There are CTE teachers enrolled in our classes that paid with their VISA card or made a deferred payment selection but never selected the final Confirm button. If that is you, you are not registered in this class and will be dropped. Our office has likely sent you repeated emails but because you assumed you are registered, the emails were discarded. There is a simple fix to complete your registration. Go into your MyUMES account in HawkWeb. If you are not confirmed, you will get a dialog warning box (see below) asking if you want to confirm your registration. Follow the steps to get fully confirmed and registered for this class.
https://www.dropbox.com/s/vv2bquwmnb2c6am/Payment%20Confirmation.
mp4?dl=0
It is a fact of life that sometimes students need to drop a college course due to factors beyond and within their control. UMES has a policy for these situations and you should be fully aware of it as you enter into this class. When you register for a
UMES class and confirm your payment, whether credit card or deferred, you have an obligation to the university for the tuition. If you determine that you will not be able to complete the class, you will need to drop the class in your MyUMES account in HawkWeb by the first class ( as listed in HawkWeb, not necessarily our actual BMI first class. For example, EDSP 432 may be listed in HawkWeb as a Tuesday night class but it is a hybrid class that meets the first Saturday. For purposes of dropping a receiving a full refund, you must drop by Tuesday, not Saturday ). You will receive a full refund of tuition and fees, which will be mailed to you in the form of a
State of Maryland check. If you had signed up for a Deferred Payment Plan, the tuition will be deducted but not the deferred payment plan fee of $25.
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An alternative situation is where the course you are in has low enrollment and
UMES has decided to close the section. If this was the only class you wanted, you will be dropped automatically and you don’t need to do anything. If you need to get into a different section or a different course though, you may use the SWAP tab in HawkWeb to switch from one class to a different one. Any funds you have paid toward tuition will be used toward payment for the new class once you have confirmed the payment.
If you do wish to drop a class before the official HawkWeb-listed first class, go into
HawkWeb and select the DROP tab. Check “Select” on the class and hit the “Drop
Selected Class” button. See below…
The next dialog box asks you to “Confirm your Selection”. Click on the “Finish
Dropping” button. If it is the only class you were planning to take that semester, you will receive an error code (see below)
Here is what you need to do to drop this one class. You need to precisely follow these steps!!!!! On your umes.edu email account, send an email to clduffy@umes.edu
. In the email header, write in “UMES Withdrawal Request”. In the main email, write to Mrs. Duffy your request to be dropped from the one class
(tell her which one) through withdrawal from UMES. Give your full name and student ID. Send her the email and this should take care of it.
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After the first class, you will not be able to drop the class, you can only withdraw from a class. The course withdrawal period starts week one and goes until midsemester. Failure to attend class is not an official withdrawal and will result in an
“F” grade and liability for all financial charges.
Students wishing to withdraw from a course must submit an “Application for Change in Course Registration – Course
Withdrawal Authorization” form, available from the BMI office or online. The withdrawal form and the Academic Calendar, to confirm withdrawal dates, can be obtained online at www.umes.edu/Registrar/Content.aspx?id=2534 . This form requires signatures from yourself, the BMI CTE advisor and the course instructor.
The effective date for this form is when all of these signatures on the original form are received by the UMES Registrar. The Registrar will attach a “W” to the course in your transcript. Tuition refunds are possible with course withdrawal according to the following schedule:
Period from First Day of Instruction Refundable Percentage*
Two weeks or less 80
Between two and three weeks
Between three and four weeks
After four weeks
60
40
No refund
*valid Fall and Spring
There is a separate Withdrawal Refund Policy for Summer Sessions. It is as follows:
Refunds are typically mailed to you as a State of Maryland check, which can take multiple weeks to process. An alternative method for receiving your refund is to have it credited to your UMES account to use for future tuition payments. This can be beneficial if you plan to register for class the following semester. You will make this request through Ms. Peggy Wilson, pawilson@umes.edu
, in the Bursar’s Office.
If you set up the deferred payment plan, the percents above will be deducted from your account, leaving a balance that still must be paid
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New CTE teachers who have not set foot in a college classroom in some time are often surprised about the expectations for writing quality required by UMES instructors. As a teacher, you should always write clearly in an organized way in order to communicate effectively. The assignment descriptions in Blackboard include keywords and phrases for what the instructor is looking for. Copy these keywords and use them as headers within your assignment paper. This will ensure that you are answering the question in an organized way and this will keep you from going off in tangents.
