CONCORDIA COLLEGE, NY
Teacher Education Program
Graduate Student Handbook
2013-2014
Welcome to the Program
Welcome to Concordia’s Graduate Program in Special Education—Childhood and
General/Special Education Childhood
In the following pages, we have attempted to provide an overview of the college,
along with specifics of our new graduate program to guide you through the
process of successful completion of the program. The Concordia College Catalog
can present further helpful information on the operation of the College.
Please review and retain this handbook as a reference. Concordia is known for its
student-centered education. You will find information on services provided for
you as a part of the Concordia community, as well as policies and procedures to
enable you to access services for special situations.
Student teaching information is included in a separate document, The Graduate
Student Teaching Handbook. Fieldwork is discussed in detail in the course
syllabi. Since this program equips students to teach in a range of childhood
settings, grades 1-6, student teaching and field experiences will also reflect the
span of grades. For each experience, hours will be documented on course
individualized forms. Approximately one half of the field hours (per course) and
exactly one half of the student teaching experience will be spent in grades 1-3; the
remainder in grades 4-6.
Please contact us with any questions or needs you may have. Faculty contact
information is found in this document. We wish you all the best as you endeavor
to increase your skills as a professional educator.
Christine Rowe, Ed.D., Dean
Stephanie Squires, Ph.D., Director
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Table of Contents
Faculty and Staff
Overview of Concordia College
Concordia College Mission Statement
Overview of the Graduate Teacher Education Program
Teacher Education Program Mission Statement
Graduate Teacher Education Program Mission Statement
Program Objectives
Course Sequence
Course Descriptions
Student Services
Career Counseling
Counseling
Financial Aid
Overview
Program Costs
Payment Policy
Refunds
Leave of Absence
Withdrawal
Transfer Credits
Health Services
Immunization
Insurance
Information Technology
Security
Closings
Emergency Notification
Identification Cards
Parking
Spiritual Life
Tutorial Assistance
Special Needs
The Research/Scholarly Writing Office
Policies and Procedures
Academic Integrity
Academic Requirements
Advisement and Program Planning
Career Development
Council for Exceptional Children (CEC)
GRADUATE STUDENT HANDBOOK
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Equal Opportunity and Affirmative Action Policy
Grading
Incompletes
Grade Appeal
Portfolios
GRADUATE STUDENT HANDBOOK
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Faculty and Staff
Dr. Christine Rowe, Ed.D.
Dean of Professional Studies
Teacher Education Program
Phone: (914) 337-9300, ext. 2237
E-mail: Christine.Rowe@concordia-ny.edu
Dr. Stephanie Squires, Ph.D.
Director of the Master’s in Education Program
Associate Professor of Special Education
Phone: (914) 337-9300, ext. 2230
E-mail: Stephanie.Squires@concordia-ny.edu
Lois Dierlam, M.A.
Chairperson, Teacher Education Program
Assistant Professor of Education
Office:
Phone: (914) 337-9300, ext. 2219
E-mail: Lois.Dierlam@concordia-ny.edu
Dr. Susan Krauss
Director of Educational Technology
Phone: (914) 337-9300
E-mail: susan.krauss@concordia-ny.edu
Dr. Jeannie Humphries, Ph.D.
Assistant Professor of Education
Phone: (914) 337-9300, ext. 2260
E-mail: Jeannie.humphries@concordia-ny.edu
Dr. Deborah Carter, Ph.D.
Assistant Professor of Education
Phone: (914) 337-9300, ext. 2232
Email: Deborah.carter@concordia-ny.edu
Ms. Jean Hess, M.Ed.
Assistant Professor of Education
Phone: (914) 337-9300
E-mail: jean.hess@concordia-ny.edu
Nicole Morgan, B.A.
Staff Assistant and Coordinator for Fieldwork, Student Teaching, and
Certification
Office: BSH
GRADUATE STUDENT HANDBOOK
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Phone: (914) 337-9300, ext. 2220
E-mail: Nicole.Morgan@Concordia-ny.edu
GRADUATE STUDENT HANDBOOK
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Overview of Concordia College
Founded in 1881, Concordia College is a four-year, coeducational, liberal arts
institution located in suburban Westchester County, New York. Concordia is a
college of The Lutheran Church-Missouri Synod. While the campus has a
distinctly Christian atmosphere, students from all faiths are welcome and attend
here. In the last few years, Concordia College established Master’s programs in
Special Education and in Business Leadership. These programs provide
opportunities for students to acquire degrees in the professions at the graduate
level.
In its early years, Concordia included six grade levels, from what is today the
freshman year of high school through second year of college. In 1936, the
institution began programs for students in the liberal arts and, in 1938, became
co-ed. Concordia awarded its first baccalaureate degrees in 1975.
Concordia College is accredited by the Commission on Higher Education of the
Middle States Association of Colleges and Schools, 3624 Market Street,
Philadelphia PA 19104, (215) 662-5606. The Commission on Higher Education is
an institutional accrediting agency recognized by the U.S. Secretary of Education
and the Commission on Recognition of Postsecondary Accreditation. The Teacher
Education Program is accredited by the National Council for the Accreditation of
Teacher Education (NCATE), 201 Massachusetts Ave N.W., Suite
500,Washington DC 20036, (202) 466-7496.
College Mission Statement
Concordia College, New York, a college of The Lutheran Church–Missouri Synod,
engages and nurtures a diverse student body in a Christ-centered, value-oriented,
liberal arts education for lives of service to church and community.
Overview of the Graduate Teacher Education Program
Mission Statement
The Education Program of Concordia College, New York, cultivates a Christcentered, value-oriented environment in which teacher education candidates are
prepared for lives of service by means of a program, which is firmly grounded in
the liberal arts, pedagogical training, and field experience. Candidates are
equipped with the knowledge, skills, and values necessary to make them life-long
scholars, competent problem-solvers, and servant leaders.
Graduate Program Mission Statement
Teachers who are life-long scholars will use their graduate education as a
foundation for acquiring new knowledge and skills through extensive research
throughout their professional lifetime. Teachers who are competent problem
solvers will be prepared to meet the daily challenges of the general, inclusive, and
GRADUATE STUDENT HANDBOOK
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special education classroom, the school, and the community. Teachers who are
servant leaders will be able to mobilize children, colleagues, parents/guardians,
and others in the community as participants in the learning process and
advocates for appropriate educational and community services.
Program Objectives
Teachers who are life-long scholars will use their graduate education as a
foundation for acquiring new knowledge and skills throughout their professional
lifetime. All content presented in the program comes from the research across the
fields of education, special education, psychology and the related fields. Students
enrolled in the program will, at the completion of their coursework:
• be knowledgeable in the areas of theories of learning; curriculum; social,
historical, and philosophical foundations of education; formal and
informal assessment techniques; needs of a diverse body of learners; and
instructional practices and resources.
• have a knowledge base that facilitates productive planning and
implementation.
• understand the central concepts and skills of the discipline(s) in which
they will be teaching.
Teachers who are competent problem solvers are prepared to meet the daily
challenges of the classroom, the school, and the community. They will
demonstrate the following in the context of classes in the program:
• ability to plan and implement a developmentally and age appropriate
curriculum.
• respect for diversity in educational settings--especially diversity in
learning styles, gender, race, ethnicity, religion, economic status, and
abilities.
• effective methods of discipline and classroom management.
• formal, informal, and performance-based assessment.
• knowledge of evidence based culturally relevant instructional practices to
personally assess their impact on the students’ learning and use the results
to improve their professional practice.
• a variety of curriculum models, models of instruction, and communication
techniques.
• competence in the use of educational and assistive technology.
• metacognition and reflection.
Teachers who are servant leaders are able to mobilize children, colleagues,
parents/guardians, and others in the community as participants in the
learning process in order to work toward shared aspirations. They will exhibit
the following during fieldwork and student teaching:
• dispositions, which allow for effective classroom strategies.
