|
College of Education and Human Services
Policies and Procedures
1. Mission, Goals and Accreditations
1.1 CEHS Strategic Plan
1.2 CEHS Mission and Goals
1.2.1 College mission statement: Preparing professionals to meet the
educational and human service needs of a diverse, democratic spciety.
1.2.2 College Goals
1.2.2.1 Prepare professionals for a technology-based, multicultural, complex
world.
1.2.2.2 Utilize the science, technology, engineering, and math (STEM) school as
an applied learning and research laboratory.
2.2.2.3 Create agile partnerships and programs.
1.3 Accreditations
1.3.1 National Council for Accreditation of Teacher Education (NCATE)
1.3.2 Council for Accreditation of Counseling and Related Educational Programs
(CACREP)
1.3.3 Council on Rehabilitation Education (CORE)
1.3.4 Commission on Accreditation of Athletic Training Education (CAATE)
2. Organization
Professional preparation programs and related research and service in the College of Education and Human Services (CEHS) currently are provided through four organizational units within the college. Programs offered at the undergraduate and graduate levels leading to baccalaureate and graduate degrees and to licensure, registration, and certification by government agencies through the Departments of Educational Leadership; Teacher Education; Huealth, Physical Education and Rescreation; and Human Services. The Division of Professional Development (DPD) provides activities and support to extend expertise of the faculty and staff into the region and to foster resource development and communication for the college.
2.1 Departments
2.1.1 Department of Educational Leadership
Programs to meet educational leadership, organizational leadership, educational technology and career and technical education needs in schools and other organizational settings are offered by the Department of Educational Leadership. This department offers leadership degrees and certification programs leading to certification for elementary and secondary school principals; educational administrative specialists for work in school business management, pupil personnel, staff personnel, school community relations, and other areas; assistant superintendents; superintendents; and supervisors. In the educational technology and career and technical education area, the department provides comprehensive graduate and entry-level programs in library/media, computer education, and instructional technology leading to careers in schools and other settings.
The department also offers programs for individuals preparing for leadership roles in business, industry, government, the military, career and technical education, and a variety of social service organizations. The department offers a master’s degree program for teachers who wish to strengthen their classroom skills and also build their capabilities for the growing range of leadership responsibilities of teachers. The department prepares school library/ media specialists through a certification program available at the graduate level. The Ohio Vocational Education Personnel Development Center prepares vocational education leaders and educators.
2.1.2 Department of Health, Physical Education and Recreation
The Department of Health, Physical Education, and Recreation offers professional preparation programs for careers in schools and other clinical and private settings. Course work for baccalaureate degrees and certification by Ohio in K-12 health education and physical education plus course work for other license areas such as school nurse and adapted physical education are provided. In addition, the department offers a full program of study leading to a degree in athletic training/sports medicine that serves both schools and clinical organizations.
Graduate work in health and physical education is also available through the Master’s in Education program for individuals holding a teaching license and the Master’s of Arts program for those individuals interested in sport management. The department also offers a full-range of elective activity courses in the Basic Instructional Physical Education (BIPE) program.
2.1.3 Department of Human Services*
The Department of Human Services offers graduate degree programs in counselor education, rehabilitation counseling and undergraduate degrees in rehabilition and sign language interpreting. Department programs concentrate on knowledge, attitudes, and skills needed to enhance the personal, social, affective, psychological, and/or vocational development and adjusstment of indviduals. The department offers degree programs leading to certification and licensure as chemical dependency counselors, school counselors, and licensure and certification as professional counselors.
Department programs prepare individuals for human services leadership roles in social service and community agencies, schools and health-related organizations, and in a variety of business, industry, and government settings.
2.1.4 Department of Teacher Education*
The Department of Teacher Education offers undergraduate and graduate licensure programs leading to entry level and advanced positions in classroom teacihng. Programs that fulfill requirements for state licensure are offered in a variety of different teaching fields including early education, middle education, adolescent and young adult education, intervention specialist (special education), K-12 specialty areas, and multi-age fields.
