and promoting human dignity for all people.
Campus Ministries at AU is coordinated through the Center for Faith and Action and is intended to complement its programming. Student organizations that are reflective of campus ministry concerns include the Fellowship of Christian Athletes (FCA) and Gospel Choir. Various university personnel as well as area pastors are involved in offering spiritual guidance and opportunities for meaningful activities such as worship, Bible studies, and discussions.
Contact the Counseling Center for information on services available free of charge to students, as well as for referral information to services in the community. The Counseling Center helps students work through the common social and personal problems associated with orientation to college life.
Career Services Center:
The Center offers a variety of workshops, seminars, and individual services to assist students in identifying their career goals and working toward them in an organized and effective way. Assistance in writing resumes and sharpening interviewing skills is also available. Career fairs and other placement activities are offered both on campus and throughout Illinois in connection with the Illinois Small College Placement Association. The services of the Center are available free of charge to all Aurora University undergraduate and graduate students and alumni.
Academic Advising Center:
Aurora University uses a dual advisement model in which students may be advised by faculty or professional staff advisors in the Advisement Office. All students must participate in the advisement process prior to registering for classes each term. First-year students participate in an advising program that includes academic assistance as well as social activities. The advising program for first-year students becomes a strong link between students and their academic goals. Faculty advisors work closely with students to provide them with class information and advise as well as to track academic progress. After the student's first semester on campus and if he/she has declared a major, the student meets with a faculty advisor in the student's major for advisement.
Professional advisors help students wishing to drop or add courses, help clarify university rules and regulations for students concerned with graduation requirements, transfer work, double majors, minors, and perform graduation audits. The Academic Advisement Office is open Monday through Friday and has evening hours.
The Learning Center provides professional tutoring in math, writing, and study skills. Peer tutors and peer-led review sessions are also available for specific courses. The staff offers workshops on research writing, documentation, and preparation for the Illinois Basic Skills Test for teachers and social workers. The Learning Center is the office for students with disabilities. It also proctors examinations. The STAR Program for conditionally admitted students is also facilitated by the director. Services are free to all Aurora University students - undergraduate or graduate. The Center is open six days a week and has evening hours.
Student Clubs and Organizations:
Approximately three dozen student clubs and organizations are established at Aurora University. Both undergraduate and graduate students, whether resident or commuting, are eligible to organize a student group and apply for recognition and funding.
The Center is located in Jenks Hall, where a licensed registered nurse is available on campus weekdays for assessment and treatment, consultation and referral, and immunization compliance guidelines. The Director of the Center provides wellness programming on campus as well.
Aurora University is committed to making reasonable accommodation and to providing accessibility to its programs, activities, and employment for all persons defined as having documented disabilities based on the Americans with Disabilities Act of 1990.
Policy for Students with
Aurora University will provide reasonable accommodations for students with a diagnosed and verified learning disability, physical disability or psychological disability. In order to be entitled to such accommodations, the student must present a diagnostic report that is acceptable to the University. A diagnostic report indicating a learning disability must be prepared by a qualified psycho-educational practitioner and be based on standardized, reliable and valid testing instruments. The report must include testing of intellectual ability and achievement, a specific diagnosis, and recommended accommodations based on the diagnosis. Students with physical or psychological disabilities will need documentation from an appropriate medical or psychiatric practitioner, indicating diagnosis, impact of the disability and/or treatment plan on major life activities, expected duration of the condition and/or treatment and recommendations for accommodations. Documentation for students with disabilities must be recent, having been prepared within the past three years. Documentation for students with psychological disabilities must have been prepared within the past six months.
Statement for Students with
Individuals who have any situation/condition, either permanent or temporary, which might affect their ability to perform in class or access class materials are encouraged to inform the instructor at the beginning of the term. Adaptations of teaching methods, class materials or testing may be made as needed to provide equitable participation.