• professional behaviors including but not limited to: respect for time
requirements, appropriate dress, use of professional language in written
GRADUATE STUDENT HANDBOOK
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•
•
•
•
•
•
•
•
•
•
and oral communication.
collaborative relationships with students, colleagues, administrators,
parents/guardians, social agencies, professional organizations, and others
who can be instrumental in supporting the educational vision.
developmentally appropriate practices.
ability to stay abreast of current educational research and practices and
developments as part of their personal professional growth.
participation in professional development opportunities.
a vision for learning and creation of a culture and programs that support
that vision.
It is hoped that at the end of the program, completers will:
hold beliefs about themselves and their students, which will enhance their
success as classroom practitioners.
see themselves as competent professionals.
respect all participants in the education process and believe in each
student’s ability to learn, regardless of learning style, gender, race,
ethnicity, religion, economic status, or disabilities.
exhibit a caring attitude and compassion toward the students in their care.
commit themselves to the welfare of those whom they teach and those
whom they serve.
Graduate Courses – Special Education Teacher Preparation
Number
Title
Credits
EDU 501
Introduction to Special
Education
Language, Culture, and
Literature
Literacy Instruction for
Students with Special Needs
Mathematics Instruction for
Students with Special Needs
Classroom Management for
Special Education
Special Education
Assessment
Differentiated Instruction:
Adapting Curriculum and
Materials
Instructional and Assistive
Technology
Inclusion/Collaboration:
Working with Communities
3
EDU 528
EDU 529
EDU 531
EDU 541
EDU 551
EDU 552
EDU 553
EDU 554
3
3
3
2
3
2
2
2
GRADUATE STUDENT HANDBOOK
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EDU 581
EDU 600
EDU 557
EDU 682
and Families
Development and
Characteristics of Students
with Special Needs
Research Seminar in Special
Education
Teaching Students with
Autism and Severe
Disabilities
Student Teaching Seminar
3
3
3
3
Graduate Courses – General/Special Education Teacher Preparation
Number
Title
Credits
EDU 501
Introduction to Special
Education
Language, Culture, and
Literature
Literacy Instruction for
Students with Special Needs
Foundations of Education
Mathematics Instruction for
Students with Special Needs
Classroom Management for
Special Education
Special Education
Assessment
Methods for Teaching
Science and Social Studies
Instructional and Assistive
Technology
Inclusion/Collaboration:
Working with Communities
and Families
Development and
Characteristics of Students
with Special Needs
Teaching Students with
Autism and Severe
Disabilities
Research Seminar in Special
Education
Student Teaching Seminar
3
EDU 528
EDU 529
EDU 520
EDU 531
EDU 541
EDU 551
EDU 625
EDU 553
EDU 554
EDU 581
EDU 557
EDU 600
EDU 683
3
3
3
3
2
3
3
2
2
3
3
3
6
GRADUATE STUDENT HANDBOOK
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Course Descriptions
EDU 501 Introduction to Special Education
This course is an overview of important principles in the education of students
with special needs. It presents the historical, philosophical, and legal foundations
of special education; introduces formal and informal assessment techniques;
presents characteristics of students with special needs; and offers instructional
resources to meet the needs of a diverse body of learners within the full range of
disabilities and special health-care needs. Students will be introduced to
evidence-based, culturally relevant instructional practices. Issues related to
families and students with disabilities who are English Language Learners will be
addressed. Exceptionalities studied include all areas identified by national and
state mandates. The portfolio collection will be introduced. Fifteen hours of field
experience observations in special education and inclusive settings are required
(approximately 7 hours in grades 1-3 and 8 hours in grades 4-6).
EDU 520 Foundations of Education
The objective of this course is to introduce the student to the basics of
education and the teaching profession. Topics will include the nature of schools
today, school accountability, school funding, school law, the politics of education,
historical landmarks in education and educational research. 10 hours of fieldwork
are a requirement for this course. These 10 hours will include experience in
childhood school age settings. 3 credits.
EDU 528 Language, Culture, and Literature
This course will explore the stages of language acquisition and literacy
development by native English speakers and students who are English language
learners -- and increase proficiency of educators to develop the listening,
speaking, reading, and writing skills of all students. Fifteen hours of field
experience working with ELL and at-risk learners in language acquisition and
literacy development is required.
EDU 529 Literacy Instruction for Students with Special Needs
Principles, approaches, and strategies used in the diagnosis and remediation of
reading disabilities for students in elementary and middle school will be studied.
Emphasis will be on the application of remedial strategies and the development
of individualized reading programs designed to match student needs. 15 hours of
fieldwork is required.
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EDU 531 Mathematics Instruction for Students with Special Needs
This course will address curriculum development, instructional planning and
multiple
research-validated instructional strategies for teaching students
within the full range of mathematical abilities. Accommodations and
modifications for students with special learning needs will be discussed and
examined. It will increase skill in designing and offering differentiated
instruction that provides methods of enrichment and remediation enhancing the
learning of all students in mathematics. This course will emphasize the Common
Core State Standards for Mathematical Content and Practice. Technology and
manipulatives that augment the ability to plan and implement a developmentally
appropriate curriculum in mathematics will be introduced. Appropriate methods
for working with English Language Learners and students from diverse
backgrounds will be discussed. The importance of the reading, writing, speaking,
listening and language components expected of Math will also be stressed. The
course will emphasize evidence-based culturally responsive instructional
practices. Fifteen hours of fieldwork is required (approximately half of the hours
in grades 1-3 and the other half in grades 4-6).
Education -525 Method of Teaching Science and Social Studies
This a methods course for future Science and Social Studies teachers at the
Elementary level. Consideration will be given to the curriculum with emphasis on
planning, organization, teaching methods, approaches, and assessments. General
educational principles will be approached jointly, but each curriculum area will
be addressed individually. Integration of Common Core Standards will be
covered and emphasized. 3 hours/credits. Fieldwork required.
EDU 541 Classroom Management for Special Education
This course will emphasize the relationship of learning processes, motivation,
communication, and classroom management in effective teaching. Practices will
be founded to stimulate and sustain student interest, cooperation, and
achievement enabling each student’s highest level of learning in preparation for
productive work, citizenship in a democracy, and continuing growth. The nature
of students within the full range of disabilities and special health-care needs, and
the effect of those disabilities and needs on learning and behavior will be
considered. Skills in applying understanding to create a safe and nurturing learning
environment that furthers the health and learning of all students will be shared. At
the completion of the course, teacher candidates will prepare their own classroom
management plan that promotes the development of positive social interaction
skills—fostering a sense of community, encouraging mutual respect, and
strengthening school/family partnerships. The course will emphasize attention to
family and student diversity and strategies for supporting children who are English
Language Learners. Ten field experience hours are required in inclusive (5 hours)
and special education self-contained (5 hours) settings to compare and contrast
styles of classroom management.
EDU 551 Special Education Assessment
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This course will provide opportunities to formally and informally assess,
diagnose, and evaluate the needs of students within the full range of disabilities
and special health-care needs with an emphasis on identifying strengths. It will
offer the means of analyzing one’s own teaching practice -- and skill in using
information gathered through assessment and analysis to plan or modify
instruction, and skill in using various resources to enhance teaching. Response
to Intervention (RTI) will be discussed. This course will emphasize the use of
assessment methods/tools that are appropriate for use with children across
diverse family backgrounds. IEP development and implementation will be
included.
EDU 552 Differentiated Instruction: Adapting Curriculum and Materials
This course will present a variety of curriculum models (including Universal
Design for Learning), prototypes, research-validated methods of instruction, and
educational principles that promote the development of differentiated curriculum
and instruction to prepare students with disabilities and special needs to their
highest levels of academic achievement and independence. Skills in identifying
and supplementing student strengths will be reinforced. Lessons reinforcing New
York State learning standards for social studies and science will be developed.