2.2 Other Support Units/Services
2.2.1 Division of Professional Development
The Division of Professional Development (DPD) works to provide quality professional development programs for area school districts and area educators. This is accomplished in a variety of ways including, but not limited to, helping individual school districts set up professional development programs for their staff and encouraging local educators to work with their district and share their expertise in various subject areas. Weekend workshops are the main vehicle DPD uses to convey programs. The Division of Professional Development remains committed to offering quality workshops that are innovative, current, appropriate, and useful to educators and human service professionals.
2.2.2 Charles and Renate Frydman Educational Resource Center
The Charles and Renate Frydman Educational Resource Center (ERC) supports undergraduate and graduate programs in the College of Education and Human Services in six major areas:
1. Support for instructional development.
2. Access to information resources and methods of teaching and learning.
3. Distribution and use of information resources.
4. Creative development of information resources.
5. Access to National WebCheck fingerprinting and background check services.
6. Home of the Dayton Holocaust Resource Center’s special collection of Holocaust education materials.
ERC facilities include a production lab and an instructional materials center along with appropriate equipment that help provide leadership in the innovative use of learning materials and methods. The ERC serves as a model site in the preparation of library media specialists and the educational use of technology.
2.2.3 Office of Professional Field Experiences
The Office of Professional Field Experiences is responsible for the placement and supervision of practicum students each quarter who are enrolled in teacher preparation or other professional programs in the College of Education and Human Services (CEHS). Teacher candidates at Wright State University are placed in rural, suburban, and urban settings during their three phases, giving each candidate a variety of diverse experiences.
OPFE prepares and supports clinical faculty and university supervisors who serve as mentors and resources for the candidates. Pathwise/PRAXIS training is provided to each professional who hosts students. Orientations that provide information about the expectations, assessment procedures, and updates about programs are held each quarter. OPFE prepares all payroll documents for supervisors, site liaisons, and clinical faculty.
OPFE maintains a close collaborative relationship with eight partnership public school districts that share with us the common values and beliefs of simultaneous renewal of schools and teacher preparation programs. These school districts have a formal written agreement with CEHS to be a partner that will work together to improve teaching and learning, and schools that prepare future teachers. Open communication at the district and building is designed to foster understanding and cooperation. OPFE provides in-service opportunities to partner schools in exchange for hosting students.
OPFE maintains a database (TK20) for all teacher candidates. The database includes the lesson assessments, attendance calendars, specific program assessments, and a candidate’s progress on the professional dispositions and conceptual framework.
2.2.4 Office of Student Services*
Office of Student Services is responsible for student recruitment, advising, records management, and other aspects of enrollment management. Responsibilities of this office include a leadership role for the college in planning, organizing, implementing,and evaluating strategies to recruit, retain, and successfully graduate minority and other underrepresented students. Responsibilities of Student Services also include support of communication and other functions of student organizations and activities in the college.
2.2.5 Grants and Major Gifts
The primary function of Grants and Major Gifts is the development and execution of a comprehensive plan for support of CEHS faculty, staff, students, and programs. The newly combined Office allows for coordinated research, proposal writing, and implementation in one office within CEHS.
2.2.6 Graduate Studies*
The main function of the Office of Graduate Programs is to concentrate on marketing, recruiting, and overseeing of graduate development in the College of Education and Human Services (CEHS). In addition to that, the Director of Graduate Programs serves on the WSU Enrollment and Marketing Committee to assist planning for increases in graduate enrollment. The Office of Graduate Programs prepares special reports for the Dean’s Cabinet, Faculty and the Graduate Studies Committees of CEHS. One of the major goals of the office has been to bring before the faculty and various committees’ issues related to governance, implementation of policies and other related activities that speak to a quality graduate program. In summary, the Office of Graduate Programs continues to work with faculty for fair and equitable implementation of graduate policies and procedures. All efforts of this office are dedicated to improving and strengthening and general graduate culture in the College of Education and Human Services.
