The Student Affairs team at the School of Public Affairs handles recruiting and enrollment, academic advising, program and student support, career services and student conduct issues. The school's Student Affairs team can also help with connecting students to campus and community resources. Associate Dean Kelly Hupfeld (firstname.lastname@example.org) oversees Student Affairs and is responsible for issues involving student conduct, and can provide guidance on handling situations involving distressed and disruptive students and violations of academic integrity.
Rebecca Gianarkis (email@example.com) is SPA's Recruiting and Admissions Coordinator. The School of Public Affairs actively recruits for all of its degree programs, and faculty participation is really valuable in encouraging prospective students to come to SPA. Here are some ways that faculty can help to recruit new students to our programs:
Every student at the School of Public Affairs is assigned a staff advisor who is the student’s main point of contact for frontline advising on topics such as degree and program requirements, course selection, and university and school resources. Learn more about academic advising at the School of Public Affairs.
Students are also encouraged to choose a faculty advisor who can help guide more specific academic and career choices. If a student has a question that you don’t feel comfortable answering, please refer them to their academic advisor:
Advisor and Academic Services Manager
Advises graduate students with last names beginning with A-L and student honor societies
Student Services Coordinator
Advises graduate students M-Z
Lead Academic Advisor and Undergraduate Programs Coordinator
Advises BACJ students
Undergraduate Academic Advisor
Advises BACJ and all BAPS students
Coordinator of International Student Programs
Advises SPA graduate international students
Our academic advisors also provide program support in a variety of ways. For example, advisors consult with faculty program directors and sit in on program committee meetings to provide information and advice on program decisions. Advisors are often involved in revising academic policies and handbooks.
School of Public Affairs College Success classes
College Success courses, with a UNIV 1110 or 1111 designation, are offered to first-time freshmen through CU Denver’s First Year Experiences programs. The school has developed College Success classes tailored to our students and taught by our advisors. We strongly encourage our first-time freshmen to enroll in these.
School of Public Affairs mentoring program
This program matches interested faculty and staff with undergraduate students who have requested a mentor. You can be paired with an individual student, or you can mentor a small group. Contact Nora Scanlon at firstname.lastname@example.org if you are interested in participating.
School of Public Affairs academic support programs
School of Public Affairs students can self-enroll in a Student Resources Canvas site, maintained by the school, that houses a wide variety of resources. The school also provides in-house writing support and statistics tutoring for students, as well as referrals to campus academic support programs.
The university’s Writing Center is a great resource for all students, offering online resources, feedback on drafts and workshops on common writing issues. Students in the School of Public Affairs can also receive writing support from Jennifer Hooker, the school's Academic Success Coordinator. Contact Jenn at email@example.com.
Undergraduate students who would like assistance with statistics can contact the Math Department's MERC Lab for free statistics tutoring. Additionally, K.D. Park is available to provide statistics support to students. Refer students to her at firstname.lastname@example.org. Advisors are also familiar with academic supports.
CU Denver students with diagnosed disabilities are entitled by law to receive reasonable accommodations necessary to allow them to meet the learning objectives of the class. Depending on the specific disability, these accommodations may mean extra time on assignments or tests, use of assistive technology, note-taking assistance, service animals, etc. The following are some frequently asked questions about serving students with disabilities.
How do I know what accommodations to provide for a student with a disability?
The student will provide you with a letter from the campus Office of Disability Resources and Services (DRS) that lists the accommodations that have been approved for the student. It is the student’s responsibility to obtain this letter and to make sure it is updated for the current semester.
What if the student doesn’t have an accommodations letter from DRS?
You are not under any obligation to grant a request for accommodations if you do not receive the DRS letter, or if the student has a letter but it is not for the current semester. You may choose to grant the requested accommodation, but keep in mind that you must be fair to all students in your class.
Sometimes students will request extensions on assignments or other accommodations due to an unexpected short-term medical issue rather than an ongoing disability. These types of requests are subject to the university’s Student Attendance and Absences Policy. Contact Kelly Hupfeld at email@example.com if you have questions about which policies apply to a given situation in your class.
