School of Education Academic Policies

Trinity reserves the right to change, without prior notice, any policy or procedure, tuition or fee, curricular requirements, or any other information found on this web site or in its printed materials.

Contents

Student Status

Degree and Non-Degree Status
Full-Time and Part-Time Status
Leave of Absence
Withdrawal from the College
Intervention Policy
Commencement Participation

Advising, Enrollment, and Registration

Advising
Registration
Course Schedule Adjustments
Audit
Withdrawal from a Course
Late Withdrawal from a Course

Attendance and Examinations

Attendance
Comprehensive Examinations
Final Examinations

Transfer Policies & Courses at Other Institutions

Transfer Credits Satisfying Degree Requirements
Courses at Other Institutions
Courses Through the Consortium of Universities of the Washington Metropolitan Area
Credit Through Non-College or Experiential Learning
Certification: Candidates Seeking Second Endorsements

Degree Requirements

General Requirements for the Master's Degree (M.A., M.A.T., M.Ed., M.S.A)
Certification Requirements for Students Registered in the Accelerated Certification Program
The Bachelor of Arts/Master of Arts in Teaching Degree (B.A./M.A.T.)
Capstone Projects, Practica, and Student Teaching

Grading System

Grades and Grade Point Average (GPA)
Incomplete Grades
Grades for Work In Progress
Grades for Withdrawals
Grade Changes
Grades for Repeated Courses

Academic Standing

Good Academic Standing
Academic Probation
Academic Dismissal
Readmission

Academic Appeals

General Policy for Appeals
Appealing a Final Grade in a Course Below a "B" (3.0), Excluding Grades of "F"
Appealing a Final Grade of "F" in a Course
All Other Appeals
Procedural Rules for Dispute Hearings Before all Curriculum and Academic Policy Committees

Student Information, Records, and Transcripts

Disclosure
Maintenance of Student Records
Transcripts

Student Status

Degree and Non-Degree Status
Full-Time and Part-Time Status
Leave of Absence
Withdrawal from the College
Intervention Policy
Commencement Participation

Degree and Non-degree Status

All degree and non-degree students in the School of Education are graduate students and must hold a bachelor's degree from a regionally accredited institution. Undergraduate education majors are a part of the College of Arts and Sciences.

Degree or matriculated students have been formally admitted to a degree program in the School of Education at Trinity.

Non-degree students have not been admitted to a degree program; they enroll for a limited period, often with the intent to transfer credit to a degree program. Non-degree students must complete appropriate application forms with the Office of Admissions. Enrollment in courses as a non-degree student does not denote or imply admission to a degree program. No more than six credits earned at Trinity as a non-degree student may later be applied toward a degree. Special policies apply to credit earned in professional development workshops; these credits may not be applied toward a degree (see below).

Students with non-degree status may apply for degree status by meeting all admission requirements; the student's faculty advisor must approve in writing all credits earned as a non-degree student that will count toward the student's degree.

Undergraduate students may minor in education; these students are governed by the appropriate academic policies of the College of Arts and Sciences.

Full-time and Part-time Status

A full-time student in the School of Education registers for nine credits or more in a semester.

A part-time student in the School of Education registers for eight or fewer credits in a semester. To be considered eligible for Federal financial aid, a student must register for a minimum of 6 credits in a semester.

Leave of Absence

A leave of absence is a voluntary leave from campus for up to one year, with the intention of returning to Trinity. The student will not have to apply for readmission as long as she or he returns within this time frame.

A leave of absence allows the student to continue an affiliation with the College. Unlike a withdrawal (see below), a leave of absence allows Trinity to keep the student on a mailing list and continue to send important information, such as registration materials.

Students receiving financial aid must have an exit interview with a representative of Student Financial Services before the leave of absence is approved because lenders perceive a leave of absence as a withdrawal. Students are responsible for all tuition associated with course registrations and any other fees associated with the College.

Students requesting a leave of absence should adhere to the following procedures:

• Student requests a leave of absence from the Dean; the approved Leave of Absence Form is distributed to the student's advisor and Enrollment Services.
• If a leave of absence is requested to begin in the middle of a semester in which the student is taking classes, the student must first withdraw from all classes in accordance with the policy for course withdrawals (see below).
• The student meets with an academic advisor for an exit interview.
• The student meets with a representative of Student Financial Services if the student is receiving or has received financial aid.
• Student arranges payment for all outstanding bills with the Business Office.

Withdrawal from the College

A withdrawal from the College indicates that the student has no intention of returning to Trinity. If the student decides to return at a later date, the student must apply for readmission.

Since withdrawal from the College has immediate implications on financial aid, students must have an exit interview with a representative of Student Financial Services. Students are responsible for all tuition associated with course registrations and any other fees associated with the College.

Students who withdraw from the College should follow these procedures:

• Notify the Dean of intent to withdraw from the College.
• Withdraw from all classes in accordance with the policy for course withdrawals (see below) if the student withdraws from the College in the middle of a semester in which the student is taking classes.
• Meet with an academic advisor for an exit interview.
• Meet with a representative of Student Financial Services.
• Student arranges payment for all outstanding bills with the Business Office.
• Order an official transcript and ensure that it indicates withdrawal from the College after the completed withdrawal request has been processed.

Intervention Policy

The faculty of the School of Education is deeply committed to the professional development of each student. Upon occasion, our concern for the ability of specific students to function at the standard level expected within the profession is called into question. The educator’s role and obligation in maintaining the integrity of the educational profession is found in the ethical codes of the professional organizations for teachers, administrators, and counselors.

The Code of Ethics of the Education Profession of the National Educational Association states:

Commitment to the Profession (Principle II):
The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service. In is the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

In fulfillment of the obligation to the profession, the educator (Principle II, 3) shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.

This policy is not intended to supersede actions that may be taken against a student by Trinity for unsatisfactory academic progress or for violations for the Trinity Honor Code and Honesty Policy.

Students will be evaluated throughout their degree programs in three areas:

ACADEMIC PERFORMANCE: Each student is expected to maintain a minimum 3.0 (B) grade point average.

INTERPERSONAL SKILLS: Each student is expected to demonstrate effective interpersonal skills considered requisite to the field of education. These skills include the ability to:

• Function effectively with fellow students and faculty.
• Be open and adaptable in relationships with fellow students; faculty; and students, supervisors and school personnel at their field placement sites.
• Demonstrate self-awareness by being open to self-examination and commitment to personal growth.
• Demonstrate a positive attitude toward the learning process and toward fellow students.
• Cope with stressors presented by the expectations of all academic requirements and additional stressors such as family and job situations.
• Maintain a calm, rational, professional demeanor when faced with adversity, disappointments, and disagreements with students, supervisors, parents, and instructors.