2.3 Organizational Chart
2.4 Dean's Cabinet*
The CEHS Dean's Cabinet is a collaborative and consulting body meeting bimonthly to discuss current college issues and tasks. The cabinet's membership consists of the Dean, Associate Dean, Assistant Dean, Department Chairpersons, Director of the Division of Professional Development, college business manager, Director of Student Services, Director of Professional Field Experiences, chair of Faculty Senate, NCATE Coordinator, and CEHS Student Government representative. Meetings are open and faculty and staff are encouraged to attend. Minutes of all meetins are posted on faculty/staff email listserve and official copies are filed in the Dean's office and NCATE records file.
2.5 College Faculty Senate
2.5.1 AAUP/WSU Contract
2.5.2 College By-Laws
2.5.2.1 Educational Leadership By-Laws
2.5.2.2 Health, Physical Education and Recreation By-Laws
2.5.2.3 Human Services By-Laws
2.5.2.4 Teacher Education By-Laws
2.6 College Positions*
2.6.1 Dean*
OVERVIEW: The dean is the chief academic and administrative officer of the college. The dean has the ultimate responsibility for the overall leadership and operation of the college. As such, the dean is expected to work with the faculty in developing an appropriate vision for the college based on an understanding of the external and internal environment in which the college exists, creating an evolving mission for the college that addresses the vision, developing a strategic plan based on the mission, and implementing an operational pplan to create a reality of this vision.
2.6.2 Associate Dean*
OVERVIEW: The associate dean works under the supervision of the dean in providing leadership in program and curriculum development; personnel recruitment, development and evaluation; student recruitment, selection, advision, and related services;representation of the college within the university and to other organizations; and in the overall functioning of the college programs and operations.
2.6.3 Assistant Dean for Administration*
OVERVIEW: The assistant dean for administration is responsible for assessment and accreditation activities of the college.
2.6.3.1 Data Reporting Analyst*
OVERVIEW: The Data Reporting Analyst reports to the Assistant Dean for
Adminimstration and is responsible for the collection of unit and program
assessment data.
2.6.3 Business Manager*
OVERVIEW: The business manager is responsible for budget preparation, resource and financial management. At the direction of the dean, and reporting directly to the dean, the business manager is responsible for developing and managing the college's budgets, including annual budgets, augmentations, capital requests, etc.; audits finances of special programs; develops, manages and conducts financial analyses on all internal and external funds; authorizes, monitors and reviews monthly expenditures; plans and coordinates major capital expenditures. Works closely with the WSU Office of Financial Services and communicates college's financial status on a routine basis.
2.6.4 Grants and Major Gifts
OVERVIEW: The Director of Grants and Major Gifts is responsible for coordinating grant opportunity research, proposal preparation and submission, and major gift prospect cultivation. This position works in close collaboration with the Office of Research and Sponsored Programs and the Office of Development. This position reports directly to the Dean.
2.6.5 Department Chair*
OVERVIEW: The department chair is a line administrator and is responsible for activities of the faculty, staff, students, and the educational programs of the department.
2.6.6 Director, Professional Field Experiences
OVERVIEW: The director of professional field experiences is responsible for the delivery of the services of the field placement office. These include the placement of students, leading the activities of the office, planning and goal setting, managing the field and clinical supervisors, directing the fiscal activity associated with the office, conducting concern conferences or disciplinary action as appropriate and necessary. The director oversees the Partnership endeavors and identifies field placement sites.
2.6.6.1 Assistant Director of the Office of Professional Field Experiences
OVERVIEW: The Assistant Field Director is responsible for assisting the Field Director
and the field office team in the day-to-day operations of the Office of Professiona
Field Experiences, with specific duties in the Early Childhood program (ECE). The
Assistant Director conducts the orientations, assigns teacher candidates to clinical
faculty, and conducts Concern Conferences for all ECE students who experience field
related issues. The Assistant Director is responsible for the Partnership Office and
building relationships with all field experience sites.
