91ÉçÇø

The number of teaching and examination days is set by the Ministère de l'Éducation, du Loisir et du Sport du Québec. The sessional dates vary from year to year. At the present time, each semester has 75 teaching days and seven days of exams.

The last day to make course registration changes for Fall term courses is September 20.

The last day to make course registration changes for Winter term courses is February 15.

Attendance in class is compulsory. Students with attendance of less than 80% may not be permitted to write examinations.

Examinations and other work in courses will be marked according to the percentage system. The minimum passing mark in a course is 60%.

When a student's cumulative percent average (CPA) or semestrial percent average (SPA) first drops below 60%, or they fail four or more courses in a semester, withdrawal is advised. Students who choose to remain in the program are on probation.

Students on probation are normally permitted to register for no more than 10 credits per semester. They are not permitted to be on probation for more than one semester unless they obtain an SPA of 70% or higher.

Students who do not raise their CPA to 60% (or obtain an SPA of 70%) while on probation are not permitted to continue. They are required to withdraw from the program for one year. If, after this period, students wish to be readmitted, they must apply in writing to the Director of the program.

This Handbook is a compendium of regulations and policies governing student rights and responsibilities at 91ÉçÇø. It is published jointly by the Dean of Students’ Office and the Secretariat. A copy of the Handbook can be found at www.mcgill.ca/secretariat/policies/students or obtained from the Student Affairs Office or the Student Services Centre on the Macdonald campus.

The policy has the following objectives:

• to establish and explain the principles followed in evaluating student learning;
• to describe the means of translating these principles into practice and to establish the required procedures;
• to articulate the appropriate responsibilities of students, instructors, departments, and academic administrators;
• to account to students, parents, universities, and employers for the standards of learning at the campus;
• to create an environment of awareness and free discussion of pedagogical concerns within all segments of the campus community;
• to provide information that will allow students to more fully understand and participate in the educational process;
• to provide the framework within which instructors and academic administrators can exercise their professional judgment in a competent, just, and coherent fashion.

Copies are available in the Library and students are informed of it at registration.