ETHICAL BEHAVIOR: Each student is expected to demonstrate awareness of and adherence to the ethical standards of the relevant professional associations both in field experiences and in the classroom.

Academic Review

If a student is experiencing difficulty in meeting the assessments and/or standards of a particular course, the course instructor will notify the student in writing with a copy of the correspondence to the student’s academic advisor. As appropriate, a referral plan for assistance by the Writing Center or Academic Support Services may be written, or the instructor may provide remediation within the course.

Interpersonal Skills and Ethical Behavior

The Faculty of the School of Education has established the following path as a working guide when questions regarding student retention arise:

1. The individual faculty member meets with the student, expresses specific concern(s) to the student, and seeks to establish a mutually agreed upon plan to resolve the situation before more action is required.
2. If a plan cannot be reached between the faculty member and the student, if the student fails to follow the agreement reached, or if the plan agreed on fails to resolve the concern, the faculty member is free to discuss the question of a student’s progress and/or competence with the student’s academic advisor. This can be done in an informal discussion and may include other School of Education faculty members, as needed. The goal of this action is to resolve the situation with the input of other faculty and to formulate a reasonable corrective action plan.
3. If the student objects to the plan resulting from step two or if the informal approach developed during step two fails to accomplish the desired goal, the issue will be forwarded for formal review by the Retention Review Committee, a sub-committee of the Education/Curriculum and Academic Policy (EDU-CAP) committee. The Committee is be composed of the Dean of the School of Education, the student’s academic advisor, and an EDU-CAP member. The purposes of the formal review are: to determine if an actionable problem exists; if a specific plan to resolve the issue can be developed; and if the student should be retained in the program.

After reviewing the original concern and the student’s academic performance, interpersonal skills, and ethical behavior, the Committee will determine the student's status in the program. The student and faculty member will be provided the opportunity to present any appropriate information.

A decision will be made which may include one of the following:

1. The concerns raised by the faculty member do not warrant further action, and the student will be allowed to continue in the program without restriction.
2. The student will be placed on “Professional Probation” with specific requirements for remediation. Procedures will be specified for progress to be monitored by the concerned faculty member, the student’s advisor, and the Dean of the School of Education. The Committee will also determine if and when the student may be removed from “Professional Probation.” While on “Professional Probation,” the student will not be allowed to enroll in Practicum or Internship courses, but may be enrolled on other courses.
3. The student may be terminated from the program and may not enroll in further course work in the School of Education at Trinity.

The student will be informed of the Committee’s decision through written communication within 10 days of the meeting. The student may appeal the Committee’s decision to Trinity’s Vice President of Academic Affairs/Provost; such an appeal must be in writing and must be postmarked no more than 10 days following the date of the written communication from the Committee. If no resolution is reached at the level of the Vice President of Academic Affairs/Provost, the appeal may be forwarded to Trinity’s President. The decision of the President is final.

Commencement Participation

Only students who have fulfilled all requirements may participate in Commencement and related activities.

To participate in Commencement, students must adhere to the following procedures:

• Submit application for graduation to Enrollment Services by the printed deadline.
• Receive financial clearance.
• Participate in an advisor audit. Advisors will provide a written audit of each student's transcript and forward the signed transcript to Enrollment Services, indicating the student's status for graduation.

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Advising, Enrollment, and Registration

Advising
Registration
Course Schedule Adjustments
Audit
Withdrawal from a Course
Late Withdrawal from a Course

Advising

Advising for Degree Students

Students admitted to a degree program must meet with an academic advisor to discuss their career options and degree requirements; students and advisors collaboratively plan a Program of Study. Once a Program of Study is on file in the School of Education, students may choose to register by obtaining the approval of their advisor or the appropriate academic Dean in the School of Education who verifies their Program of Study. If students propose to deviate from their Program of Study (e.g. take an additional course or take a course out of sequence), they must discuss the proposed course of study with their advisor and obtain the advisor's signature.

Advising for Non-Degree Students

Students who have not been fully admitted into a degree program should be advised to take courses according to the sequences established by the appropriate graduate program. Offices that perform advising functions should follow the recommended course sequences outlined by each graduate program. To register, non-degree students must obtain the signature of the Director of Admissions for the School of Education, the Dean, or the Dean's designate.

Advisor Assignment and Change of Advisors

Students are assigned advisors specific to their course of study. Only in extenuating circumstances may a student change advisors if an option is available.

Registration

During the registration period near the end of each term, matriculated students register for courses according to the Program of Study for the following semester. After selecting the appropriate courses, each student must register online or complete and sign a Registration Form, following all instructions on the form. Incomplete or unsigned forms will not be processed. Registrations will not be processed until all financial holds are cleared.

Course Schedule Adjustments

Students may add or drop courses without academic penalty during the designated Course Schedule Adjustment period at the start of each semester; official deadlines are listed on the Academic Calendar. During this period students may also change to or from a formal audit or alter the number of credits in courses carrying variable credit. If a schedule change involves increased tuition and/or fees, payment arrangements must be made before the change will be processed. Students seeking a Course Schedule Adjustment should follow these procedures:

• Obtain Schedule Adjustment Form.
• Meet with advisor to discuss how the proposed change(s) may affect the student's academic goals and progress toward degree.
• Complete relevant sections of the Schedule Adjustment Form and obtain advisor's signature.
• Return signed form to Enrollment Services.

Audit

Formal audits

Classes audited on a formal basis will appear on the transcript, but they do not carry credits applicable toward a degree. Students in the School of Education must pay a fee per credit to audit a class. Students must obtain formal permission from their academic advisor to audit a class. An auditor must register for the course and attend class meetings regularly.

Informal audits

Informal audits of classes in the School of Education are not allowed; only enrolled students or formal auditors may attend classes. Children may not attend classes with or without their parents (see below).

Withdrawal from a Course

Once the Course Schedule Adjustment period has passed, a course may not be removed from a student's academic record for any reason, but students may still withdraw from a course at any time up to the deadline for withdrawal from all classes; exact dates are listed in the Academic calendar. This policy is not applicable to Winter and May Terms or other intensive sessions; in such cases withdrawal is not allowed after the published Course Schedule Adjustment period.

When a student withdraws from a course, a designation of "W" (Withdrawal) will appear on the student's transcript. Students who fail to withdraw officially or to meet course requirements are liable to receive a grade of "F" (Fail).

Students are responsible for the full payment for courses from which they have withdrawn. Students should refer to the published course schedule for withdrawal and payment information. To withdraw from a course, students should follow this procedure:

• Obtain Schedule Adjustment Form.
• Confer with advisor to discuss how withdrawing from the course will affect academic plans.
• Complete relevant sections of the Schedule Adjustment Form.
• Obtain the signatures of their academic advisor and the course instructor.
• Return signed form to Registration Services or the Office of the Registrar.