2.6.6.2 Administrative Coordinator: Office of Professional Field Experiences
OVERVIEW: The OPFE Administrative Coordinator is responsible for the delivery of
field placement services for candidates enrolled in teacher preparation programs by
communicating practicum needs to building/district administrators for approval. This
includes monitoring practicum applications and student registration, co-conducting
orientation sessions for students preparing for practicum experiences and explanation
of OPFE procedures. Additional service is offered by providing information/trainings
sessions for students, university supervisors, and cooperating teachers on TK20. This
position also maintains OPFE web site and manages office database and TK20.
2.6.7 Director, Charles and Renate Frydman Educational Resource Center*
OVERVIEW: The Director of the Charles and Renate Frydman Educational Resource Center is responsible for the administration and efficient operation of the center. This individual reports to the Associate Dean.
2.6.7.1 Media Supervisor*
OVERVIEW: The media supervisor is responsible for rendering assistance to the
director in administering and maintaining the center, public relations to promote the
center, supporting academic programs by working directly with faculty in use of
educational technology, and special project assignments. Reports to the Director of
the Charles and Renate Frydman Educational Resource Center.
2.6.8 Director, Division of Professional Development*
OVERVIEW: The Director of the Division of Professional Development is responsible for directing the daily operations of the Division. This includes meeting the professional development needs of personnel in affiliated K-12 schools, school districts, and human service agencies; responding to requests for specific information and programming; and providing support for faculty development within the College. The Director oversees the Ed Link-12 Networks that meets with area school personnel on a regular basis. The Director is also responsible for the annual Advanced Placement Summer Institute (APSI).
\
2.6.9 Director, Graduate Studies*
OVERVIEW: The Director of Graduate Studies provides leadership for graduate level program development within all units of the College. Responsibilites include supervising the operation of Graduate Student Services and Records, conducting degree audits, analyzing enrollment trends, provding faculty support services, deree monitoring, and other duties as assigned by the Dean.
2.6.10 Director, Student Services*
OVERVIEW: This position designs, delivers, and evaluates student development services and programs for CEHS students. The position is a student affairs position that supports the faculty, staff, and students by providing services and programs for the recruitment, retention of CEHS students, and facilitating the educational process. The Director respresents the CEHS Office of Student Services at university and college meetings, committees, and task forces.
2.6.10.1 Assistant Director of Student Services*
OVERVIEW:
2.6.10.2 Licensure Advisors*
OVERVIEW: This position advises students with individual programs of study,
analyzes and evaluates transfer credit requests for licensure candidates, conducts
group and individual advising sessions, audits student records for graduation and
licensure compliance, provides the Director of Professional Field Experiences with
approval of student applicaitons for student teaching and supports the enrollment
and record retention of undergraduate rehabilitation majors. Reports to the Director
of Student Services.
2.6.11 Technology Support*
OVERVIEW:Technology support personnel are responsible for acting as first-level support for computer hardware and software installations within the College. This includes installing new and upgraded application software; providing LAN operating system support set and configuration; printer set-up and configuration; LAN set-up and configuration; design, development and maintance of the College website. These positions report to the College Business Manager.
3. Faculty Responsibilities and Procedures
3.1 Promotion and Tenure Process (Article 13)
3.2 Performance and Appraisal Process (Article 11)
3.3 Salary and Benefits (Articles 23, 24, 25, 26, 27, 28, 29, 30, 31)
3.4 Student Evaluation of Instruction (Article 12)
3.5 Professional Responsibilities (Articles 5, 7, 9, 10, 19)
3.6 Curriculum Development*
OVERVIEW: The curriculum must address both a knowledge base and the experience gained via professional practice. The college endeavors to integrate theory, scholarly work, skills and values with applied procedures through supervised practice at a variety of on- and off-campus educational and clinical sites, Thus much of teaching and learning is experiential, requiring individual and group supervision.
3.6.1 The academic curriculum of the professional programs includes the classroom and
fieldwork. Teaching must occur in the classroom, the practice setting, and through
the role modeling of the faculty.
3.6.2 Carefully supervised clincial and educational laboratory experiences, practicums
and internships represent a fundamental part of the curriculum. These key
experiences are organized and implemented ina variety of settings, on cmapus,
with community service providers, in edcuational settings.