Once you have written your first draft, resist the urge to submit immediately. Take the time to re-read your paper. Have you written language that could be misinterpreted? Is there a logical flow to your arguments? Have you provided APA citations where asked? If you read it out loud, you can determine if you are missing commas or have too many by the pauses you make while reading. Finally, do you have someone that can give your paper a quick read-through? All of these additional steps can make a big difference in the grade you receive.
Just as it is important for your secondary CTE students to post their assignments on time in your class, it is just as important for you to meet our assignment deadlines.
As stated in the UMES Student Handbook ( http://www.umes.edu/student/SH.pdf
) ,
“Students enrolled in a course have the corresponding responsibility to observe the standards of academic performance defined by the instructor which are designed to ensure the freedom to teach and the freedom to learn.”
Accordingly, assignments are due on the date listed in the syllabus. Any assignments submitted late will be assessed as follows: ten percent deduction if it is submitted within the first week (days 1 – 6) late, 50% deduction if submitted within second week (days 7 - 13) late, and zero points after that. For the last two weeks of the semester, the due dates must be adhered to due to university requirements for posting grades by the instructor. Note that normal deductions for inadequate responses will be taken as well. In some cases, instructors may postpone an individual's due date when provided with information and documentation in advance that justifies additional time being given. Students must send a written email request to the instructor. In extreme cases, an “Incomplete” may be assigned for a class with a signed contract for submitting missing assignments. See the Student Handbook for more information.
All students are expected to attend all classes. Excessive unexcused absences for any reason may result in either a low grade or course failure. All students will be
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considered excessively absent from a class if they miss a class more hours during the semester or term than the class meets each week.
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The University expects all students to take full individual responsibility for their academic work and progress. All students must meet the qualitative and quantitative requirements of each course in their curricula to progress satisfactorily. They are expected to attend classes regularly, for consistent attendance offers the most effective opportunity open to all students to gain command of the concepts and materials of their courses of study. Absences
(whether excused or unexcused) do not alter what is expected of students qualitatively and quantitatively.
2.
In many courses, such as those requiring group discussion, laboratories, clinics, public speaking or language conversation, or performance of particular skills, inclass participation is an essential part of the work of the course. In other courses, occasional in-class assessments may occur without prior notice.
3.
The University will excuse the absences of students that result from instances such as: illness (where the student is too ill to attend class), death in the immediate family (family members are defined as being one or more of the following persons: father, stepfather, grandfather, or legal guardian, mother, stepmother, grandmother, sister, brother, stepsister, stepbrother, any person living as an integral member of a student’s home), religious observance (where the nature of the observance prevents the student from being present during the class period), participation in University activities at the request of
University authorities, and compelling circumstances beyond the student’s control. Students requesting excused absences must furnish acceptable documentation to their course instructors to support their assertion that absences were the result of one of these causes. However, the nature of some courses will preclude makeup of assessments missed. In these cases, students will not be penalized for excused absences; grades will be computed on actual assessment as explained in the course’s syllabus. Otherwise, students with excused absences will be given an opportunity to make up missed assessments.
The responsibility for granting excused absences and determining which assessments can be made up lies with the instructor of each individual course.
Absences (whether excused or unexcused) do not relieve the students of their responsibility to complete the course assessments. Instructors are especially understanding in cases related to health and/or death, provided the student provides proper documentation.
4.
Students must notify their instructors of the reason for any absence as soon as possible. Where the reason for an absence from a scheduled assessment is known in advance (for example, in cases of religious observance or participation in University activities at the request of University authorities), students must inform their instructors two weeks prior to the absence, if known that far in advance, or immediately upon discovering the impending absence. Prior notification is particularly important in connection with examinations and other major assessments, since failure to reschedule them before conclusion of the
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final examination period may result in loss of credits during the semester. When the reason is not known in advance (for example, in cases of health related emergencies or compelling circumstances beyond their control), students must inform their instructors as soon as possible after its development.
5.
Each department and school may develop a general policy for class attendance as long as it conforms to this UMES Policy for Class Attendance.
6.
Each instructor is responsible for distributing to each student a written statement as part of the course syllabus at the beginning of the semester in order to inform each class of the nature of in-class participation and assessments expected and what effect absences will have on the evaluation of the student’s work in the course. This statement must include any department and school policies, which are applicable to the course. The instructor in accordance with this statement, the general policy of his or her department and school, and this UMES Policy for Class Attendance shall handle absences.
7.