Enrollment Services will inform the course instructor(s) in writing that the student has officially withdrawn from the courses(s).

Late Withdrawal from a Course

Withdrawing from a course after the deadline to withdraw constitutes a late withdrawal; late withdrawal is a serious academic matter and an application for late withdrawal will be considered only in exceptional circumstances. Late withdrawals will not be considered after the last day of classes.

When a student withdraws from a course late, a designation of "W" (Withdrawal) will appear on the student's transcript. Students who fail to withdraw officially or to meet course requirements are liable to receive a grade of "F" (Fail).

Students are responsible for the full payment for courses from which they have withdrawn late. To pursue late withdrawal from a course, students should follow this procedure:

• Obtain Schedule Adjustment Form.
• Meet with advisor to discuss how withdrawal from the course will affect academic plans.
• Complete relevant sections of the Schedule Adjustment Form.
• Obtain the signatures of their academic advisor and the course instructor.
• Make formal written application to the Vice President for Academic Affairs detailing reasons for requesting a late withdrawal; a copy of the Schedule Adjustment Form as well as supporting documentation must be included.

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Attendance and Examinations

Attendance
Comprehensive Examinations
Final Examinations

Attendance

Students are expected to attend all class meetings; class attendance means students are punctual and stay for the duration of the class. Faculty have the right and obligation to monitor attendance, and absences are defined at the instructor's discretion. Students are responsible for reviewing the attendance policy for each instructor as listed in the course syllabus. A student's final course grade will be impacted by class attendance. See syllabus.

No children may attend classes or be left unattended anywhere on campus; childcare is the responsibility of the student. We understand that child care emergencies happen. However, Trinity is not in a position to provide emergency child care on campus. We advise students, faculty and staff who have child care emergencies to choose to remain at home rather than trying to bring the child to campus.

Comprehensive Exams

As part of the School of Education’s requirements, candidates in Teacher Education and Counseling must register, take and pass a comprehensive exit exam prior to beginning their clinical field training.

Educational Administration students, as part of the course EDAD627/628 or 600, will submit a Final Project (portfolio) which documents mastery of the Standards for School Leaders. The project serves as the Comprehensive Exam for Educational Administration and will be scored by a faculty committee.

Generally, after all core and content courses are complete, the student may take the comprehensive exam or complete the portfolio. Below are each program’s requirements for eligibility and registration for the Comprehensive Exam.

Teacher Education Program

Students in the Teacher Education Program (early childhood, elementary, reading, special education, TESOL, secondary English, secondary social studies) may register for the Teacher Education comprehensive exam at the beginning of each semester. Candidates must pass the comprehensive in order to enroll in student teaching/internship field training. All students should confer with their advisor about the timing and administration of the comprehensive exam. Students will be notified of the results in writing approximately three weeks after the test date.

Comprehensive exams are given in September, December, January, May, June and August.
The results of the Comprehensive Exam in Teacher Education will be evaluated on the rubric headings: approaches, meets, or exceeds. A score of meets or exceeds is necessary to pass the exam.

Counseling Program

Students in the Counseling Program must take the Counselor Preparation Comprehensive Exam (CPCE) and receive a pass score that is equivalent to or above one standard deviation below the national mean on a particular test administration. Students in good standing, who have successfully completed all major coursework, including courses covering core areas of study representing accepted standards of the counseling profession are eligible to take the exam ordinarily in the semester in which they are enrolled in COUN 631 Practicum in School Counseling COUN 631 Practicum in School Counseling

Provides 100 hours of supervised practicum experience in guidance and counseling with individuals and groups in elementary, middle, and secondary schools. Emphasis is on interpersonal and professional effectiveness, application of appropriate counseling techniques, observation, consultation, ethical and legal issues, and performance of the duties of a school counselor. On-site, classroom, individual, and group supervisory hours are required.

3 credits FALL AND SPRING SEMESTERS ONLY

Prerequisites: Completion of core courses. Application must be made one semester prior to enrollment.

: Counseling Practicum. Under extenuating circumstances a student may take one required course for the exam concurrent with the examination. All students should confer with their advisor about the timing and administration of the comprehensive exam. The CPCE will be computer scored and returned to Trinity University approximately two weeks after the test date. Students will be notified of the results in writing.

Teacher Education and Counseling Program

Teacher Education and Counseling Program candidates who do not pass their exam on the first try must meet with their advisor to develop a study plan before taking a retake exam. Students in The Teacher Education and Counseling Programs who do not meet the standards for their major on the second try need to register for one credit hour of directed research before they can sit again for the exam. That plan will be filed in the student’s Program file.
When a candidate is unsuccessful after three opportunities, the faculty reserves the right, on approval by the Dean, to not recommend the student for graduation, for endorsement for certification/licensure, or both. Student appeals must be filed with the Dean within four weeks of being notified of the third failure.

Educational Administration Program

Students in the Educational Administration Program are required to earn a minimum performance rating of “Meets the Standard” on the Final Project (standards portfolio). In addition, students in districts requiring state licensure may elect to take the external assessment, School Leaders Licensure Assessment, to meet state qualifications. Students who do not demonstrate mastery of the Standards for School Leaders as evidenced in the standards portfolio will register to repeat EDAD 627 Final Project in Educational Administrat EDAD 627 Final Project in Educational Administrat

Provides students with an opportunity to bring together all skills and knowledge acquired during the program in a culminating scholarly experience. In consultation with the program director, each student conducts an individualized final project appropriate to her/his specialization.

1 credit, 2 credits, and 3 credits respectively (students take course either as 1 credit/2 credit sequence or as single 3 credit course)

/628 or 600.

Final Examinations

Course examinations or final assessments are held at the end of each semester at the discretion of each instructor.

In accordance with the Honor System, Trinity's semester examinations are not proctored. The faculty entrusts the students and the Student Association with the responsibility of maintaining the integrity of this system.

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Transfer Policies & Courses at Other Institutions

Transfer Credits Satisfying Degree Requirements
Courses at Other Institutions
Courses Through the Consortium of Universities of the Washington Metropolitan Area
Credit Through Non-College or Experiential Learning
Certification: Candidates Seeking Second Endorsements

Transfer Credits Satisfying Graduate Degree Requirements

A maximum of six transfer credits may be granted for transfer to a degree program. Courses eligible for transfer must meet the following requirements:

• The course(s) must have been completed at a College or university accredited by the appropriate regional higher education accrediting association.
• The course(s) must have been completed with a final grade of "B" or better.
• The course(s) must have been taken at the graduate-level.
• Each course must have been completed no longer than five years prior to the date of matriculation to the School of Education.