3.7 Faculty Rank*
3.7.1 Lecturer*
OVERVIEW: For the academic rank of lecturer, the candidate must be qualified to teach but normally does not hold the terminal degree in the discipline of the department of appointment. Lecturers cannot be promoted or granted tenure. Initially, lecturers are appointed for a period not to exceed two year's duration. Lecturers may be reappointed for additional periods, of up to three years each. At the end of each appointment period, the appointment shall expire unless positive action is taken by the Lecturer's department. Minimal conditions for reappointment are satisfactory performance and need of the department; however, threse conditions, while necessary, are not in themselves sufficient for reappointment and there is not obligation on the part of the department to recommend reappointment even if these conditions are met.
3.7.2 Instructor*
OVERVIEW: For the academic rank of instructor, the candidate must have documented evidence of successfully completed training in his/her field with appropriate degree and credentials. This rank is generally, but not solely, the rank given a new faculty member who has not yet received the terminal degree, or to a practitioner whose primary function is instruction or clinical supervision. The instructor rank may be designated at the outset as the permanent rank for a particular postition.
3.7.3 Assistant Professor*
OVERVIEW: The academic rank of assistant professor is ordinarily the entry rank for faculty in the college. For this rank the candidate must have the terminal degree in her/her discipline/profession, documented evidence of successfully completing training in his/her field with appropriate credentials, and some evidence of focused academic scholarly/creative activity.
3.7.4 Associate Professor*
OVERVIEW: The candidate must hold a terminal degree is his/her discipline/profession and appropriate credentials. For the academic rank of assicaote professor, the candidaes must have documented evidence of continued progress in the areas of the candidate's expertise through teaching, service, and scholarship. This progress should be recognized within the local community of scholars and preferably also at the state, regional or national levels. Performance in the areas of teaching, service, and scholarship must be documented and reflect the development of a sustained professional area focus.
3.7.5 Professor*
OVERVIEW: The candidate must hold the terminal degree in her/her field and appropriate credentials. For the academic rank of professor, the candidates must have documented continued progress in an established area of expertise through teaching, service, and scholarship from when the rank of associate professor was awarded. This expertise should be recognized within the local community of scholars and preferably also at the state, regional and national level. Performance in the areas of teaching, service, and scholarship must be documented and clearly reflect sustained effort in the candidate's professional area.
3.7.6 Faculty Emeritus
4. Faculty/Student Responsibilities and Procedures*
4.1 Academic Integrity*
4.2 Advising*
4.3 Grading Guidelines*
OVERVIEW: The guidelines are designed to assist both regular and adjunct faculty to develop a fair evaluation procedure which is clearly and concisely communicated to the students. Experience indicates that a major cause of student complaints and misunderstandings is due to the lack of a clear statement of expectations, criteria and evaluation procedures. Most of these misunderstandings could be prevented thorugh the application of the following guidelines. Use of these guidelines will also provide a concrete base for the resolution of student grievances in this area and eliminate disputes over what was or what was not said about grading.
4.3.1 A syllabus containing a set of course objectives and criteria required for assessing
their mastery must be made avilable to students as soon as possible, preferably the
first class meeting. The syllabus will identify course objectives both for student and
faculty but will not dictate the learning activiteis used to achieve those goals, nor
preclude additional objectives established by individual students.
4.3.2 In appropriate courses (e.g. independent study courses) the instructor and student
should mutually agree upon a set of course objectives and criteria required for
assessing their mastery. These objectives and criteria should be provided to the
student in writing along with a timeline for completion as soon as possble, preferably
by the second week of the course.
4.3.3 Grades are indicative of academic achievement and/or progress toward a specific
goal. They represent student performance standards, which are determined by the
instructor. These grades should reflect different degrees of competence and should be
based on progress made with reagrd to objective criteria. The College recognizes
the univeresity definition for grades: A = highest quality; B = second quality;
C = third quality; D = lowest quality; F = failed; X = failure to complete a course
for which registered, without officially withdrawing.