EDU 553 Instructional and Assistive Technology
This course will explore uses of technology, including instructional and assistive
technology, in teaching and learning—and skill in selecting technology and
teaching students to use technology to acquire information, communicate, and
enhance learning. It also concentrates on how assistive technology can be used in
schools to create accessible classrooms that increase the teaching and learning of
students with disabilities. Ten hours of field experience including a visit to a
center dedicated to the use of instructional and assistive technology is required.
EDU 554 Inclusion/Collaboration: Working with Communities and Families
This course will examine the rights and responsibilities of general and special
education teachers and other professional staff, students, parents, community
members, school administrators, and others with regard to special education. The
importance of productive collaborative relationships and interactions among the
school, home, and community for enhancing student learning and supporting the
educational vision will be emphasized. Communication skills fostering effective
relationships and interactions to support student growth and learning, including
skill in resolving conflicts, will be practiced. A required ten-hour field experience
will be structured to establish and/or strengthen community resources for
students with special needs and their families.
EDU 581 Development and Characteristics of Students with Special Needs
This course will present theories, issues and processes as they relate to child
development. There will be an emphasis relating these topics to students with
special needs and using evidence-based culturally responsive instructional
practices. Discussions will include, but are not limited to, the impact of culture,
heritage, socioeconomic level, personal health, nutrition, gender, and personal
GRADUATE STUDENT HANDBOOK
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environment. Consideration of the emotional, neurological and physical
etiologies, as they relate to exceptionality, will also be included.
There are five hours of required fieldwork for this course which is to be
completed through the case study assignment. Students are expected to
interview parents/guardians, other caregivers, and the child (if possible) in order
to track and record the developmental history of a child with special needs.
EDU 557 Teaching Students with Autism and Severe Disabilities
This course provides graduate students historical, social, and legal foundations
and skills for working within a framework of collaborative partnerships for
supporting children with autism or severe disabilities across varied classroom
settings. The roles of family members and consideration of diversity and
multicultural backgrounds in educating children with severe disabilities and
autism will be covered. Students will learn characteristics of severe disabilities,
autism, and special health care needs. This course will include a discussion of
common core standards, methods of planning individualized instruction,
instructional strategies that support students with Autism and Severe/Profound
Disabilities that prepare these learners to their highest levels of academic
achievement and independence. In addition, technology applications for these
populations will be discussed. 12 Field hours required.
EDU 600 Research Seminar in Special Education
This capstone course will provide the means to update knowledge and skills in the
field of childhood special education and to interpret research. Teacher candidates
will conduct independent research in the form of a qualitative case study. They
will be expected to identify an issue/problem prevalent in their own or another
teachers’ classroom. They will state the issue/problem in the form of a research
question, search and synthesize the prevailing current literature relative to the
question, prepare methodology for qualitative research, report the findings, and
relate implications for practice while identifying future related research topics.
They will submit their research proposals for review to members of the college’s
IRRB. A final presentation will be made to the department, college, and peers.
They will also refine and submit their work for possible publication. This is a
Writing-Across-the-Curriculum course.
EDU 601 Current Issues/Trends in Special Education
This course will provide an increased awareness of resources that allow
professionals to remain abreast of current research in the field of special
education. In addition to research in special education assessment and pedagogy,
such topics as identifying and reporting child abuse, methods in the prevention of
drug and alcohol abuse and issues in increasing personal safety will be explored.
Contemporary issues will be presented in a balanced approach that links focusing
on individual needs as well as mandates for standardized approaches.
EDU 682 Student Teaching Seminar in Special Education
The course will directly link theory with practice in a concentrated fieldwork setting.
Two distinct yet related experiences of 20 school days each will be provided: one in
GRADUATE STUDENT HANDBOOK
14
an inclusive classroom and one in a specialized school focusing on a special need.
The two experiences may be in the context of one or two semesters. One experience
must be with students in grades 1-3 and the other in grades 4-6. For students not
employed as a teacher, EDU 682 may be held in the context of the school year. For
students currently employed in a school, EDU 682 will be a supervised summer
practicum. Weekly seminars will be held for reflection, feedback, and planning.
EDU 683 Student Teaching Seminar in General/Special Education
The course will directly link theory with practice in a concentrated fieldwork setting.
Two distinct yet related experiences of 30 school days each will be provided: one in
a general education or inclusive classroom under the supervision of a general
education teacher and one in an inclusive or specialized class setting under the
supervision of a special education teacher. The two experiences may be in the
context of one or two semesters. One experience must be with students in grades 13 and the other in grades 4-6. For students not employed as a teacher, EDU 683
may be held in the context of the school year. For students currently employed in a
school, EDU 682 will be a supervised summer practicum. Weekly seminars will be
held for reflection, feedback, and planning.
Student Services
Concordia is very student-oriented community. Guidance, support, and
assistance can be found throughout the campus.
Student Service
Hours
The COOP
Career Counseling
Connections
College Services
Counseling Center
Dining Hall
9-5 Weekdays
By appointment
By appointment
9-5 Weekdays
By appointment
7 a.m.- 7 p.m. The Commons
7 p.m.-12:00 a.m. The
Brickyard
1-2 evenings per week
Financial Aid
Health Services
Information
Technology
Library
Security
Spiritual Life
Student Life
The Writing Center
Extension
(Off-campus, dial 914
337-9300 and extension)
2100
2246
2361
2129
2144
2240
9-5 Weekdays
2146
2243
2108
Hours posted below
24 Hours
11 a.m. Services M-F
9-5
By appointment
2210
2132
2156
2128
2269
GRADUATE STUDENT HANDBOOK
15
Scheele Memorial Library Hours
Academic year
MondayThursday
Friday
Saturday
Sunday
8 am-12 am
8 am-10 pm
9 am-5 pm
2 pm-12 am
Summer hours
MondayThursday
Friday
Saturday-Sunday
Extension 2210
8:30 am-10 pm
8:30 am–4:30 pm
12 pm–6 pm
Career Counseling
Students at Concordia College visit the Career Development Center for help with
employment and career assistance. The Center helps students arrange part-time
work, connect with peer tutors, develop a resume, practice interviewing skills, or
just talk over an idea with a counselor. Students enjoy the one-on-one attention
and place to explore career paths and learn about job search tips. The College
gives a high priority to supporting students’ preparation for life and career.
Counseling
Counseling services are available to students with concerns of a personal, social,
religious, academic, or emotional nature. Since such concerns, no matter how big
or small, may affect the individual’s ability to function within the college
environment and deal with the demands it makes, students are encouraged to
seek assistance in the Counseling Center.
Financial Aid
The Financial Assistance Office at Concordia welcomes the opportunity to explain
the application process to all interested students. The Financial Aid Office can be
reached at 914-337-9300 ext. 2146
Overview of Financial Aid Process
1.
Student should complete federal tax return. Answers for step 2 will
come from this return.
2.
Student must complete the Free Application for Federal Student Aid
(FAFSA).
a.
Apply on line at fafsa.ed.gov. FAFSA related questions can be
answered at 800-4FED-AID (800-433-3243). Make sure to list
Concordia College (002709) and to sign the FAFSA
electronically when submitting it to the Department of
Education.
b.
Recommend student print a copy for own records and pay
attention to the Student Aid Report (SAR) received as a
response from the Department of Education.
c.
Recommend student follow up with the Financial Aid Office 2-3
weeks after FAFSA submission to be sure SAR was received.
3.
Student will be notified of their financial aid award letter by mail.
GRADUATE STUDENT HANDBOOK
16
4.
Student should follow the instructions on how to accept/decline
awards, sign and return to the Financial Aid office.
5.
Student is to complete federal Direct Loan Master Promissory Note
(MPN) online.
a.
The website is studentloans.gov and requires the same PIN as
used to sign the FAFSA. Graduate students are eligible to
borrow from the Stafford and GradPLUS programs.
b.
Entrance counseling is required for all first-time borrowers and
can be completed on the same federal website.
6.