Requests for transfer credit must be relevant to the degree sought and must be approved by the student's faculty advisor.

Professional Development Workshop courses taken at Trinity or other approved organizations and institutions do not count toward a Trinity degree. Only under special circumstances may a student make a written appeal to his or her advisor and the Dean to request that a maximum of three credits of workshop courses be transferred to a degree program.

Courses at Other Institutions

While enrolled at Trinity, a student may earn credits on a limited basis at other accredited institutions. Students planning to take courses at another institution must first obtain approval from their faculty advisor for the number of credits and specific courses to be taken before they enroll in the course(s). A student who does not follow these procedures has no guarantee that the credits earned will apply toward the Trinity degree. Authorization from the faculty advisor will be documented on the student's Program of Study. Students should obtain the appropriate forms from Enrollment Services.

Transfer courses will appear on a student's transcript as "TR" unless the course was completed at a Consortium school. A student may transfer no more than six credits toward a Trinity degree (see above).

Courses Through the Consortium of Universities of the Washington Metropolitan Area

Through the Consortium of Universities of the Washington Metropolitan Area, full-time degree students at Trinity can participate in special programs and take courses offered by other member institutions during fall and spring semesters only.

• Registration is limited to a needed course or courses that cannot reasonably be expected to be offered at Trinity.
• The approval of the Dean is required for registration in any course offered through the Consortium.

Enrollment is subject to Consortium as well as Trinity regulations. Students should confer with the Consortium Coordinator.

The following policies govern the participation of Trinity students in the Consortium:

1. Trinity students may take Consortium courses only if the courses are not available at Trinity during the semester.
2. Only full-time degree students are eligible for Consortium privileges. Exceptions require approval by Trinity's Consortium Coordinator.
3. Students in their last semester before graduation are discouraged from taking courses through the Consortium. Delays in reporting Consortium grades may prevent a student from graduating and/or participating in commencement activities.
4. Students must demonstrate the relevance of proposed Consortium course(s) to their academic and post-College goals. This rationale must be submitted with the registration form.
5. Before receiving advisor approval, students must obtain approval from the appropriate Trinity Program Chair in the subject area involved (or the Trinity Consortium Coordinator for courses in subjects without corresponding programs at Trinity).
6. Students on probation or carrying a grade of "Incomplete" should take Consortium courses only in extraordinary circumstances; approval is required from Trinity's Consortium Coordinator.
7. Students wishing to take more than two Consortium courses in any given semester must obtain approval from Trinity's Consortium Coordinator.
8. All registrations for Consortium courses must receive final approval from the Dean.
9. The final grade received in a Consortium course is recorded on the Trinity transcript and calculated into the student's grade point average.
10. Students participating in Consortium courses or programs must arrange for their own transportation.

Grades of "I" (Incomplete) may be given for courses taken through the Consortium. Students who arrange grades of Incomplete at a visited institution should note that the time limits for making up the incomplete are not to exceed those of the home institution. However, a faculty member at the visited institution may require an earlier deadline.

Trinity is not responsible for delays in the reporting of grades from Consortium institutions; all grades must be recorded by the Registrar for a student to be eligible to receive credit. Students are responsible for checking with instructors at Consortium institutions to assure the timely report of grades to Trinity.

Credit Through Non-College or Experiential Learning

Trinity recognizes that learning may occur in a variety of settings. Graduate students who can demonstrate by submission of a portfolio that they have already acquired the knowledge, skills, and competencies taught in a Trinity graduate program course may receive credit for that course.

Eligibility for experiential learning credit is as follows:

• Degree-seeking students who have completed nine credit hours at Trinity with a grade point average of at least 3.0 may apply, with approval of their advisor, for a maximum of six credits for experiential learning.
• The student will then be required to submit a portfolio through their advisor for review by an appropriate faculty member.
• The portfolio must provide appropriate evidence that the student has acquired the competencies required to pass the course for which they are requesting credit.
• If the portfolio is approved, this credit may be applied toward the requirements of a Master of Arts, Master of Arts in Teaching, Master of Education, or the Master of Science in Administration degree.

All cases involving experiential learning credit will be considered on an individual basis by the student's academic advisor and the Dean's office. All portfolios must be completed and presented to the advisor for approval prior to the semester in which one plans to graduate.

Students applying for experiential learning credit must follow these procedures:

• All students who wish to apply for experiential learning credit must discuss their experiences with their advisor prior to applying. This will give both parties an indication of whether the experiences are credit-worthy.
• After meeting with the advisor, the student may apply to develop an experiential credit portfolio. The student will fill out the experiential learning application form and acquire a receipt from the business office indicating payment of the application fee. The student submits the application and the receipt to the advisor.
• Upon receipt of the advisor's and the Dean's approval on the portfolio application form, a copy will be sent by the Dean's office to the Business office so the applicant will be billed by the Business Office for the appropriate tuition for experiential credit. NOTE: Submission of a portfolio does not guarantee awarding of credit. Credit will be awarded on the basis of the merit of the portfolio.
• The Dean and the advisor will mutually agree as to the most appropriate faculty member to be given the portfolio for the review.
• The faculty reviewer will notify the advisor and the dean as to the acceptance or rejection of the portfolio on the appropriate form. The dean's office will forward a copy of the form to the Registrar, the student's file in EDU and to Human Resources.

Certification Requirements for Students Registered in the Accelerated Certification Program

Teacher Education candidates who hold a valid US teaching credential and who are seeking a degree in a second field may be admitted to an accelerated (30 credit) format of the degree program, provided that their coursework has been completed within the past five years.

The following requirements apply:

Core Courses

• Core courses are those which provide a foundation for Teacher Education; for example, Human Growth and Development, Foundations of Education, Teaching and Learning, Education of Exceptional Children and Youth, Research in Education.
• Six (6) credits in core courses may be transferred.
• The teaching credential will substitute for additional core courses.

Methods Courses and Practica

• Candidates will be required to take all methods courses and practica in residence.

Completion of Degree

• In order to complete 30 credits, candidates will be required to take additional courses, chosen from those listed below and in consultation with their advisor:

EDCI 607 Cultural Diversity and Global Concerns EDCI 607 Cultural Diversity and Global Concerns

Explores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.

3 credits

Cultural Diversity and Global Perspectives
EDCI 611 Role of Social, Economic, and Political Systems in Education EDCI 611 Role of Social, Economic, and Political Systems in Education

Explores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.