4.3.4 Certain courses are approved for grading on a pass-unsatisfactory (P-U) basis.
These are ususally courses that do not lend themselves to a quantitative grading such
as field experiences for which there is a more detailed evaluation of individual
behaviors. Courses evaluated with a P-U will provide a syllabus containing a set of
course objectives and the process to be used in determining whether or not a student
achieved the "P" level of performance. IMPORTANT NOTE: Students enrolled in
courses established with a P-U grading system will not be graded with an A,B,C
system.
4.4 Recruitment and Retention*
OVERVIEW: The CEHS Faculty Senate has endorsed the goal of recruiting and retaining underrepresentated students and assigned this role jointly to the college's Office of Student Services, Graduate Student Affairs Committee and to the Undergraduate Student Affairs Committee, with coordinating responsibilities assigned to the college's Office of Student Services.
4.5 Student Grievance and Grade Appeal*
OVERVIEW: This procedure applies to alleged violations of a student's rights such as unequal treatment or violations of grading procoedures as stated on the course syllabus or disagreements over an assinged coruse grade. Concerns about more generalized problems, such as quality of instruction, excessive instructor absence,m etc. should be expressed thorough course evaluations or in writing to the department chair.
4.6 Retention and Dismissal Procedures
4.7 Concern Conferences*
OVERVIEW:
5. CEHS Undergraduate Student Academic Policies and Procedures *
5.1 Admission to the University*
OVERVIEW: If a student has less than 45 quarter hours of undergraduate course work they are admitted to the University College where they are advised until they meet the admission requirements for teacher education or other majors. The Office of Student Services staff in CEHS works closely with the advisors in the University College so they are fully informed of what program of study their students should follow.
5.2 Admission to the College*
OVERVIEW: The College of Education and Human Services follows the principle, supported by the Ohio Laws and Regulations of the State Board of Education and the accrediting agencies cited earlier, that the college has the right and obligation to consider personal factors, as well as academic achievement, as a basis for admitting and retaining a student in its professional programs. While academic performance is a major determinant of effective performance in a profession, it is not the only one. Because there are also skills, understandings, and personal characteristics unique to a particular profession (such as teaching), students seeking admission to the college's program must meet requirements in addition to those generally presecibed for enrollment in the university.
5.3 Admission to Teacher Education Programs*
OVERVIEW: To be considered for admission to the College of Education and Human Services teacher education programs in integrated business education, career and technical education, marketing education, early childhood education and health and physical edcuation, students must meet the requirements below. (For admissions policies for music education, see the College of Liberal Arts).
Meeting these requirements does not quarantee admission to the teacher education program. A student is officially admitted to the College of Education and Human Services program at the professional discretionn of the faculty and staff.
All applicants for initial licensure must meet these admission requirements. All requirements are subject to NCATE and Ohio Department of Education (ODE) regulations. Application forms may be obtained from the CEHS Student Services office.
5.3.1 Completed at least 45 academic credit hours (quarters)
5.3.2 Attained at least a 2.5 culmulative GPA
5.3.3 Achieved a minimum score on each section of the Praxis I Test (PPST)
5.3.4 Submitted a completed CEHS Teacher Education Program application packet
OVERVIEW: To be considered for admission to the College of Education and Human Services middle childhood education baccalaurate program, students must have the following requirements. In addition, a personal interview may be required at the discretion of the college.
5.3.5 Completed at least 45 academic credit hours (quarters
5.3.6 Attained at least a 2.5 cumulative GPA
5.3.7 Achieved a minimum score on each section of the Praxis I test (PPST)
5.3.8 Submitted a completed CEHS teacher education Program application packet
5.4 Admission to the Rehabilitation Services Program*
OVERVIEW: The Rehabilitation Services Program offers a bachelor of science degree in rehabilitation services. Graduates are employed in agencies that serves persons who are physically, mentally, or socially disadvantaged.
A student is officially admitted to the CEHS rehabilitation services major when these requirements are completed. The student should contact the Undergraduate Rehabilitation Services faculty advisor to plan a course of study.