Student is responsible for contacting lender (bank) to apply for any
non-federal student loans. Due to higher federal loan eligibility
(particularly GradPLUS program), this will likely be unnecessary.
7.
Student will have access to student Banner Self-Service to determine if
any requirements/paperwork is missing.
8.
International students are not eligible for federal or state aid.
Program Costs
Tuition will be $785 per credit.
Student Teaching Fee $700.
Program Fee $650
Concordia College’s Payment Policy
All grants, loans, or payment plans must be applied for and approved before
attending the first day of classes.
If you choose not to take a loan, please note that we offer four flexible payment
options:
1.
Payment in full – due at the beginning of the semester.
2.
Tuition Management Service – offers a monthly payment plan.
3.
Course Pre-payment – each course pre-paid directly to Concordia
College.
4.
Tuition Reimbursement – payment from your employer is accepted
(copy of the tuition reimbursement plan must be submitted to the
Student Accounts Office prior to the first day of class). Please note
that we also offer direct billing to your employer.
If you are applying for financial aid, it is necessary to stop by the Office of
Financial Aid to apply for your loans. The Financial Aid team will be most happy
to assist you with any or all facets of the process.
Dropping Courses
Please refer to the Withdrawal/Leave policy listed in next section.
GRADUATE STUDENT HANDBOOK
17
Tuition Refund Policy
All refunds are based on the official date of withdrawal as determined by the
Associate Dean for Student Development and maintained by the Registrar
A full refund of all fees (other than the new student enrollment deposit) will be
made if no part of the semester is attended. If a student withdraws during the
first week of classes a full refund will be made; during the second week, a 50%
refund will be given; withdrawals during the third week will result in a 25%
refund. After one month of classes NO REFUND will be made.
Students registered for partial-semester courses will have their refund based on a
pro-rated basis, depending on the length of the course and the number of weeks
attended. A student will be liable for any other charges incurred while at the
College (books, health insurance, telephone charges, etc.). Also, if a student
withdraws during a semester, all College-administered financial aid for that
semester is forfeited and reductions in Federal and state aid are made in
accordance with applicable regulations.
Leave of Absence
A leave of absence is a temporary interruption in a student’s program of study at
the College for personal reasons or unforeseen circumstances and must
be reported on or before the last day of add/drop for any semester to be
considered a leave of absence. Students who wish to take one semester or one
year off from Concordia College, with the intention of returning, must officially
notify the appropriate director or dean who will conduct the clearance process
with the student. If the student fails to notify the appropriate administrator,
his/her bill will not be adjusted.
NOTE: If the student fails to return from a leave of absence without notifying the
College by the approved return date, the student will be considered withdrawn.
Pursuant to Federal guidelines, students taking a leave of absence of one or more
semesters will be considered to remain in an in-school status for Title
IV loan repayment purposes. The Leave of Absence becomes final only when the
clearance process has been completed. Students who simply absent themselves
from class without completing the process will have unauthorized withdrawal
grade(s) posted and billed accordingly. Students who are on an approved Leave
of Absence may participate in registration and their email account will remain
active during this period. In addition, a student may not participate in or hold a
leadership position in a College organization during their Leave(s) of Absence.
Returning from a Leave of Absence
Students who have been absent from the College for more than one year,
including those who did not request an official leave, must apply for
re-admission. Candidates should request an application for re-admission from
the Office of Admission. It is recommended that students file by July 1 for the
intent to return for the fall semester, and by November 1 for students who intend
to return for the spring semester to ensure that all administrative requirements
GRADUATE STUDENT HANDBOOK
18
are met in a timely fashion. (Students with questions regarding this process
should contact the Office of Admission.) If the application is accepted, the
student will be subject to academic requirements in effect of their original
admission unless the program of study has been substantively revised.
If the student has attended classes at another college or university in the interim,
official transcripts must be sent from each institution attended. If returning
from approved leave, transcripts must be sent to the Registrar’s Office; otherwise,
transcripts must be sent to the Office of Admission as part of the reapplication
process.
Withdrawal from the College
Students who wish to withdraw from the College must officially notify the
appropriate dean who will guide the student through the clearance process.
Students who are withdrawing from the College must complete the clearance
process, meet all obligations to the College, financial and otherwise, obtain all
required signatures on the clearance form and submit the completed clearance
form to the Associate Dean for Student Development. A student’s failure to
attend classes or a verbal announcement of the intent to withdraw does not
constitute official notification. Students who fail to officially notify the
appropriate dean of their intent to withdraw are held responsible for all tuition
and fees owed to the College. A student who fails to follow the prescribed
clearance procedures before leaving the College will be assessed a $100 nonclearance fee.
Transfer Credits
After a student has successfully completed at least 12 credits in Concordia’s
graduate education program, up to six transfer credits may be accepted in
satisfaction of Concordia’s requirements, if earned at a grade level of at least 3.0
within the past five years at an accredited graduate program. Additional transfer
credits may be considered in very limited instances, requiring approval of the
college.
Health Services
Full-time students have access to a health program offered through Student
Health Services, located in Schoenfeld Campus Center, staffed by Nurse
Practitioners. Student Health Services offers complete primary health care
services, including laboratory service. The Health Services staff has a
collaborating physician, John Giampietro, M.D., for consultation and referral.
Student Health Services maintains routine office hours and urgent visits can be
scheduled by paging the Nurse Practitioners. Students may call the Health
Services Office at x2243 to schedule appointments or to obtain paging numbers.
There is a fee charged for all office visits. Fees may be paid at the time services
are performed. Every effort is made to work with the student’s health insurance,
when possible. Any student may make arrangements for treatment by a health
care provider of his or her choice; however, the College assumes no responsibility
for the cost of such professional services.
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19
Students are not fully registered until the College receives a completed medical
form and required immunization records. The medical information form requires
a student’s medical history and a physical exam. The form must be signed by the
student and by a health care provider. The physical exam is a one-time
requirement of all full-time students, except intercollegiate student-athletes.
Athletes must have an annual physical prior to their participation in
intercollegiate practice or competition.
Immunization
All students (full-time and part-time) born after January 1, 1957, are required by
New York State law to demonstrate proof of immunity against measles, mumps,
and rubella. Proof of immunity is defined as two doses of MMR or two of measles
and one each of rubella and mumps. Documentation of required immunizations
is a one-time requirement and should be provided as soon as possible upon the
student’s decision to attend the College. No student may register or attend classes
until this requirement is met.
Insurance
All students are required to have their own comprehensive health and
hospitalization insurance. Those who do not provide evidence of health and
hospitalization insurance prior to the beginning of classes will be required to
purchase the College-arranged policy at an annual cost of approximately $750.
This basic policy has a limit of $25,000, a deductible of $50 for each illness or
injury and pays 80% of health care costs. Brochures are sent to all full-time
students. Additional information is available at the College Health Care Unit.
The student-athlete, because Concordia is an NCAA member, is protected with a
blanket Sports Catastrophic Accident Insurance policy. This one million dollar,
$25,000 deductible policy protects against “catastrophic” injuries incurred while
participating in intercollegiate athletics.
Information Technology
All students at Concordia get a UserID, Password, and PIN. These allow students
access to their e-mail account, grades, and schedule and Banner account.
Students receive login information via postal mail. All Students are supplied with
a Concordia e-mail account. Concordia e-mail will be the channel for all official
announcements. The College has the right to expect that students will receive email and will read e-mail in a timely fashion. Email accounts can be accessed at
http://webmail.concordia-ny.edu. Students must use their UserID and password
to sign onto their account.
Banner Logon information will be given to you through an e-mail from
Information Technology services. Banner accounts can be accessed at
https://banweb.concordia-ny.edu. Students must use their UserID and PIN to
sign onto their account.
IT Services offers a wide variety of services to the campus community. CCNYNET
is Concordia’s high-speed Ethernet computing network that is connected to the
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20
Internet. Service is available in classrooms, computing sites, and residence halls.
In addition, wireless access points provide flexible and mobile access to
Concordia’s computing resources and the Internet.