In cases of dispute, the student may appeal to the chair of the department offering the course within one week from the date of the refusal of the right to a make-up assignment. In those instances where the instructor is the chair, the appeal may be made to the dean. The dean’s decision will be final in all cases.
When permitted, a makeup assessment must be given on campus unless the published schedule or course description requires other arrangements. The makeup assessment must be held at a time and place mutually agreeable to the instructor and student. The makeup assessment must not interfere with the student’s regularly scheduled classes. In the event that a group of students requires the same make-up assessment, one make-up assessment time may be scheduled at the convenience of the instructor and the largest possible number of students involved, and a second make up for the remaining group.
8.
Instructors are to document students’ class attendance through the process of taking and maintaining daily attendance during each semester.
Based on the Maryland Teacher Technology Standards (MTTS), students in the graduate program in the
Department of Technology will develop skills and knowledge in instructional technology throughout their program. They will learn how to use the computer, internet, web-sites, digital cameras, DVD players,
PowerPoint programs, and other multimedia instructional technology to access, evaluate and process information efficiently and effectively. Students will use instructional technologies to communicate information in a variety of formats. They will demonstrate an understanding of the legal, social, and ethical issues related to technology use. Students will design, implement, and assess learning experiences that incorporate instructional technology in the delivery of curriculum-related study in career and technology education.
Instructional Technology Objectives:
I. Information Access, Evaluation, Processing and Application Access, evaluate, process and apply information efficiently and effectively.
1. Identify, locate, retrieve and differentiate among a variety of electronic sources of information
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using technology.
2. Evaluate information critically and competently for a specific purpose.
3. Organize, categorize and store information for efficient retrieval.
4. Apply information accurately in order to solve a problem or answer a question.
II. Communication
A. Use technology effectively and appropriately to interact electronically.
B. Use technology to communicate information in a variety of formats.
1. Use telecommunications to collaborate with peers, parents, colleagues, administrators and/or
experts in the field.
2. Select appropriate technologies for a particular communication goal.
3. Use productivity tools to publish information.
4. Use multiple digital sources to communicate information online.
III. Legal, Social and Ethical Issues
Demonstrate an understanding of the legal, social and ethical issues related to technology use.
1. Identify ethical and legal issues using technology.
2. Analyze issues related to the uses of technology in educational settings.
3. Establish classroom policies and procedures that ensure compliance with copyright law, Fair
Use guidelines, security, privacy and student online protection.
4. Use classroom procedures to manage an equitable, safe and healthy environment for students.
IV. Assessment for Administration and Instruction
Use technology to analyze problems and develop data-driven solutions for instructional and school
improvement.
1. Research and analyze data related to student and school performance.
2. Apply findings and solutions to establish instructional and school improvement goals.
3. Use appropriate technology to share results and solutions with others, such as parents and the
larger community.
V. Integrating Technology into the Curriculum and Instruction
Design, implement and assess learning experiences that incorporate use of technology in a curriculum-
related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration.
1. Assess students’ learning/ instructional needs to identify the appropriate technology for instruction.
2. Evaluate technology materials and media to determine their most appropriate instructional use.
3. Select and apply research-based practices for integrating technology into instruction.
4. Use appropriate instructional strategies for integrating technology into instruction.
5. Select and use appropriate technology to support content-specific student learning outcomes.
6. Develop an appropriate assessment for measuring student outcomes through the use of technology.
7. Manage a technology-enhanced environment to maximize student learning.
VI. Assistive Technology
Understand human, equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.
1. Identify and analyze assistive technology resources that accommodate individual student
learning needs.
2. Apply assistive technology to the instructional process and evaluate its impact on learners with
diverse backgrounds, characteristics and abilities.
VII. Professional Growth
Develop professional practices that support continual learning and professional growth in technology.
1.
Create a professional development plan that includes resources to support the use of technology in lifelong learning.
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2. Use resources of professional organizations and groups that support the integration of
technology into instruction.
3. Continually evaluate and reflect on professional practices and emerging technologies to support
student learning.
4. Identify local, state and national standards and use them to improve teaching and learning.
The Department of Technology values the diversity of people, including those individuals with special needs and exceptionalities, and those from different ethnic, racial, gender, cultural, language, socioeconomic, and religious backgrounds. All graduate courses are designed to meet the educational needs of a diverse group of students, in addition to teaching them about the importance and influence of diversity in the content of each course. Students will interact with diversity and equity issues through experiential learning activities while in the classroom, technology laboratories, and field experiences. Students will be able to teach from a multicultural and global perspective that draws on the histories and experiences of students from diverse culture backgrounds. Courses are designed to help students confront issues of diversity that affect learning and to develop strategies and materials for improving student achievement and learning. Students will develop the proficiencies to work with students from diverse backgrounds and with disabilities and special needs to ensure that all students have the opportunity to learn and succeed.