3 credits

Role of Social, Economic and Political Systems in Urban Education
EDCI 612 Conflict Management and Resolution EDCI 612 Conflict Management and Resolution

Examines causes of violence and its repercussion. Emphasis is on positive strategies and techniques of conveying anger, frustration, and doubt. Considers the influence of resolving conflicts creatively and stresses the importance of communication as a vehicle for conflict resolution and helping students work together to express feelings in a respectful atmosphere. Stepwise solutions will be offered and modeled for educators. This course also studies the contributions to peacemaking by Gandhi, Martin Luther King, Dorothy Day, and others. Formerly EDU 514L Peace Education.

Conflict Management and Resolution
EDCI 622 Emergent Literacy & Beginning Reading EDCI 622 Emergent Literacy & Beginning Reading

Introduces major theories of reading acquisition and word recognition, and uses these theories as a foundation for effective practice. Candidates learn developmentally appropriate techniques for fostering early literacy development. To enable candidates to target instruction to be maximally effective, the development of a solid understanding of the developmental continuum of literacy acquisition is stressed. In addition, candidates will learn to administer and interpret assessments for emergent and early literacy, and learn to use ongoing assessment to plan effective and developmentally appropriate instruction and learning opportunities for groups and individual students. Candidates will learn and practice multiple techniques for teaching the key components of literacy instruction: phonemic awareness, phonics, comprehension, vocabulary, writing, and fluency. Includes field component.

Emergent Literacy and Beginning Reading
EDCI 627 Language Acquisition and Development EDCI 627 Language Acquisition and Development

Explores the major language theories and systems. The constructivist, psycholinguistic, and sociolinguistic views provide the framework for exploring phonology, semantic, syntactic morphology, and pragmatic systems related to language acquisition and development. Second language and non-standard language development as they relate to cognition and learning will be discussed. Field component with observations are an integral component of the course. Formerly EDU 556 B.

3 credits

Language Acquisition and Development
EDCI 632 Methods of Teaching Writing EDCI 632 Methods of Teaching Writing

Focuses on the essential elements of an effective school writing program. Topics will include writing as a means of constructing knowledge, writing for authentic purposes, developing a supportive environment, implementing other language arts skills into the writing process. Attention will also be given to the evaluation of student writing, the development of benchmarks and rubrics, portfolio preparation and analysis, and publication of students' work. Formerly EDU 511C Teaching Writing.

Methods of Teaching Writing
EDCI 633 Organization and Supervision of School Reading Programs EDCI 633 Organization and Supervision of School Reading Programs

Involves in-depth research on those topics pertinent to school needs, the development of sound school reading programs and staff development including high stakes testing. Emphasis is placed on meeting school needs, evaluation of materials, critiquing existing programs, and methods of evaluating new programs. Students are expected to plan a reading program in a culminating paper. Only graduate reading concentrators who have finished most of their course work are allowed to register for this course. Formerly EDU 528 Organization and Supervision of School Reading Programs.

Foundations and Organization of School Reading Programs
EDCI 635 Literacy Across the Curriculum EDCI 635 Literacy Across the Curriculum

Focuses on the importance of literacy as both a goal and a tool. Literacy acquisition and development depend upon the ability of students to integrate prior knowledge about reading and writing with skills in the content areas. Particular attention will be paid to techniques that address the unique demands of the structure of expository text. Students will use current research to demonstrate best practices. Formerly EDU 522L Literacy Across the Curriculum.

Content Area Literacy
EDCI 637 Diagnostic & Prescriptive Instruction EDCI 637 Diagnostic & Prescriptive Instruction

Introduces and/or extends candidates' knowledge of literacy assessments, their interpretation, and their use in guiding instruction for individuals and groups. Candidates will learn to select, administer, score, and analyze a range of instruments, and use the results of these assessments to plan effective instruction. Includes field component.

Diagnostic and Prescriptive Instruction
EDCI 640 Language Learning EDCI 640 Language Learning

Presents a systematic overview of the historical evolution of the field of Language Learning to include present day innovations. The purpose of this course is to facilitate awareness of how present day second language practices came into existence and to project the future direction of second language education based on the latest research. Participants will examine their own language learning in an effort to become more aware of the teaching-learning process for all language learners. Formerly EDU 972.

3 credits

Language Learning
EDCI 643 Principles and Practices of TESOL EDCI 643 Principles and Practices of TESOL

Examines the principles of ""Best"" teaching practices for teachers so that they may skillfully assist second language learners in content area subject matter. The use of content or subject area teaching of language such as CALLA (cognitive academic language learning activities) will be explored. Additionally, modalities and learning styles of students and teachers as they apply to culture will be explored. In addition, classroom management, and responding appropriately to the needs of students in the classroom will be simulated and practiced. Strategies and techniques will be incorporated into each participant's repertoire ideas for making teaching and learning fun and meaningful. Field component with observations are an integral component of the course. Formerly EDU 643A.

3 credits

Principles and Practices of TESOL
EDCI 644 Teaching Reading for TESOL EDCI 644 Teaching Reading for TESOL

This course will examine the unique challenges inherent in teaching reading to ESL/ESOL (LEP) students. Theory and research regarding language acquisition and reading for these students will be explored. In addition to an introduction to basic reading methods, current strategies and techniques will be explored to provide the ESL teacher with increased options in meeting the needs of second language students. This course has a field component and culminates in the production of a portfolio to document performance. Formerly EDU 645A.

3 credits

Teaching Reading for TESOL
EDCI 645 Writing Methods for TESOL EDCI 645 Writing Methods for TESOL

This course will examine the unique challenges inherent in teaching writing to LEP (Limited English Proficient) or ESOL (English Speakers of Other Languages) students. Participants will learn the current techniques of proven success in teaching second language students to write. This course has a field component and culminates in the production of a portfolio to document performance. Formerly EDU 645B.

3 credits

Writing Methods for TESOL
EDCI 646 TESOL Tests and Measurements EDCI 646 TESOL Tests and Measurements

This course will introduce participants to formal as well as informal practices of student assessment. Participants will analyze numerous concepts and methods concerning ESL testing. Students will be trained in the use of scoring and reporting of formal assessments used in both local and national school systems. Participants will become familiar with the organization and administration of second language programs in the schools and with the various methods used for record keeping. Field component is part of the course. Formerly EDU 724.

3 credits

TESOL Tests and Measurements
EDCI 650 Glob & Ethical Persp of Diverse Learners EDCI 650 Glob & Ethical Persp of Diverse Learners

This course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Field experience is required.

Global and Ethical Perspectives of Diverse Learners
EDCI 651 Leadership in Family, School and Comm EDCI 651 Leadership in Family, School and Comm

This course recognizes the need to build bridges between all facits of family, school and community. Leadership and advocacy slills will be developed and well as understanding how social and educational policy interact. Field experience required.