IT Services operates several computing sites across campus. All users must have a
valid User ID for computer use in the sites. Sites include the Writing
Center, referred to in the previous section, which supports “Writing Across the
Curriculum” and Scheele Memorial Library’s Information Commons.
Microsoft Office, e-mail, and printing services are available through any of the
computers available to students in the Information Commons. Additionally,
the Krenz Academic Center houses a 20 workstation, PC-based instructional lab,
and the New Media classroom and production studio are designed for instruction
in digital media and content design.
Experienced computer lab assistants provide personal help on the use of these
services during regular Library hours. Technical advice may also be
obtained from the IT Services office, located in the Krenz Academic Center,
during normal working hours.
iPads
Students in the Master’s program are issued iPads for their use throughout the
program. Program completers may keep their iPads upon graduation. Students
are expected to bring iPads to class and use them as part of course assignments.
Appropriate use of iPads is expected and is documented. Students should budget
$25 per semester for the use of iPads.
Textbooks
Students in the Master’s program are provided textbooks for loan. Students may
use the textbooks during the semester in which the course is taught and they
must be returned at the end of the semester. Students who do not return books
will be charged the cost of the textbook. Students may not write or mark
textbooks.
Security
Concordia maintains a formal security system coordinated by Manager of Public
Safety & Security. The security office is located on the lower level of Feth and is
open weekdays, 8:00am-4: 30pm. Security is available 24 hours a day by dialing
ext. 2300. A security guard patrols the campus at night..
Concordia offers an escort service 24 hours a day, seven days a week for its
students, faculty, staff and visitors in order to ensure safe arrival to their
destinations. Call the security operator at ext. 2300 to arrange for an escort.
Either a student volunteer or a guard will provide assistance.
Campus crime statistics with United States Department of Education, as required
under Title 20 of the U.S. Code Section 1092(f), are available at
www.ope.ed.gov/security.
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21
Closings
Although rare, the College may close or delay opening due to weather
emergencies. In such cases, information will be posted on the College’s website,
announced on the radio at 103.9FM/1230AMWFAS, 100.7WHUD, 1010 WINS,
Channel 2 WCBS-TV, Channel 4 WNBC-TV, Channel 12 cable, and our website
concordia-ny.edu. It will be posted online at www.wfas.com and www.nbc.com. It
will also be found on the College's main number (914) 337-9300.
Emergency Notification
Concordia’s crisis response procedures include emergency communications
through the online ConnectEd system. This system allows the College to send
messages to the cell phone numbers, text message numbers, room telephone
numbers, and email addresses of every student, faculty, and staff person in the
campus database. These messages provide immediate information and
instruction on how to respond to the crisis. The system is tested at least twice
each academic year, once during the fall semester and once during the spring
semester.
Identification Cards
Students are issued a Concordia College identification card when they start the
graduate program. Students’ pictures are taken at Graduate Orientation and
cards are issued by the next class meeting. The ID is to be used to gain
admittance to college-sponsored events, to check out books from the library and
for use in The Commons, and The Brickyard. The ID must be shown to college
officials, including security officers, upon request. An ID will be replaced only for
loss, damage, or change of name or identification number. Replacements may be
obtained from the College Services Office after the lost ID is reported to the
Business office. The student is responsible for the card's use until a report is
made. A $25.00 charge is assessed to the student for each replacement ID.
Parking: On-Campus
Parking facilities on campus are limited. All persons who drive to campus must
register their vehicle with the Manager of Public Safety, and obtain a permit to
park on College property. Parking for commuters is across the street near the
Maier Athletics Center. Adherence to motor vehicle regulations as outlined in the
Student guide is expected at all times. Vehicles parked without a valid permit will
be ticketed and are subject to fines, loss of privilege, and /or removal at the
owner’s expense. The first sticker will be issued to students after orientation. It is
the students’ responsibility to update and replace their parking sticker. The
following guidelines apply to parking:
-All vehicles must display the parking permit on the rear window of the
driver’s side.
-Commuter Students Park in MAC lot ONLY
-Do not block any exits, aisles, driveways or another vehicle.
-Do not park in spaces specifically designated for an individual.
Failure to follow parking guidelines will result in a parking fine of $30.00.
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22
Spiritual Life
Concordia recognizes that growth in the Christian life is a total commitment to
the person of Jesus Christ. It is toward this realization the College's worship and
service programs are oriented. Worship is central to life at Concordia. In
gathering together as the Body of Christ, Christians praise God, renew their
dependency upon Him and are empowered for His witness and service. The
entire campus community is invited for worship each weekday from 11:00–
11:20am. in the Schultz Chapel. Led by a wide range of faculty, staff, and
students, chapel offers a variety of worship styles and musical offerings such as
hymn sings, chancel dramas, meditations, homilies, and jazz matins. Holy
Communion is celebrated each Wednesday.
The faculty and staff include a number of called ministers of religion trained to
counsel in spiritual matters. The Campus Pastor will coordinate chapel programs
and is available to discuss spiritual matters. The Spiritual Life Committee will
coordinate spiritual life programs. Information and names
are available from the religion faculty and the Student Life Office.
Tutorial Assistance
Special Needs Accommodations
Students needing accommodations for documented special needs should seek the
assistance of the course professor. If tutorial or other types of assistance are
needed, a request should be made to the appropriate learning center in
conjunction with the course professor. There is no fee for tutorial or Writing
Center assistance; however, the services of the Connections Program are
provided for a fee.
Research/Scholarly Writing Office
To support the goals and objectives of the Writing Across the Curriculum
Program and the goals of the graduate program, the Research/Scholarly Writing
Office will be established and located in the library. It will offer supplemental
instruction in writing to students in the graduate program. The specialist will
work with students in various aspects of writing (ranging from organization,
development, and research methods to mechanical and proofreading skills). The
specialist will also be well versed in current research methodology and in
standards of higher education informational literacy. Both areas will be
addressed throughout the program. Students will be informed of the services and
familiarized with procedures to access assistance.
In addition, the specialist will assist the faculty to identify students who exhibit
weak writing skills through a review of course submissions. Identified students
will be eligible to receive individualized instruction and extensive practice in the
fundamentals of writing. Other students may choose to work directly on a
particular class assignment. Students will also have access to word processing
equipment and a variety of computer software.
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23
Writing Across the Curriculum (WAC)
A distinctive mark of an educated person is the ability to think critically. That
ability is significantly developed and demonstrated by writing (planning,
generating sentences, and revising). To promote students’ development as
effective thinkers and writers, the faculty adopted a “Standard of Writing” and
established Writing Across the Curriculum.
Standard of Writing
The criteria for evaluating written communication include: 1) subject matter, 2)
use of rhetorical modes, 3) organization and development, 4) mechanics, and 5)
style or expression:
1. The subject matter of an effective written communication is relevant and
accurate. At its best, the handling of subject matter will both demonstrate what
the writer has learned and be instructive.
2. Rhetorical modes: Effective written communication reflects the ability to
illustrate, compare and contrast, analyze, define, and argue.
3. An effective written communication is well organized and well developed. The
purpose is clearly indicated. The thesis is clearly stated and amply supported by
facts, examples, and illustrations. The writer uses paragraphing appropriate to
logical division and organization of ideas. Sentences are constructed to
communicate correctly the logical relations of the ideas in the sentences.
4. Effective communication is relatively errorless in mechanics. The mechanics of
writing include correct use of standard English grammar, spelling, punctuation,
syntax, and the accepted usage for numbers, abbreviations, italics, and general
format.
5. The style or expression of an effective written communication is engaging and
contains fluent transitions, tight and fresh phrasing, varied sentence structure,
and a tone that enhances the purpose.
The above applies to any form of written communication (essays, exams, reports,
business communications, research writing).
Effective written communication of research contains additional characteristics.