A learning disability may exist in the presence of average-to-superior intelligence and adequate sensory and motor systems. The marked discrepancy between intellectual capacity and achievement is what characterizes a learning disability. Many learning disabled students have high intellectual ability and creative talent, the development of which benefits society as much as the well being of these individuals. Although the majority of learning disabled students can be characterized as having difficulty with reading, writing skills and math skills, the degree and scope of these difficulties varies, as do the defects in the underlying psychological processes. For these reasons, academic adjustments must be made on an individual basis.
A learning disability is any of a diverse group of conditions that cause significant difficulties in perception, either auditory, visual, and/or spatial. Of presumed neurological origin, it covers disorders that impair such functions as reading (dyslexia), writing (dysgraphia), and mathematical calculation (dyscalculia), aural receptive dysphasia, sequential memory, and minimal brain dysfunction. Learning disabilities, even of the same type, will vary widely between and among students. Learning disabilities are defined as a "handicapping condition" under Section 504 of the Federal Rehabilitation Act of 1973 and as a permanent life condition under the Americans with Disabilities Act of 1990. The act required post-secondary educational institutions to make "reasonable adjustments" for such students with disabilities in order for them to fulfill academic requirements.
Students with disabilities who are seeking accommodations must identify themselves to the University by contacting the Learning Center. If a request for accommodation comes to the Admission Office, staff will correspond with the student or parent indicating the need to provide a diagnostic report to the Learning Center. A student's disability will in no way impact the decision of the University to admit or decline an applicant. When a student approaches the Learning Center, staff will outline the policy and the need for a verifiable diagnosis. If a student does not have appropriate documentation of a learning disability, the Learning Center staff will offer assistance to the student in locating qualified individuals in the Chicagoland area who can provide a psycho-educational evaluation.
Institutional Review and
Upon receipt of the diagnostic report, the Learning Center staff will confirm that the report is competent and reliable and that it identifies a bona fide disability. If a diagnosis of a learning disability is not confirmed, the Learning Center will inform the student and refer the student to other appropriate courses of help. If the diagnostic report is confirmed, then the Learning Center will provide the student with documentation which indicates that the student has been recognized as having a disability. This documentation also indicates what reasonable accommodations might be appropriate for the student to receive. The Learning Center staff will not share specific information on a student's disability with faculty members unless requested to do so by the student.
A "reasonable accommodation" is any accommodation offered by a faculty member, department or the University which enables a student to participate equitably in a class and access course materials without fundamentally altering the service being provided. Reasonable accommodations may include testing accommodations (e.g., additional time, quiet environment, readers and scribes), classroom accommodations (e.g., changes to the physical environment of a classroom, adjustments in how materials is presented in class), providing course materials in an accessible form (e.g., readings on cassette or disk, notetakers), or access to assistive technology (e.g., use of on-campus computers with adaptive software). The Learning Center staff initially determines what would be reasonable accommodations, taking note of the preferences of the student requesting accommodations. The student then may request those accommodations from a faculty member by presenting to the faculty member the documentation provided by the Learning Center. In considering requested accommodations, the faculty member may instead choose to suggest other appropriate accommodations. The faculty member and student are encouraged to consult the Learning Center in this event. It is ultimately the decision of the faculty member whether to implement the determination of the Learning Center; however, the faculty member shall adhere to the above-stated policy and to all applicable laws in making that decision.
Any documentation concerning a disability provided by a student to the Learning Center is confidential. The faculty and staff of the University will not have access to these materials unless a student specifically requests that an individual be allowed to view these documents or share in this information. In the event that a student were to challenge a determination made by the Learning Center, it would, of course, be necessary for the appropriate University officials to access these materials in order to review the Learning Center's determination.
It is understood that it may be necessary for a learning disabled student to put in extra work, use a tutor, and/or seek special help outside of class. The student has a responsibility to fulfill his/her part by continuing extra help as recommended for his/her particular condition. If a student requires specialized services beyond what is normally provided by the university, these services must be paid by the student.
Any student who desires to challenge the accommodations made in his or her case should follow the procedures outlined:
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