Note: the admission policy for a rehabilitation services minor is the same as for a rehabilitation services major. Students are advised to complete an Interuniversity undergraduate minor declaration form and then contact the Undergraduate Rehabilitation Services faculty advisor to plan a course of study.
To be considered for admission to the CEHS rehabilitation services program, majors must have the following requirements:
5.4.1 Completed at least 24 academic credit hours (quarters)
5.4.2 Attained at least a 2.35 cumulative GPA
5.4.3 Completed an Interuniversity Undergraduate Transfer Application
5.5 Admission to Sign Language Interpreting Program*
OVERVIEW: The Bachelor of Science in Sign Language Interpreting (SLI) is designed for students who have conmpleted an associate degree in sign language inerpreting or the equivalent. In this program, students will complete 60 quarter hours of professional requirements focusing on sign language interpreting and Deafness and about 44 quarter hours of general education courses beyond the associate's degree.
Wright State University has a partnership with the following assocaite degree programs: Cincinnati State, Columbus State, Sinclair Community College, Ohio University - Chillicothe campus.
5.6 Admission to the Athletic Training Education Program*
OVERVIEW: The athletic training education program leads to a Bachelor of Science in Education (B.S. Ed.) degree, with or without teaching licensure. The program is a concentration within the HPR department. Admission to WSU does not quarantee admission to the athletic training education program.
Admission will be based upon cumulative GPA, performance on competencies, completion of field experiences, personal interview, and overall work performance. The number of students admitted is determined by the availability of resources such as field experience sites and the number of faculty/clinical instructors. All students must submit an admission application to the athletic training program by the established deadline.
All students must fulfill current health requirements, including immunizations (i.e. Hepatitis B) and an annual physical examination. The exam must certify that the student is in good health and able to actively participate in clincial and field experiences. Proof of a current physical and immunizations must be submitted at the time of appplication. Faculty may request a student's reexamination if lilmitations interfere with the student's clinical prtactice or learning.
All students must purchase liability (malpractice) insurance in the amount specified by the athletic training education progbram. Applications are available in the Athletic Training office.
In order to become eligible to apply for admission to the athletic training education program, students must have the following requirements:
5.6.1 Accepted as degree-seeking student at WSU
5.6.2 Completed all designated prerequisite courses with a combined 2.5 GPA
5.6.3 Have a least a 2.5 cumulative GPA
Student must earn a grade of C or better in each athletic training course to remain in the program.
6. CEHS Graduate Student Academic Policies and Procedures
6.1 Admission to the School of Graduate Studies*
OVERVIEW: Graduate students must be accepted for admission to the School of Graduate Studies before they may register for graduate credit. Students are identified by the School of Graduate Studies as being on of the following categories:
6.1.1 Regular Degree Status
Students who have met all of the reqgular admission requirements of the School of
Graduate Studies and have been approved for admission by a degree program.
6.1.2 Conditional Degree Status
Students who have an undergraduate GPA less than that required for regular
admission and/or need to complete prerequisite coursework may be admitted to
conditional status. Students in conditional status must achieve a 3.0 cululative GPA
at the end of the quarter in which a total of twelve (12) or more hours have been
earned while in this status. Students who have achieved this GPA requirement,
completed prerequsite courses, and have been approved by their graduate program
will automatically be granted regular degree status. Students in this category who
do not meet the 3.0 GPA requirement will be dismissed from the School of Graduate
Studies. Graduate credit (not to exceed 50% of the required coursework in the
program) earned while in this status will apply toward degree requirements.
6.1.3 Provisional Status
Students may be admitted provisionally, for one quarter onnly, pending receipt of
credentials. If admission requirements are not met during the quarter of provisional
admission, a hold may be placed on the student's academic records; regisgtration for
future quarters may be denied; all graduate credit earened while in provisional status
may be changed to undergraduate credit; and students may be immediately
dismissed from the School of Graduate Studies.
6.1.4 Teacher Licensure Status
Students who wish to enter a CEHS licensure program is admitted into this status.