A student in my class just let me know that they have a disability, and we are halfway through the semester. What should I do?
Students with disabilities are not required to declare their disabilities, and sometimes students whose disabilities are not visible think they can make it through a class without accommodations … until they encounter problems. Direct the student to the Office of Disability Resources and Services so that appropriate accommodations can be determined. If the student returns with an accommodations letter and you are able to accommodate them, do so. However, some accommodations require a great deal of advance notice. Refer to this chart from DRS for appropriate advance notice for a variety of accommodations.
I think a student may have a disability, but they haven’t said anything. How can I help them?
To protect student privacy, it’s best not to single out individual students for suspected disabilities. However, make sure that all of your students are aware of the Office of Disability Resources and Services at the beginning of the semester, and provide periodic general reminders if you think there are students in the class who would benefit from working with DRS.
I have a student in my class who provided me with an accommodations letter allowing extended time for assignments, but the student is now several weeks late with multiple assignments. When am I allowed to grade these assignments down?
Extended time on assignments is a common accommodation. Generally, students with this accommodation are permitted 3-5 additional days, and no more, but sometimes a student will think that they don’t need to meet any deadlines, even revised ones. When a student provides you with a letter granting this type of accommodation, make sure that you and the student are both on the same page with how much extra time is allowed and what happens if the deadline is not met.
I have a student in my class who is entitled to alternative test formats. How does this work?
DRS will provide the alternative test format and administer the test. The student is responsible for giving you a Test Accommodation Form prior to the test. You fill out the required faculty information, and the student will return it to DRS. Staff will administer the exam according to your instructions.
I have a student in my class who is entitled to be assigned a note-taker. What should I do?
Some students have disabilities that interfere with their ability to take notes. In this case, you can ask if any other students in the class will volunteer to share their notes. Alternatively, if you have prepared detailed notes of each lecture, you can share those with the student. If you can’t find a way to accommodate the student in either of those ways, contact DRS for options.
Do I have to allow an animal in my class?
Yes, if the animal is a service animal specifically trained to perform tasks to support a person with a disability. No, if the animal is simply there to provide emotional support for the student, or if the animal is a service animal but is not reasonably well-behaved. Contact DRS for more information.
I don’t understand how to provide the accommodations listed in the accommodations letter. What should I do?
Contact Kelly Hupfeld or the Disability Resources and Services Office.
A student in my class has provided me with an accommodations letter and all accommodations have been provided, but I don’t think the student will be able to meet the learning objectives even with accommodations. What should I do?
You are under no obligation to give the student a passing grade – accommodations are intended to allow the student to access the course at the same level as other students, but do not guarantee that the student will receive a good or even passing grade. In certain cases, for example if the student has experienced worsening disability symptoms that have interfered with their class performance despite their best efforts, you may want to encourage the student to talk to their advisor about whether the student would be eligible for a medical withdrawal.
Office of Disability Resources and Services
Student Commons Building, Suite 2116
Students at CU Denver are bound by the CU Denver Student Conduct Code, which prohibits obviously disruptive behaviors such as physical assault, but also prohibits broader behaviors with negative consequences such as “abusive behavior” (defined as verbal abuse, threats, intimidation or other behavior causing severe emotional distress), “bullying” (defined as severe aggressive behavior likely to intimidate or intentionally harm, control, or diminish another person physically or mentally), and disruption or interference with university activities.
In the classroom, your students are expected to refrain from behavior that “a reasonable individual would view as interfering” with the normal operation of your class. You are entitled to direct them to stop this behavior or leave your class; if they do not comply, that is a separate violation of the conduct code because students are required to comply with the direction of university employees who are performing their duties. Coming to class under the influence of alcohol also violates the conduct code, as does recording a person without their permission when the recording is unreasonable and causes substantial emotional distress.