Leadership in Family, School and Community Partnerships
EDCI 652 Literacy Issues in Urban Education EDCI 652 Literacy Issues in Urban Education

This course provides an overview the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nation wide. A field experience is required.

Literacy Issues in Urban Education
EDCI 653 Current Issues in Urban Education EDCI 653 Current Issues in Urban Education

This course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.

Current Issues in Urban Education
EDCI 654 Urban Curriculum and Program Design EDCI 654 Urban Curriculum and Program Design

This course reviews, evaluates, and develops curricula used in urban setting, emphasis is on programs that have demonstrated success in urban settings. A field experience in required.

Urban Curriculum and Program Design
EDTE 605 Educational Measurement and Evaluation
EDTE 611 Literacy Development Across the Curriculum EDTE 611 Literacy Development Across the Curriculum

Develops an understanding of the developmental continuum of literacy acquisition in early childhood and provides the foundation for learning developmentally appropriate techniques for enhancing early literacy development in children. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective instruction and learning opportunities. Infusing literacy promoting activities through the use of children's literature and other content areas of the early childhood curriculum will be stressed. The field component is an integral part of the course. Formerly EDU 552T.

3 credits

Literacy Development Across the Curriculum
EDTE 624 Children's Literature EDTE 624 Children's Literature

Surveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature into the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. A field component may be required. Formerly EDU 514 Children’s Literature.

3 credits

Children’s Literature
EDTE 627 Literacy Assessment and Instruction for Emergent and Early Readers EDTE 627 Literacy Assessment and Instruction for Emergent and Early Readers

Prepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the “cutting edge” of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component required.

3 credits

Literacy Assessment and Instruction for Early and Emergent Readers
EDTE 628 Literacy Assessment and Instruction for Upper Elementary Readers
EDTE 629 Teaching Students with Emotional and Learning Disabilities EDTE 629 Teaching Students with Emotional and Learning Disabilities

Provides an in-depth examination of the theory and research on the etiological, psychological, and social factors in learning disabilities and emotional disturbance. Curriculum development, teaching strategies and methodologies, and the effective uses of resources (human/material) will be explored. Special attention will be given to methods of assessment, instrumentation, and interpretation of test data. Specialized instructional methods that can be delivered in a variety of settings will also be examined.

3 credits

Prerequisites: EDCC 530 and EDCC 540

Teaching Students with Learning and/or Emotional Disturbances
EDTE 634 Teaching Students with Mental Retardation EDTE 634 Teaching Students with Mental Retardation

Examines theory and research on the etiological, psychological, and social factors in mental retardation. Topics include curriculum development, materials, and teaching strategies and methodologies for students with mild to profound mental retardation. A field component may be required.

3 credits

Prerequisites: EDCC 530 and EDCC 540

Teaching Students with Mental Retardation
EDTE 636 Psychology of Exceptional Children and Youth EDTE 636 Psychology of Exceptional Children and Youth

Surveys research and theory of the psychosocial development of exceptional children and youth. The relationship between normal psychosocial development and the psychosocial development of exceptional children and youth is explored. A field component may be required.

3 credits

Prerequisites: EDCC 530 and EDCC 540

Psychology of Exceptional Children and Youth
EDTE 637 Preparation of Individualized Learning Prescriptions EDTE 637 Preparation of Individualized Learning Prescriptions

Focuses on the skills and knowledge necessary for the development of individualized educational programs for students having special needs. Emphasizes evaluating commercially prepared materials and designing curricular materials to meet the needs of individual students. A field component may be required.

3 credits

Prerequisites: EDCC 520, EDCC 530, and EDCC 540

Preparation of Individualized Learning Prescriptions
EDTE 641 Adolescent Culture in Literature EDTE 641 Adolescent Culture in Literature

Offers prospective teachers of adolescents the opportunity to examine their particular life view and development patterns as seen in both classic and contemporary stories about adolescents. Students relate previous learning about this particular group from the perspectives of authors, filmmakers, and journalists and contrast these presentations of youth with their own views on adolescence from personal experience. Students are expected to maintain a journal. A field component may be required.

3 credits

Adolescent Culture and Literature
EDTE 642 Teaching Reading in the Content Area EDTE 642 Teaching Reading in the Content Area

Prepares secondary education teachers to teach the content of their subject areas more effectively. Attention is given both to diagnostic and instructional reading techniques and to various study skills useful in content-area instruction. A field component and observations are integral parts of this course. Formerly EDU 522L Literacy Across the Curriculum and EDU 530 Teaching Reading in the Content Area.

3 credits

Teaching Reading in the Content Area

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Degree Requirements

General Requirements for the Master's Degree (M.A., M.A.T., M.Ed., M.S.A)
The Bachelor of Arts/Master of Arts in Teaching Degree (B.A./M.A.T.)
Capstone Projects, Practica, and Student Teaching

General Requirements for the Master's Degree (M.A., M.A.T., M.Ed., M.S.A)

Students must meet three general requirements to graduate and receive a master's degree:

1. Successful completion of all program requirements (refer to the College Catalog for specific requirements).
2. Successful completion of the capstone, final project or student teaching.(see below).
3. Be in good academic standing (see Section VII below).

The minimum cumulative grade point average (GPA) required to graduate is 3.0.

No student who has more than 3 credits below a “B-“on his or her transcript may graduate and receive a degree.

All degree requirements must be completed within five years of matriculation as a degree candidate. Any request for an extension must be made in writing to the Dean.

Students may not earn both an M.A.T. with a concentration in Teaching English to Speakers of Other Languages (TESOL) and an M.Ed. with a concentration in TESOL. Students earning either an M.A.T. or M.Ed. with a concentration in TESOL may pursue the other degree only with a concentration other than TESOL.

Certification Requirements for Students Registered in the Accelerated Certification Program

Students must meet three general requirements to be recommended for certification:

1. Successful completion of all program requirements (refer to the University catalog for specific requirements)

2. Successful completion of the capstone, final project, or student teaching (see below)

3. Be in good academic standing (see Section VII below)

The minimum cumulative grade point average (GPA) required is 3.0

No student who has more than 3 credits below a "B-" on his or her transcript may be recommended for certification.

All program requirements must be completed within five years of matriculation as a degree candidate. Any request for an extension must be made in writing to the Dean.

The Bachelor of Arts/Master of Arts in Teaching Degree (B.A./M.A.T.)

In the Bachelor of Arts/Master of Arts in Teaching teacher preparation program, undergraduate students are required to major in the liberal arts through the College of Arts and Sciences and complete a structured and sequenced minor in education through the School of Education.

Upon completion of the bachelor's degree, the student must apply and be admitted to a School of Education M.A.T. Program in an area of specialization: early childhood, elementary, secondary, or special education.