The licensure program allows students the opportunity to meet and consult with
licensure advisors and have the college's recommendation and assistance in applying
for State of Ohio licensure. A student cannnot be awarded a degree while in this
status. Furthermore, subject to subsequent admission into a degree program, a total
of 50% of graduate hours completed while in this status can be applied with program
approval toward degree requirements for the student's program of study. For
candidates in which this will be their first initial license, admission to the teacher
edcuation program is also required.
6.1.5 Nondegree Status
Students who desire to take graduate courses but do not wish to pursue a degree
program are admitted into nondegree status. Admission into this status does not
imply or guarantee subsequent admission into degree status. Students must apply
and meet the admission requirements for degree status. Should students be accepted
into degree status at a later date, a maximum of 50% of graduate coursework
completed while in nondegree status can be applied toward program degree
requirements with program approval. Students in this status must have a 3.0
cumulative GPA average the quarter they complete nondegree hours of graduate
credit. Failure to meet this GPA requirement will result in dismissal from the School
of Graduate Studies.
6.1.6 Special Status
Students desiring to take only workshop courses for graduate credit may do so under
this status. Students are granted special status without being admitted to the School
of Graduate Studies. Students applying for this status must possess baccalaureate
degrees. Permission to register for workshops is granted upon presentation of the
special application form to the Office of the REgistrar. Should students be accepted
into degree status at a later date, a maximum of twelve (12) hours of graduate
workshop credit may be applied, with program approval, toward degree requirements.
6.1.7 Transient Status
Students actively pursuing graduate programs at other colleges or universities who
wish to earn credits to transfer to those institutions may be granted transient status.
Students must present to the School of Graduate Studies a completed "Permission for
Transient Status" form signed by the deans of their college. The form should be
certified with the institutional graduate school seal. The forms must be presented for
each quarter the student desires to register for graduate coursework.
6.2 Admission to the College*
OVERVIEW: Each applicant must submit credentials as evidence of meeting the folloiwing minimal admission requirements. Programs may have requirements over and above those of teh School of Graduate Studies.
6.2.1 Completion of a bacholeors degree program at an accerdited college or university
6.2.2 For degree candidates, preparation for the declared field fo study that is
acceptable to the graduate program concerned.
6.2.3 Evidence that the applicant has the minimum undergraduate GPA average
established by the School of Graduate Studies.
6.3 Admission to the Department(s)
OVERVIEW: In addition to the general admission requirements to CEHS, departments/programs may require additional items.
6.4 Advising Process*
OVERVIEW: It should be noted that the student who has declared a major and been admitted to the college will have received the following communications from the university and/or college:
6.4.1 A letter from the School of Graduate Studies indicating that the student has been
admitted to the college and university and, if a new (not continuing) student, initial
registration information.
6.4.2 A letter of welcome from the dean of the College of Education and Human
Services and the designations of an advisor for the student. In this letter the
student will be instructed to see his/her advisor as soon as possible. If the student
does not contact the advisor soon after the advisor receives his/her folder, the advisor
should contact the student and arrange for an initial conference. It is important to
remember that graduate advisors should have office hours when graduate students
can come to campus.
6.5 Final Evaluation for Graduate Students*
OVERVIEW: Each department will be responsible for deciding ways for student to demonstrate proficiency in their program areas before they graduate. These may include, but are not limited to: Comprehensive Exam, Research Project, Portfolio, Licensing Examination, Thesis Presentation.
7. CEHS Partnerships and Collaborations*
7.1 EDLink-12*
OVERVIEW:
7.2 STEM High School*
OVERVIEW:
* DRSS Update May 08
* DRSS Update October 08
7.3 Local School District Partnerships*
OVERVIEW:
7.3.1 Fairborn City School
7.3.2 Dayton Public Schools
7.3.3 Reading Community City Schools
7.3.4 Sugarcreek Local Schools
7.3.5 West Carrollton Schools
7.3.6 Milton-Union Exempted Village
7.3.7 Trotwood-Madison City Schools
7.3.8 Troy City Schools
7.4 NNER*
OVERVIEW:
|