In many cases, students who are disruptive simply may not realize that their behavior is not appropriate, and the problem can be resolved through a quiet conversation with the student. (View the university handout on Disruptive Students.) However, if the student does not curb his or her behavior, or you would like support in handling the situation, please contact Kelly Hupfeld at firstname.lastname@example.org and/or the Office of Student Conduct.
Unfortunately, sometimes students cheat. This may involve activities like lifting content from another source without proper citation, submitting a paper for your class that was already submitted in a previous class or fabricating sources.
If you discover evidence that a student has plagiarized or otherwise cheated in your class, you may impose any consequence that you believe is appropriate, ranging from an admonishment up to and including giving the student a failing grade for the class. Some options for consequences in between these two alternatives include:
While plagiarism is very serious, in most cases it is unintentional. Many students simply do not know what plagiarism is, or how to properly cite their sources. For this reason, faculty often use their discovery of unintentional plagiarism to create a learning opportunity for the student so that it won’t happen again.
If you do decide to impose a penalty, you must advise the student in writing and allow him or her an opportunity to explain or dispute the charge. In addition, please contact Kelly Hupfeld at email@example.com so that the school can keep a central record of violations and take appropriate action if we have repeat offenders.
Student educational records are protected by the federal Family Educational Rights and Privacy Act (FERPA). In general, you should assume that any information related to a student is confidential, and you may not disclose this information to anyone who does not have a legitimate educational interest in it. UCLA provides helpful advice to faculty on how FERPA affects classroom communications and assignments:
You may share a student’s information with other CU Denver personnel who have a legitimate educational interest in the information. For example, you may share relevant information about a student with the faculty program director, the student’s advisor or a campus office that is supporting a student, or your teaching assistant. You may not share student information with a parent unless the student has consented.
For more information, including the requirements for obtaining student consent and additional exceptions to the presumption of confidentiality, visit CU Denver’s Office of the Registrar’s policies page.
Effective external marketing, communication and outreach begin with effective internal communication. Information sharing is critical! Effective communication also depends on understanding your audience’s informational needs, developing clear and consistent messaging to meet those needs, adapting the tone of the messages to suit your target audiences, and being consistent in how you brand your communication. Familiarize yourself with how the CU Denver brand and SPA brand can complement each other.
A great way to promote SPA is through telling our stories. If you would like to promote student and alumni success stories, as well as your own, contact:
Director of Marketing and Communication
Targeting your audience
SPA communicates with a multitude of audiences, and the contact information for various audience segments is stored in a variety of databases and accessible through specific software applications. The desired audience segments will typically dictate which software application can be used to reach them.
If there is a particular audience with whom you would like to communicate, please contact Toula Wellbrook at firstname.lastname@example.org to discuss the availability of the data you seek. Additionally, as you grow your own network of contacts, please consider sharing those contacts with Lisa VanRaemdonck (email@example.com) and Joan Fishburn (firstname.lastname@example.org) for inclusion in the school's internal community partners database.
A number of communication channels are managed centrally, by University Communications, on behalf of CU Denver. Additionally, the School of Public Affairs manages its own communication channels. If you have ideas for content that could potentially be shared via the channels listed below, please contact Toula Wellbrook at email@example.com to discuss.
CU Denver Today
This online newsroom is updated daily, with regular news roundups emailed to subscribers within the CU Denver community. Submit content for CU Denver Today.
CU Denver social media
CU Denver School of Public Affairs channels
The School of Public Affairs website is the world’s window into our school and our most important marketing and student recruitment tool. The website was redesigned during the 2018-19 academic and was launched in March 2019.
Faculty & Staff e-Newsletter
This monthly e-newsletter serves as a means to share good news, important updates, upcoming events and more to all School of Public Affairs faculty and staff. Faculty are invited to submit content targeted to faculty and staff at any time to firstname.lastname@example.org.
This e-newsletter serves as a means to share good news, important updates, upcoming events and more to all School of Public Affairs students. The newsletter also serves as a student retention tool, by providing an opportunity to reinforce important messages and calls to action that are critical to student success and retention. The newsletter is sent on a monthly basis from August to May each year. Faculty are invited to submit content targeted to students at any time to email@example.com.