Diversity Objectives:
The student will be able to:
 Design curriculum materials and utilize different teaching techniques to meet the educational needs of a diversity of students, including those from different ethnic, racial, gender, language, socio-economic, and religious backgrounds and those with special needs and exceptionalities.
 Explain and demonstrate how people from diverse ethnic, racial, gender, language, socio-economic, exceptionalities, and religious backgrounds have influenced by Career and Technology Education.
 Understand human, equity, and developmental issues surrounding the use of assistive instructional technology to enhance student learning and apply that understanding to practice.
 Apply assistive instructional technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities.
Students capable of success, regardless of their disabilities are admitted to the university. The faculty and staff of the University of Maryland Eastern Shore work cooperatively to assist their students in achieving their educational goals.
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Moreover, students with disabilities are accommodated in accordance with both federal and state laws. To receive special accommodations for a disability, the student must register with Student Disability Services before any accommodations can be granted. At the time of registering for disability services, please bring documentation to support your claimed disability. The documentation must be within three years and provided by a licensed professional with expertise in the special disability area. If you have questions about disability services or accommodations, please contact Dr. Dorling Joseph at (410) 621-3446. The
Student Disability Services office is located in the Student Services Center (SSC),
Suite 2169.
Classes held at the Baltimore Museum of Industry are closed when the Baltimore
City schools are closed due to inclement weather. Please go to the Baltimore City
Schools website to check on weather related closures before driving to class. As we have students from far away who attend here, they will need to make a decision whether it is reasonable and safe enough to drive to BMI from their location.
Please email the instructor what your decision is. For classes held offsite, e.g.;
Prince Georges Community College, Eastern Higher Education Center, etc, use the local school district weather closure to determine if class will be held. Generally, the instructor will be in touch with the class about developments and potential problems with the weather.
Academic honesty and integrity lie at the heart of any educational enterprise.
Students are expected to do their own work and neither to give nor receive assistance during quizzes, examinations, or other class exercises. Because the university takes academic honesty seriously, penalties for violations may be severe, including failing the course and possibly being dismissed from the university.
Students accused of academic dishonesty will be given due process before disciplinary action is taken. Please request most current policy and procedure followed when academic dishonesty accusations are lodged by faculty against students from the faculty member, the academic advisor, or the department chair.
PROCEDURE FOR REVIEWING CHARGES OF PLAGIARISM
AND OTHER FORMS OF ACADEMIC DISHONESTY
Department of Technology
Baltimore Office
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In accordance with existing policy in the University System of Maryland (USM), students accused of plagiarism and other forms of academic dishonesty will be given due process. When an instructor believes that a student has committed plagiarism or other acts of academic dishonesty, the following steps will be taken:
1. A faculty member who has sufficient reason to believe that a student is guilty of academic dishonesty will notify the student within ten business days from the time the alleged academic dishonesty is discovered. The following actions should be taken.
 Assign a zero for the assignment.
 Post the grade and send notification to the student electronically that their assignment was plagiarized. Identify the original source material to the student.
 The instructor is asked to keep copies of all correspondence until the matter is fully resolved.
2. The instructor will send notice to the CTE Program Coordinator with evidence.
The coordinator will check the BMI files to see if this was a repeat situation with the student.
The Department of Technology reserves the right to impose more severe disciplinary action against a student who is a repeat offender or who have previously been found guilty of egregious incidents of cheating. The CTE Program
Coordinator will forward the department plagiarism policy to the student.
3. The student is expected to respond to the notification of plagiarism within five business days. If the student accepts responsibility for the academic dishonesty, no further meetings are required (if a first time offender). The electronic admission will suffice as evidence of accepting responsibility.
4. If the student disputes the plagiarism charge, they will have the opportunity to present evidence to the CTE Program Coordinator electronically. If a face meeting is requested by the student, they will be given the complete and detailed charges in writing, and an opportunity to respond to the faculty member regarding the charges. Another UMES staff or faculty member must be present during this face meeting at the UMES offsite location.
5. If the CTE Program Coordinator rules against the student, the student has the right to appeal to the Academic Honesty Committee within the Department of
Technology. The appeal must be filed electronically.