The writing:
1. reflects the ability to choose and evaluate source materials;
2. shows appropriate use (as to choice and length) of direct quotation when citing
sources. The writing manifests appropriate and accurate use of the paraphrase
and the summary;
3. demonstrates a synthesis of original ideas based on an understanding of
sources; and
4. uses the Graduate Teacher Education Program’s adopted format for
documentation---APA (American Psychological Association) .
Program Policies and Procedures
Academic Integrity
All students are expected to comply with Concordia College’s Academic Integrity
Policy. Students are expected to be familiar with the rules regarding academic
GRADUATE STUDENT HANDBOOK
24
honesty in writing assignments. Violations of the college’s policy are very serious,
and documentation will be forwarded to the Office of Student Life where records
are kept until a teacher candidate graduates or withdraws from the college.
Violation of the policy may result in a failing grade for this course. Examples of
conduct which have been regarded as being in violation of the policy include, but
are not limited to the following:
A.
Plagiarism
B.
Allowing someone else to represent your work as his/her own.
C.
Copying from another’s quiz or examination; or copying your own
previous work.
D.
Stealing an examination or key from the instructor.
Academic Integrity is the practice of scholarly activity in an honest and
conscientious manner. Concordia College, New York, is committed to promoting
academic integrity among its faculty and students and to educating its students to
work creatively and honestly, while respecting the dignity and intellectual
property of others.
1. Plagiarism
Webster’s Dictionary defines “plagiarize” (i.e., the act of plagiarism) thus: “To
steal or purloin and pass off as one’s own (ideas, writings, etc. of another).”
Plagiarism is more than a simple failure to credit borrowings made in a paper; it
is an attempt to hand-­‐in a written assignment comprised in whole or in part of
material written or created by someone else, and to pass off the work as one’s
own original creation. Plagiarism usually occurs in one of three ways:
a. Paraphrasing: Where a student rewords a passage from a published source
without giving credit to the author.
b. Copy-­‐work: Where a student reproduces, word for word, a passage from
another source, fails to credit the author, and represents the work as his or her
own.
c. Intellectual theft: Where a student uses another’s unique idea, without using
the creator’s words, and represents the idea as his or her own. This is a more
subtle form of plagiarism, but no less dishonest.
2. Cheating
Cheating is the practice of fraud or deceit in an academic setting. An exhaustive
definition of cheating in an academic context is not possible, given the
multiplicity of assignments across the disciplines; each case must be scrutinized
for intent. Clear cases of cheating include the following:
a. Allowing someone else to represent a student’s work as his or her own.
b. Fabricating or falsifying information on a paper or examination.
c. Copying from another’s quiz or examination.
d. Stealing an examination or key from the instructor.
e. Obtaining an unmerited advantage over other students.
f. Aiding and abetting academic dishonesty.
3. Discipline
Academic dishonesty will be handled as follows:
a. Instructors will forward all documented violations of the Academic Integrity
Policy to the Associate Dean for Student Development.
GRADUATE STUDENT HANDBOOK
25
b. Discipline within a course is at the discretion of the instructor (in accordance
with sanctions outlined in the course syllabus) and may result in penalties up to
failure from the course.
c. Repeat offenses will be forwarded to the Associate Dean for Student
Development or the Student Life Judiciary Committee to determine appropriate
sanctions, which may include a fine and/or suspension from the College.
d. Any third documented offense during a student’s academic career will result in
a suspension from the College for a period no less than one week. Further
discipline for a third violation is at the discretion of the Associate Dean for
Student Development and may result in the student’s expulsion from the College.
(Concordia College – New York -­‐ Student Guide 2010-­‐2011)
4. Appeals Process
Cases in dispute may be appealed by the accused student. The student’s advisor
or a faculty member of his or her choice is to serve as his or her advocate. Initial
disputes are to be arbitrated in a meeting with the student, advocate, and
professor.
a. Cases unresolved following the initial arbitration process will be forwarded to
the Student
Life Judiciary Committee for adjudication.
b. Final appeals may be made to the Dean of Faculty.
Academic Ethics
Concordia strives to maintain the highest standards of academic honesty. All
campus citizens are expected to uphold the code of academic ethics. Infractions
against academic ethics include:
1. Obtaining, using, or giving to others unauthorized information before, during,
or after an examination.
2. Plagiarism in any form (see Academic Integrity).
3. Submitting a paper written by another student or person as if it were the
student’s own.
4. Submitting a paper written for another course or occasion without the explicit
knowledge and consent of the instructor.
5. Fabricating evidence or statistics which supposedly represent original research.
6. Possession or unauthorized use of improperly obtained Library materials.
7. Violations of professional ethics, as defined by the College and/or the
instructor, in research projects, internships, or practice.
8. Intolerant, prejudicial, or disruptive speech or actions in the classroom which
interrupt the flow of learning and undermine the freedom of inquiry and research
of fellow students and faculty.
Violations of Academic Ethics will be handled using the same discipline process
outlined in the Academic Integrity section.
Professional Ethics and Behavior
Students are expected to display professional behavior on campus and in field
settings. Attendance, appropriate dress, professional written and oral
communication, collaboration with other students and faculty are required. In
GRADUATE STUDENT HANDBOOK
26
the field, students are expected to respect and follow all requirements and
guidelines set by the school or school district. Professional behavior in school or
other field settings is directly connected to the program and standing in the
program. Students who are ill or may otherwise miss class are required to notify
the professor. Consumption, influence or possession of alcohol or other drugs in
class or field placement are grounds of dismissal from the program.
**Refer to the Academic Ethics section above.
Academic Requirements
Academic review for students in the proposed program will be conducted on an
ongoing basis. The office manager will review and maintain student files. At the
end of each semester, any teacher candidate with a course grade of B- or
cumulative average below 3.0 will be placed on probation and must meet with an
advisor. A student receiving a grade of B- or lower in any course must repeat the
course. Students may however, appeal to the Director for a course with a grade
of B- to be accepted.
If the GPA remains below 3.0 for two subsequent semesters, the student may be
dismissed from the program.
Advisement and Program Planning
Advisement will be with full-time faculty members. Upon admission to the
program, each teacher candidate will be assigned a full-time faculty member as
an advisor. The advisor will assist the candidate in planning a program of study
and registration of classes. The student is registered for courses on a semesterby-semester basis by the Graduate Education faculty.
Career Development Services for Graduate Students
The Career Development Center offers a Life After College series of seminars
throughout the academic year. The series is designed to enhance students' ability
to develop professionally and learn how to acquire their desired jobs. Life After
College series includes etiquette dinners, financial planning workshops,
investment planning workshops, resume and cover letter writing seminars, as
well as interviewing successfully presentations and networking workshops. Part
of the series also includes opportunities to learn about tests required for
certification, including informational sessions and practice test times. Guest
speakers and alumni partner with students to talk about the transitions from
college-and in this case-graduate school to the professional world and beyond.
The Career Development Center maintains an internal employment database that
registered students can access 24 hours a day from any computer.
The Career Development Center is also developing vocational groups for all
students in all programs of study; one of the vocational groups can be created for
childhood special education students. The goal of the vocational groups is to
provide students a venue through which monthly meetings centered around
GRADUATE STUDENT HANDBOOK
27
professional information and development create a collaborative and organic
conversation between members and invited guests.
The Career Development Center has a Community Connections Program
whereby members of the greater community, whether alumni, professionals in
the Village of Bronxville and surrounding towns, parents, and others serve as
one-on-one mentors to Concordia College students. Given Concordia College's
strong history in educating students for the teaching profession, many alumni
have found their way to special education, and would take an interest in helping
to guide students through the processes they once navigated themselves.
Students graduating with education degrees may find that a number of the school
employers request credential files. Concordia College's Career Development
Center could develop a system for graduate open credential files including
applications, resumes, reference letters (confidential or open), student teaching
evaluations and the courses they have taken on their transcripts. Students who
have open credential files will see all of the items in their credential file.