Until admitted to the M.A.T. Program, the student is governed by academic policies pertaining to the College of Arts and Sciences.

Capstones, Final Projects and Student Teaching

Near the end of their degree program, all graduate students must complete a capstone project, practicum and/or student teaching, which provides them with the opportunity to apply, synthesize, and evaluate knowledge and skills acquired during their graduate study. Students should consult their faculty advisor for a description of options and guidelines.

Admission into a degree program does not automatically guarantee admission into capstone projects, practica, or student teaching. To qualify for admission into these courses, students must meet the requirements of their specific program.

Students should register for the capstone in the semester in which they plan to complete the project. Students who require more than one semester to complete the capstone project will be charged a continuation fee for each subsequent semester until the project is completed.

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Grading System

Grades and Grade Point Average (GPA)
Incomplete Grades
Grades for Work In Progress
Grades for Withdrawals
Grade Changes
Grades for Repeated Courses

Grades and Grade Point Average (GPA)

A student's grade point average (GPA) is determined by the average of grade points earned in a semester. The School of Education uses the following system to assign grade points to graduate students:

Designations carrying no grade points include:

AU	Audit	TR	Transfer Credit
I	Incomplete	U	Unsatisfactory
IP	In Progress	W	Withdrawal
S	Satisfactory	*	Repeated Course

Incomplete Grades

A grade of "I" (Incomplete) is recorded only in cases judged sufficiently serious by the instructor. In all cases, the student and instructor must fill out and sign a Contract for Incomplete Form no later than the end of the final examination period, stipulating the work to be completed before the grade and credit for the course will be recorded.

The Contract for Incomplete Form must be attached to the instructor's final grade sheet to be valid. A copy of the Contract for Incomplete Form must be delivered to the student's advisor.

Graduate students must complete all work as specified in the Contract for Incomplete before the end of the subsequent semester, whether they register for courses in that semester or not. All summer sessions constitute one semester. Students must submit work sufficiently in advance of the end of the semester to allow instructors time for grading, and instructors must submit a valid grade within 72 hours of the end of the final examination period. Extensions of the Contract for Incomplete require the approval of the EDU CAP Committee.

Grades that are still incomplete after the deadline are changed from "I" to "F" on the student's transcript. For Incomplete Grades in Consortium courses, see above.

Grades for Work In Progress

The grade of "IP" (In Progress) is recorded only in cases where a student has not completed the Practicum, Internship, Capstone Project, or Master's Project during the semester in which the student initially registered for the course(s). Students who receive a grade of "IP" for a course must register for one credit in their program's Directed Research course for each subsequent semester until the project is completed. Directed Research courses are graded on the basis of "S"/"U" (Satisfactory/Unsatisfactory) and are not calculated in a student's GPA. Once all required work has been submitted for a grade, the supervising faculty member will replace the grade of "IP" with the letter grade earned in the course. Grades of "IP" are exempt from the 120-day limit for grade changes, although students must still complete all work for their degree within the five-year time limit.

Grades for Withdrawals

A designation of "W" (Withdrawal) will appear on the student's transcript if the student withdraws from the course following the Course Schedule Adjustment deadline. Withdrawals are not used to calculate a student's GPA. The process for withdrawal from a course is described above.

Grade Changes

Faculty, at their discretion and only after serious consideration, may change a student's grade. Any grade change must be finalized with Enrollment Services no later than one hundred twenty calendar days following the last day of the academic term in which the original grade was posted. To appeal a grade received in a course, refer to the section on Academic Appeals below.

Grades for Repeated Courses

A graduate student may repeat a course only once. Transcripts will indicate all semesters in which the course was taken, but only the most favorable grade will be reported and used to calculate GPA. In place of the less favorable grade(s), the notation "*" will appear on the transcript to indicate that the course has been repeated.

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Academic Standing

Good Academic Standing
Academic Probation
Academic Dismissal
Readmission

Good Academic Standing

Good academic standing for students in the School of Education constitutes maintaining a minimum cumulative grade point average (GPA) of 3.0. Students receiving a grade of "F" in a course are not considered to be in good academic standing regardless of their GPA and may be dismissed from the College (see below).

Academic Probation

Students who are not in good academic standing are placed on academic probation. Students may be placed on academic probation if their cumulative GPA falls below 3.0 or if they have completed less than two-thirds of their attempted credits. All courses, except audits, that appear on a student's transcript constitute attempted credits. Courses for which the student has earned grades of "F," "I," "WP," "WF," "W," or "*" are considered attempted credits that have not been completed.

Academic probation indicates that the student is no longer in good academic standing and the student's eligibility to continue studies at Trinity is under question. Students on academic probation are limited to two courses comprising a course load of no more than six credits during the semester for which they are on academic probation. Students may be removed from academic probation once their cumulative GPA is raised to the minimum standard of 3.0. A student may remain on academic probation for no more than one semester. Failure to raise the GPA to the minimum standard of 3.0 during a student's semester on academic probation may result in dismissal from the College (see below).

Academic Dismissal

Students may be dismissed from Trinity for academic reasons, including:

• Carrying a GPA below 3.0 after spending one semester on academic probation.
• Earning a final grade of "F" in a graduate course.
• Violating the Honor System in an academic matter, as detailed in the Trinity Honor Code and Procedure Manual.

Trinity reserves the right to dismiss students because of poor academic performance or unsatisfactory conduct. Trinity reserves the right to dismiss students because of academic standing or unprofessional conduct.

To appeal decisions regarding probation and dismissal, students may submit a written request to the School of Education Curriculum and Academic Policy Committee (see below).

Readmission

Students who have been dismissed from Trinity for academic reasons may reapply after one year following the dismissal by making a written appeal to the Dean presenting compelling evidence for why they should be readmitted. Following the Dean's approval, students must then apply for readmission through the Office of Admissions and be reaccepted to Trinity before attending classes.

If the student is readmitted, she or he will receive an acceptance letter from the Office of Admissions that details specific provisions and conditions of their readmission.

A copy of the acceptance letter will be sent to Enrollment Services and the student's academic advisor, and it will become a part of the student's permanent academic record.

For students readmitted after academic dismissal, conditions for readmission typically include a mandatory semester on academic probation, although other conditions may also apply.

Failure to comply with the provisions and conditions of admission may result in disciplinary action, including dismissal.

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Academic Appeals

General Policy for Appeals
Appealing a Final Grade in a Course Below a "B" (3.0), Excluding Grades of "F"
Appealing a Final Grade of "F" in a Course
All Other Appeals
Procedural Rules for Dispute Hearings Before all Curriculum and Academic Policy Committees

General Policy for Appeals

Appeals may be made to change only grades lower than a "B" (3.0). Separate procedures should be followed for appealing grades of "F" (see below). Appeals regarding academic probation or dismissal should be directed to the School of Education Curriculum and Academic Policy (EDU CAP) Committee.