6. If the Academic Honesty Committee within the Department of Technology rules against the student, a final appeal may be filed electronically with the Chair of the
Department of Technology.
7. Any decision by the Chair of the Department of Technology is final.
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8. If the student is a repeat offender, the same procedures will occur but the penalty will be an automatic “F” in the course and removal from ever being able to register for future UMES classes.
Note that plagiarism in other department courses count towards the calculation in the Department of Technology. For example, if a student plagiarizes in their EDSP
432 Department of Education course, that would be counted with any plagiarism incidents in the EDTE courses.
Disruptive behavior is defined as conduct, by a student that negatively impacts the
University community. This behavior detracts from any student’s ability to benefit from an environment that is conducive to academic, spiritual, emotional, and social growth. The University of Maryland Eastern Shore considers disruptive behavior to be inclusive of, but not limited to speech or actions which: 1) are disrespectful, offensive, and/or threatening, 2) interfere with the learning and or social activities of other students, 3) impede the delivery of University services, and; or 4) have a negative impact in any learning environment – including department and staff offices, services learning sites, and classrooms. Students are required to adhere to the behavior standards listed in the Student Code of Conduct and to refrain from disrupting classes, other university settings or sponsored events.
As CTE teachers, you are expected to follow the ethical requirements of the education profession. The BMI office has a reasonable expectation that CTE teachers will adhere to 18 dispositions associated with the teaching profession.
1. Demonstrates working knowledge of the subject being taught.
2. Demonstrates a working knowledge of teaching strategies when asked to
perform selected teaching activities.
3. Is cooperative in carrying out selected tasks for the teacher.
4. Uses correct and appropriate written communication.
5. Uses correct and appropriate oral communication.
6. Uses language that is appropriate to students’ grade and developmental level.
7. Shows enthusiasm for teaching.
8. Assists students who need extra help.
9. Is punctual.
10. Completes teacher assigned tasks in a timely manner.
11. Dresses appropriately for a teaching setting.
12. Conducts self in a professional manner with students, teachers, and other
school personnel.
13. Demonstrates initiative by identifying tasks that need to be done and by
completing them.
14. Demonstrates ability to maintain control of classroom when given the
opportunity to perform selected activities.
15. Meets attendance requirements.
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16. Reflects upon activities and suggests changes/adaptations for the future.
17. Communicates effectively with Mentor teacher.
18. Interacts well with all types of students.
Based on these guidelines, the instructor working with the BMI Office has a right to remove you from this class should you persist in disruptive behaviors. You will be notified and informed about any pending actions and there is an appeal process described in the UMES Student Handbook.
The BMI Office is very supportive of CTE students making full use of the Frederick
Douglas Library at UMES. Even from a distance, the resources you have access to are important to your success as a BMI student. At the start of every semester, library card applications are distributed to UMES BMI students. The cards, when completed, will either be delivered in class or mailed to your home address. With the library card, you can access academic resources and databases for your class assignments. In addition, you may use your card at any Maryland university or community college to check out books. You only apply once for the library card but will need to renew it every year.
It is the end of the semester and you are excited that your district is going to send you a big reimbursement check for the class you just completed. We get many calls from CTE teachers asking us to send them transcripts and proof of payment.
Unfortunately, each district defines the documentation differently. For transcripts, your district may require official transcripts or unofficial transcripts. If you need official, you will need to go to https://www.umes.edu/Transcripts/Default.aspx
and follow the directions to order your transcripts. The grades for a semester are generally posted two weeks after a semester ends. If they will accept unofficial transcripts, please call our office and we can forward you a pdf copy in a matter of minutes.
The payment receipt is another matter. In the directions for course payment that you followed before the semester started, we emphatically stated at a very specific point that you need to make a copy of your payment receipt at that time. After that, it is impossible for you or our office to obtain a copy of your payment receipt.
At the end of the semester, you may go into MyUMES in HawkWeb and print out a history of your registrations. Your county may accept that documentation. If not, then you will need to negotiate directly with Student Accounts at 410-651-6092 or
6093. Hopefully you followed our payment direction in the beginning of the semester and have a hard copy payment receipt.
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If you have any questions about these guidelines, please contact our BMI Office at
410-727-4808 Ext 164
Dr. Thomas Loveland tloveland@umes.edu
JoAnn Norris jenorris@umes.edu
Marianne Hollerbach mhollerbach@umes.edu
See student resources and policies in the Office of the Registrar website at http://www.umes.edu/Registrar/Default.aspx?id=29632
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