Concordia College offers a spring semester Career Fair for all students in all
programs of study; throughout the school year and during the more intensive
planning phases of the fair emphases will be placed on furthering the College's
relationships with Lutheran schools, local, and across state school districts to
assist teacher candidates in identifying and accessing employment opportunities.
Students interested in working in childhood special education could potentially
benefit from assistance provided by career development services at the other
Concordia Colleges, Universities, and Seminaries throughout the country.
Given the tremendous and ongoing need for qualified and strong special
education teachers in our nearest urban area of New York City, partnerships can
be explored with New York City Schools to recruit Concordia College master's
level graduates.
The Lutheran-Church Missouri Synod maintains the second largest number of
private schools in the country; these schools seek qualified teachers,
administrators, and other experts in education-often through the Concordia
University System. The Career Development Center can market our graduates
and also encourage national recruiting efforts for our Lutheran schools.
Certification
Information on the following can be found in the Graduate Student Teaching
Handbook:
o Student teaching
o Academic requirements
o NY State Education Department requirements
o All NYS certification exams
o The Disposition Screening Process
GRADUATE STUDENT HANDBOOK
28
Council for Exceptional Children (CEC)
The Council for Exceptional Children, founded in 1927, is an international
organization for supporting exceptional individuals, families, and educators.
Concordia College encourages all undergraduate, graduate and alumni of the
Teacher Education Program to join and participate in our chapter. Through
CEC membership, individuals will have opportunities for service, professional
development, and advocacy at the college, state and national organizational
levels. The following are a few of CEC Student Membership Benefits:
CEC Publications
TEACHING Exceptional Children – classroom-oriented magazine for teaching
children with exceptionalities (6 issues per year).
Exceptional Children – original research looking at the significant findings and
trends in special education (4 issues per year).
CEC Today – online member newsletter keeps you up-to-date on professional
and legal developments (6 issues per year, online).
Books, Media and Training
CEC’s catalog contains resources and materials covering social, legal and
educational issues of children with exceptionalities.
Career Development
CEC’s continuing education programs, including the CEC Annual Convention &
Expo, provide ground-breaking information, state-of-the-art resources,
and new ways of reaching students.
Advocacy and Support
CEC members are part of CEC’s advocacy efforts for the rights of children and
youth with exceptionalities, as well as the special needs of the educators who
serve them. CEC is a major voice in Congress, the courts, and the U.S.
Department of Education.
Professional Divisions
CEC’s 17 special interest divisions publish journals and newsletters, sponsor
conferences and other professional development activities, facilitate political
action on issues that affect your practice and interests, and provide networking
opportunities to bring you closer with the experts.
Up-to-the-Minute Access via the Web
CEC Web site, www.cec.sped.org, gives members-only access to CEC’s journals,
updates on news in special education, registration for professional development
events, and other resources.
Peer Networking and Leadership Opportunities
Access is provided to a network of more than 35,000 members—special
GRADUATE STUDENT HANDBOOK
29
education teachers, administrators, college faculty, education consultants, and
students. CEC also offers a range of opportunities for student members to serve
in leadership positions at all levels.
Discounts on Educational Resources
CEC members enjoy savings of up to 30% on CEC publications and professional
development events including the CEC Annual Convention & Expo.
Professional Liability and Other Insurance
Student members can purchase an individual $1 million Educators Professional
Liability policy for an annual premium of only $25. A variety of life and health
insurance, auto insurance, and identity theft protection programs are also
available.
Added Member Benefits:
CEC SmartBrief, a news briefing sent by e-mail five times each week with news
from hundreds of top sources focusing on what educators with exceptional
children need to know.
The CEC Policy Insider offers up-to-date on policy issues in special and gifted
education.
Equal Opportunity and Affirmative Action Policy
Concordia College is an Equal Opportunity/Affirmative Action employer.
Concordia College also complies with the Title IX of the Education Amendments
of 1972 (discrimination on the basis of sex) and Section #504 of the
Rehabilitation Act of 1973 (discrimination because of handicap) and Americans
with Disabilities Act (ADA) signed into law July 1990, effective January 26, 2002.
Inquiries regarding these may be directed to Kathleen Clark, Human Resources
Director, Concordia College, Bronxville NY 10708.
Grading Policy
A student’s grade point average (GPA) on the transcript reflects all grades earned
at Concordia College and transferred credits only. Financial Aid regulations
require the College to be able to determine when a student has completed a
course and earned the grade assigned;
A (4.0) an earned grade that indicates mastery of the knowledge, attitudes, and
skills stated in the objectives for the course. Work is exemplary and
demonstrating research, reflection, and communication skills eligible for
professional publication and/or presentation.
A-(3.7) an earned grade that demonstrates the student has above average
knowledge, attitudes and skills as stated in the course and is close to mastery.
Work is well above average, demonstrating research, reflection, and
communication skills eligible for professional presentation.
B+(3.3) a an earned grade that demonstrates the student has above average
knowledge, attitudes and skills as stated in the course. Student work is above
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30
average, demonstrating research, reflection, and communication skills eligible for
professional presentation.
B (3.0) an earned grade that indicates acceptable knowledge, attitudes, and skills
stated in the objectives for the course yet not superior but is satisfactory. The
student demonstrates acceptable work in research, reflection, and
communication skills.
B- (2.7) an earned grade that indicates that the student has not yet made
satisfactory progress in mastering the knowledge, attitudes, and skills stated in
the objectives for the course. Work demonstrating research, reflection, and
communication skills has not met the average expectation for a Master’s student.
Students receiving a B- in a course will need to repeat the course at their expense.
F (0) an earned grade that indicates that the student’s progress in mastering the
knowledge, attitudes, and skills stated in the objectives for the course in
unsatisfactory and that the student does not have the necessary background for
advanced courses based on performance in the present course. An F grade
includes incomplete work lacking evidence of research, reflection, and/or
communication skills.
A
95-100%
A91-94%
B+
87-90 %
B
81-86%
B77-80%
F
76 or below
“I” indicates that the student’s work in the course is incomplete.
Incompletes
It is expected that all required work be submitted the date it is due. If all the
requested material for a course has not been submitted by the final session, the
student will fail the course for not having met all the objectives of the course.
Occasionally, however, an emergency or other extenuating circumstance may
prevent students from completing assigned work. Under such circumstances an
“I” may be assigned at the discretion of the instructor. The instructor will
complete the “Incomplete Form” that delineates for the student the work that
needs to be completed and the new due date. When the work is completed, the
instructor will submit the Incomplete Form changing the “I” to the appropriate
grade. If the “I” has not been satisfied by the due date on the Incomplete Form,
the student will receive an “F” for the course.
Grade Appeal Policy
Policy: Students may appeal a COURSE grade under the following circumstances:
o There has been a clear miscalculation of the grade;
o Changes were made in the grading procedures after the student received
the course management policy;
o The grade appears to be arbitrary and not based on published evaluation
procedures; and/or:
o There is an appearance of arbitrary and inequitable grade assignment.
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Procedure:
1. Step One: Student discusses problem with the involved instructor .
2. Step Two: The student discusses the problem with the Director of the
Master’s in Teacher Education.
3. Step Three: If the situation is not resolved a Grievance Committee will be
convened.
a. The Grievance Committee shall consist of two faculty members, one
from the Graduate Teacher Education Program, another from the
Division of Arts and Sciences. The Education faculty member will
be selected by the Dean of Professional Studies, the other by the
involved student.
b. The committee will hear the case, and may request any
documentation from any individual involved in the case.
c. The decision rendered by this departmental ad hoc committee will be
the final step in the Graduate Teacher Education Program.
d. The Committee will provide the Dean of Professional Studies with a
written summary report and a recommendation.
e. The Dean of Professional Studies will render a decision and make a
recommendation to the Dean of the College.
f. The Dean of the College will make the final decision. The decision of
the Dean of the College is final and not open to appeal.
4. Satisfactory resolution of the issue at any step means that it is unnecessary
to continue the grievance process.