Requests for an exception to an academic policy stated in the Trinity Catalog or the Academic Policy Handbook should be directed to the EDU CAP Committee.

Any other application for the redress of a student grievance based on the charge of discrimination that relates to academic procedures or policies must be addressed to the EDU CAP Committee.

Appealing a Final Grade in a Course Below a "B" (3.0), Excluding Grades of "F"

The student first submits a written letter to the course instructor in order to resolve the issue no later than three weeks after the beginning of the semester following that in which the grade was assigned. The instructor will respond to the student in writing within three weeks.

If the student and instructor do not resolve the matter, the student may appeal the grade in writing to his or her advisor no later than one week after the date on the instructor's response. The advisor may mediate the issue for three weeks after the date on the instructor's written response to the student.

The advisor's decision about the issue represents the final resolution of a dispute for grades below a "B," excluding grades of "F."

Appealing a Final Grade of "F" in a Course

The student first submits a written letter to the course instructor in order to resolve the issue no later than three weeks after the beginning of the semester following that in which the grade was assigned. The instructor will respond to the student in writing within three weeks.

If the student and instructor do not resolve the matter, the student may appeal the grade in writing to his or her advisor no later than one week after the date on the instructor's response. The advisor may mediate the issue for three weeks after the date on the instructor's written response to the student.

If the advisor is unable to resolve the dispute, the student may appeal formally to the EDU CAP Committee in writing; this appeal must be filed no later than nine weeks after the beginning of the semester following that in which the grade was assigned.

The Committee may resolve the dispute based solely upon the written appeal or may choose to hold a hearing (see below).

The Committee informs the student, the advisor, the instructor, and Enrollment Services of its decision in writing.

All Other Appeals

The student submits a written appeal to the EDU CAP Committee outlining the details of the dispute and the justification for the appeal. If the dispute involves one or more faculty members or academic administrators, those parties will receive a copy of the student's appeal.

Based on the written appeal, the Committee decides whether or not to consider the dispute.

The Committee may resolve the dispute based solely upon the written appeal or may choose to hold a hearing (see below).

The Committee informs the student and other appropriate parties of its decision in writing.

Procedural Rules for Dispute Hearings Before all Curriculum and Academic Policy Committees

The student must submit a written request for formal proceedings to the Curriculum and Academic Policy Committee no later than eight weeks after the opening of the first efforts to resolve the dispute. The faculty member or administrator shall receive a copy of the formal statement and have the opportunity to submit a written response.

The hearing will be held to take evidence and hear arguments concerning the dispute. The following rules shall apply:

1. The Committee may exclude evidence and arguments that are irrelevant to the case.
2. The Committee may call both the student and the faculty member or administrator as witnesses at the hearing. The Committee, the student, and the faculty member will have the opportunity to call other individuals as witnesses as well. The Committee cannot compel the testimony of any party. However, the student, faculty member, a witness, or the Committee itself may request that testimony be given only in the presence of Committee members.
3. For moral support, the student may bring another student or faculty member to the hearing, and the faculty member may bring another faculty member to the hearing. Legal counsel is admitted. The Committee may question the student and all witnesses. The student, administrator, or their respective associates may question their witnesses and also any other witnesses who are present at the hearing. The hearing otherwise is closed and all information is confidential.
4. After the close of the hearing, the Committee makes its decision. The Committee may consult with authorities outside the College in making its decision. The Committee justifies its decision by a written opinion, which includes summaries of the evidence and findings of fact as well as a disposition of the case. All decisions of the Committee, including its written opinion, are by majority vote. Any Committee member may submit a dissenting opinion.
5. A written opinion of the Committee is retained by the Committee. The student and faculty member may read the opinion, but neither they nor anyone else is permitted to have a copy.
6. The Committee reports its decision (the results only) in a letter to the student, faculty member or administrator, appropriate Program Chair, and appropriate Academic Dean, who supervises a change on the student transcript if necessary.

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Student Information, Records, and Transcripts

Disclosure
Maintenance of Student Records
Transcripts

Disclosure

The following categories of student information are designated as public or directory information:

Category I information includes name, address, telephone number, dates of attendance, and class standing.

Category II information includes previous institution(s) attended, major field(s) of study, awards, honors (such as Dean's List), and degree(s) conferred.

Information from Category I or Category II may be disclosed by the institution for any purpose, at its discretion.

Under the provision of the Family Educational Rights and Privacy Act of 1974, students may withhold disclosure of any category of information. To prohibit disclosure, students must provide Enrollment Services with written notification.

Trinity assumes that any student who does not specifically request the withholding of Category I or II directory information has indicated individual approval for disclosure.

Maintenance of Student Records

Trinity protects the reputation of its students by carefully maintaining the confidentiality of their official College records. To preserve privacy, the records are safeguarded from unauthorized access and disclosure. Trinity faculty, administrators, and staff are fully aware of the necessity to ensure integrity, accuracy, and confidentiality.

Accordingly, Trinity complies with the provisions set forth in Sec. 438 of the General Educational Provisions Act, 20 U.S.C. 1232 (g), entitled the Family Educational Provisions Act of 1974. This law guarantees the student's right to examine her or his official educational records, as well as her or his right to privacy pursuant to the release of such records to third parties.

Trinity's policy on the maintenance of student records is in accord with federal regulations. A copy of the policy is available from Enrollment Services , and this statement serves as notification of rights protected by law.

Transcripts

Current and former students of Trinity may request academic transcripts from Enrollment Services.

Requests must be made in writing and include the student's social security number, most recent date of attendance or graduation, the full name and address of the party receiving the transcript, and the student's signature. A processing fee of $5.00 per copy is payable at the time of the request.

Trinity adheres to the following policies on the release of transcripts:

a. No transcript will be released if the student has failed to satisfy all financial obligations to the College.

b. Transcripts will not be issued to a third party without written authorization of the student.

c. A faxed transcript request will be accepted provided a credit card number, including expiration date, is included. This request must be signed by the student.

d. Transcripts are processed within 3-5 business days of receipt of the written request. Rush transcript requests, subject to an additional rush fee, are processed within one business day of receipt of the written request. Archive transcript requests, or records prior to 1980, are processed within 10 business days of receipt of the written request.

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Additional Information

Trinity reserves the right to change, without prior notice, any policy or procedure, tuition or fee, curricular requirements, or any other information found on this web site or in its printed materials.

Questions about academic policies may be directed to the Dean of the School of Education.