School of Public Affairs Social Media Accounts
Social media provides an opportunity for two-way communication with those who choose to engage with the School of Public Affairs via our accounts listed below. If you have ideas for social media campaigns that are aligned with SPA's strategic goals, please contact Toula Wellbrook at firstname.lastname@example.org to discuss options. Review the School of Public Affairs' social media community guidelines.
CU Denver School of Public Affairs
Criminal Justice Program
Center on Domestic Violence
CU Denver School of Public Affairs
This tool, part of the university's eComm suite of tools, enables the School of Public Affairs to design and launch email campaigns that can be targeted to audience segments that are affiliated with CU Denver (e.g., faculty, staff, students, alumni). Contact Toula Wellbrook at email@example.com for more information or for assistance with marketing to these audiences.
This third-party tool enables the School of Public Affairs to design and launch email campaigns that can be targeted to audiences that are not contained in any CU Denver databases (e.g., community partners, mailing list subscribers for SPA events, etc.). Contact Toula Wellbrook at firstname.lastname@example.org for more information, or for assistance with marketing to external audiences.
The School of Public Affairs works closely with Meme Moore, Media Relations Manager for CU Denver, so that our faculty, staff and students can have the opportunity to comment to the media on topics of interest and relevance to our school and to the consumers of the various media outlets. Having our faculty mentioned in the media raises the profile of the research that our faculty undertake and therefore raises the profile of the school and its centers and institutes.
Please consider registering your interest in being contacted as a subject matter expert by the media. Making yourself available to respond to media requests on short notice helps to establish good working relationships with journalists. Occasionally, journalists may contact you directly. When this happens, please notify Toula Wellbrook (email@example.com), who can partner with Meme to provide media training upon request.
Photography & video
Requesting photography & video
Neither CU Denver nor the School of Public Affairs employs an in-house photographer. If you have photography needs, please contact Toula Wellbrook to discuss options. Depending on the intended use of the photos, hiring a professional photographer may be an option. Schedule permitting, Toula may also be able to take photographs on site, typically during business hours. Your help will be requested to obtain the appropriate permissions to photograph subjects and to use their images in SPA publicity.
CU Denver provides an in-house video production service for a fee. If you are interested in producing a video, please contact Toula to discuss options. Please also keep in mind that permission must be obtained to film on the CU Denver campus, as well as for filming subjects and using their images in School of Public Affairs publicity.
Submitting photography, video & text
If you intend to submit photos or videos that you have taken or that have been provided to you, or if you intend to submit any copy that has been written by someone other than you for inclusion in any SPA digital or print communications, please be sure to obtain permission from the subjects and authors beforehand. By submitting content to Toula for the purposes of publishing it in SPA channels, it will be implied that you have obtained the necessary permission prior to submitting. Be sure to use the CU Denver Model Image Release Form.
Marketing and Events Coordinator
Hosting events provides an ideal opportunity to engage with our School of Public Affairs audiences; however, a well-executed event requires a tremendous amount of advance planning, and responsibility for compliance with university policies. Event planning entails many steps, including:
This is not an exhaustive list of steps involved in event planning, but merely a guide. If you are considering planning an event, please contact Emma Martz for assistance as early as possible. In the event that she is not available to manage your event, she will be a great resource for ensuring that you understand CU Denver processes and policies around hosting events, and she can provide best practices, checklists, contact information for vendors, and more. If you would like assistance with the messaging and publicity for your events, please contact Toula Wellbrook at firstname.lastname@example.org or Emma Martz at email@example.com.
Learn about processes and policies related to office management, facilities and general administration; HR; finance and accounting; grants and contracts; and technology and information management.
Learn about annual evaluations; annual salary increases; faculty external consulting and work; tenure, promotion and review; faculty mentoring and professional development; faculty sabbatical leave; research; teaching; and service.