Formal Complaint
Policy: Section 494C (j) of the Higher Education Act of 1965, as amended,
provides that a student, faculty member, or any other person who believes he or
she has been aggrieved by an institution of higher education has the right to file a
written complaint.
In New York State, a complaint may be filed by any person with reason to believe
that an institution has acted contrary to its published standards or that
conditions at the institution appear to jeopardize the quality of the institutions
instructional programs or the general welfare of its students. Any person who
believes he or she has been aggrieved by an institution on or after May 4, 1994,
may file a written complaint with the Department within three years of the
alleged incident. (Faculty Handbook, Concordia College-New York, 2008).
The Division of Education in conjunction with the formal complaint policy and
procedures of Concordia College and in keeping with Section 494C (j) of the
Higher Education Act of 1965 is supportive of every individual’s, student’s,
faculty’s or any other person’s rights to be treated respectfully and without
discrimination. Therefore, any individual who believes s/he has been aggrieved
may file a written complaint with the Division of Education within three years of
the alleged event.
Definitions:
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1. A Formal Complaint is a written statement of a grievance experience by any
individual, student, faculty, administrative or support staff member in the
Division of Education to the Dean of Professional Studies and or to the
Student Services Department of Concordia College involving a formal
hearing according to published procedures.
2. An Informal Complaint is a written statement of a grievance experience by
any individual, student, faculty, administrative or support staff member in
the Division of Education where resolution is achieved between an official
of the Division of Education or the College according to published
guidelines without requiring further deliberation
Procedures
Following an interview with the individual, the Dean of Professional Studies
and/or the Assistant Dean of Student Development will consult with the
person(s) involved to obtain particulars of the case. After consulting with
Concordia’s Title IX Affirmative Action coordinator, the Dean of Graduate
Education and or the Assistant Dean will consider the grievance, render a
decision and issue a statement indicating appropriate redress. If the individual
considers the decision rendered unsatisfactory, an appeal may be made to the
Dean of the College. The Division of Education and the College consider an
appeal to the Dean of the College the final step in the process. The decision of the
Dean of the College is final.
Internal Complaints
Should any individual believe s/he has been aggrieved by a faculty or staff
member of the Division of Education or of Concordia College during the
academic year, s/he may turn for assistance using the procedures listed below:
1. With the assistance of the Dean of Professional Studies and/or the Assistant
Dean for Student Development, the complainant and the respondent will meet
face-to-face in an attempt to resolve the issue. Should the Dean of Professional
Studies be the respondent, the Dean of the College will assume responsibility;
should the Assistant Dean be the respondent, the Dean of the College will assume
responsibility; should the Dean of the College be the respondent, the President
will assume responsibility; should the President be the respondent, the chair of
the Board of Regents will assume responsibility.
2. If the complainant is of the opinion that such informal reconciliation efforts
have failed and there is a wish to pursue the matter, the complainant shall
prepare a written statement of the matter in dispute (along with all relevant
documents), and a written statement setting forth, in detail, the efforts that have
been made to achieve informal reconciliation and shall forward such documents
to the Dean of Professional Studies and/or the Assistant Dean of Student
Development (as appropriate) and to the respondent.
3. Within one week after receipt of the written statement of the matter in dispute,
the respondent shall submit a written reply to the Dean of Professional Studies
and/or the Assistant Dean of Student Development (as appropriate) and the
complainant. If the respondent fails to reply, the allegations of the statement of
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the matter in dispute shall be deemed accepted.
4. Upon receipt of a reply from the respondent or if no reply is received and the
Dean of Professional Studies and or the Assistant Dean for Student Development
determines that all informal reconciliation efforts have failed, Dean of
Professional Studies and or the Assistant Dean will form a review committee of
three persons which shall be chosen as follows: each party will select one member
of the faculty or staff member, or a student. The third person, serving as chair,
will be appointed by the Assistant Dean for Student Development with the
approval of both parties. The selection process shall be completed within one
week of the Assistant Dean's determination to form a review committee.
5. The review committee shall proceed as follows:
a. The first hearing will be held no later than one week after the last
committee member has been appointed.
b. The chair of the committee shall notify the complainant and the
respondent at least three days in advance of the date, time and
place of said hearing.
All hearings shall be private, attended only by the parties and the witnesses who
can substantiate the facts relevant to the matter in dispute. The review committee
shall establish the procedures to be followed in the hearing and the relevancy of
evidence so that each party shall be given an opportunity to present fully its
respective position. In performing its duty, the review committee shall continue
efforts to reconcile the parties on the basis of Christian love and forgiveness
c. Within one week after completion of the final hearing, the review
committee shall issue a written decision which shall state the facts
determined by the committee and the reasons for its decision and
forward them to the parties and the Assistant Dean for Student
Development. The Assistant Dean for Student Development in
consultation with the Dean of the College shall then take
appropriate action, which shall be final.
Adequate documentation about each complaint and its disposition shall be
maintained for at least six years.
Concordia College students are assured that no adverse action will be taken
against any student for filing a complaint.
NYS Complaint Procedures
Section 494C(j) of the Higher Education Act of 1965, as amended, provides that a
student, faculty member or any other person who believes he/she has been
aggrieved by an institution of higher education has the right to file a written
complaint.
In New York State, a complaint may be filed by any person with reason to believe
that an institution has acted contrary to its published standards or that
conditions at the institution appear to jeopardize the quality of the institution's
instructional programs or the general welfare of its students. Any person who
believes he or she has been aggrieved by an institution on or after May 4, 1994,
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34
may file a written complaint with the New York State Education Department
within three years of the alleged incident.
How to File a Complaint
1. The person should first try to resolve the complaint directly with the
institution by following the internal complaint procedures provided by the
institution. An institution of higher education is required to publish its
internal complaint procedure in a primary information document such as
the catalog or student handbook. (The department suggests that the
complainant keep copies of all correspondence with the institution.)
2. If a person is unable to resolve the complaint with the institution or
believes that the institution has not properly addressed the concerns, he or
she may send a letter or telephone the Postsecondary Complaint Registry
to request a complaint form. Please telephone 212/951-6493 or write to:
New York State Education Department
Postsecondary Complaint Registry
One Park Avenue, 6th Floor
New York, NY 10016
3. The Postsecondary Complaint Registry Form should be completed, signed
and sent to the above address. The completed form should indicate the
resolution being sought and any efforts that have been made to resolve the
complaint through the institution's internal complaint processes. Copies of
all relevant documents should be included.
4. After receiving the completed form, the department will notify the
complainant of its receipt and make any necessary request for further
information. When appropriate, the department will also advise the
institution that a complaint has been made and, when appropriate, the
nature of the complaint. The complainant will also be notified of the name
of the evaluator assigned to address the specific complaint. The evaluator
may contact the complainant for additional information.
5. The department will make every effort to address and resolve complaints
within ninety days from receipt of the complaint form.
Complaint Resolution
Some complaints may fall within the jurisdiction of an agency or organization
other than the State Education Department. These will be referred to the entity
with appropriate jurisdiction. When a complaint concerns a matter that falls
solely within the jurisdiction of the institution of higher education, the
complainant will be notified and the department will refer the complaint to the
institution in question and request that the matter receive a review and response.
Upon conclusion of the department's complaint review or upon a disposition of
the complaint by referral to another agency or organization, or to the institution
of higher education, the department will issue a written notice to the complainant
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describing the resolution of the complaint. The complainant may contact the
department evaluator directly for follow-up information or for additional
assistance.
Portfolios
Students will accrue materials to comprise their portfolio throughout the
coursework and practicum. Whenever possible, materials will be collected in an
electronic portfolio. Portfolio review will be incorporated into each course and a
cumulative review will be conducted at the completion of the program.
Legal Notice
The material contained in this handbook (adapted from the Concordia College
catalog) is for student information only. It is not a contract. The College reserves
the right to revise policies, amend rules, alter regulations, and change financial
charges at any time in accordance with the best interests of the institution.
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