Graduate Student Handbook - my.marianuniversity.edu€¦ · 1 MARIAN UNIVERSITY SCHOOL OF EDUCATION Teacher Education Department Educational Technology Program Graduate Student Handbook

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M AR IAN UN IVER S IT Y

S C HOOL O F EDUC AT ION

Teacher Education Department

Educational Technology Program

Graduate Student Handbook

2016-2017

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TABLE OF CONTENTS

M A R I A N U N I V E R S I T Y & S C H O O L O F E D U C A T I O N V I S I O N ....................................... 4

S C H O O L O F E D U C A T I O N M I S S I O N S T A T E M E N T ............................................................... 4

C O N C E P T U A L F R A M E W O R K ...................................................................................................... 4

M A S T E R O F A R T S I N E D U C A T I O N E D U C A T I O N A L T E C H N O L O G Y P R O G R A M 6

M A S T E R O F A R T S I N E D U C A T I O N A S S E S S M E N T S Y S T E M G A T E S ......................... 7

G A T E 1 : F O U N D A T I O N S O F E D U C A T I O N A L T E C H N O L O G Y ................................... 7

G A T E 2 : C O M P L E T I O N O F A G R A N T P R O P O S A L ......................................................... 8

G A T E 3 : P R O G R A M C O M P L E T I O N A N D P O R T F O L I O R E V I E W ............................ 9

P R O F E S S I O N A L P O R T F O L I O ........................................................................................................ 10

ADDITIONAL GRADUATE STUDENT INFORMATION ................................................................... 10

REENTERING STUDENTS.................................................................................................................. 10

MAXIMUM CREDIT LOAD POLICY ............................................................................................... 10

STUDENT CLASSIFICATION ............................................................................................................ 11

F U L L - T I M E S T U D E N T .......................................................................................................... 11

L I C E N S U R E O N L Y S T U D E N T ........................................................................................... 11

CHANGE OF PROGRAM .................................................................................................................... 11

REGISTRATION INFORMATION ..................................................................................................... 12

CLASS ATTENDANCE ......................................................................................................................... 12

INCOMPLETE POLICY ....................................................................................................................... 12

IN PROGRESS POLICY ....................................................................................................................... 12

GRADE APPEALS ................................................................................................................................. 12

DEGREE TIME LIMIT REQUIREMENTS ....................................................................................... 15

GRADUATION/PROGRAM COMPLETION .................................................................................... 15

P A R T I C I P A T I O N I N G R A D U A T I O N C E R E M O N Y ................................................... 16

PARKING POLICIES AT MARIAN UNIVERSITY ........................................................................ 16

CLASS CANCELLATIONS .................................................................................................................. 16

EDUCATIONAL HONOR SOCIETY ................................................................................................. 17

CONTACT INFORMATION ................................................................................................................ 18

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SCHOOL OF EDUCATION

E D U C A T I O N A L T E C H N O L O G Y P R O G R A M H A N D B O O K

The purpose of this handbook is to provide useful information specific to the School of

Education Master of Arts in Education: Educational Technology Program. Although

Marian University policies and procedures are summarized in this document, this handout

does not substitute for primary sources of information, such as the current Academic

Bulletin located on the Marian University webpage.

The Master of Arts in Education was approved by the North Central Association in 1987.

The Educational Technology MAE Program provides educators throughout the state with

a graduate experience that reflects the University's broader mission of developing the

whole person. The master's program offers an innovative instructional format with both

hybrid and online delivery systems designed to meet the needs of the 21st century

educator. The program focuses on individualized, personal, and professional

development through carefully sequenced courses and experiences.

Although Marian University's primary commitment is to degree-seeking students, the

Educational Technology Department is conscious of its responsibility to provide quality

course work for non-degree seeking students as well. Therefore, classes in continuing

education (EDT 604 Special Topics in the areas of Educational Technology) are also

available for educators, through the Institute of Professional Development (IPD), who

wish to renew their professional licenses or for educators who wish to develop further

expertise in this area. The Educational Technology Department is also home to the

Online Teaching Certificate program.

From its inception, the Educational Technology program has provided an innovative

delivery system designed to allow teachers to complete their studies through hybrid

format offered at various sites in Wisconsin, and provides an online cohort option. The

sites have been selected strategically in response to student, alumni and employer

requests for the program as well fulfilling the need for individual professional

development classes. Today, the degree program is offered at Marian University and

outreach locations in Appleton, Milwaukee. The Educational Technology program is

committed to travel to areas of need throughout the state. Professional development is

also available at other locations and at area schools as needed through Marian

University’s IPD. Marian University’s Educational Technology Department can design

professional development and in-service opportunities for teachers and staff throughout

the state. The Educational Technology Program prides itself in producing 21st century

teacher leaders equipped to infuse and implement technology into K-16 teaching,

classrooms, and online learning communities.

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M A R I A N U N I V E R S I T Y & S C H O O L O F E D U C A T I O N V I S I O N

Transforming lives through academic excellence, innovation, and

leadership.

S C H O O L O F E D U C A T I O N M I S S I O N S T A T E M E N T

Within the spirit and institutional framework of Marian University, we are committed to

the development of caring, competent, reflective individuals for present and future

professional roles by providing learning-centered, collaborative, accountable, and

theoretically sound undergraduate and graduate programs that reflect values and ethics

within an increasingly diverse and global society.

We believe learning-centered educators:

• Recognize and affirm the importance of values and ethics in their lives, their

students’ lives, and in society.

• Recognize and affirm the need for the understanding of subject matter and the

ability to apply pedagogical strategies that are consistent with the academic

discipline.

• Develop skills in reflection to critically examine educational issues and practices.

• Value communication and community in order to benefit from the diverse

individuals engaged in educational experiences.

• Are accountable to, as well as advocates for, the discipline, diverse learners, and

the larger community.

C O N C E P T U A L F R A M E W O R K

The conceptual framework for professional preparation programs in the School of

Education at Marian University is oriented toward the development of learning-centered

individuals. The framework is organized around

five interconnected themes, displayed as the petals

of a lily which is the focal point of the university

seal. The lily signifies the mission of Marian

University to “educate the whole person, striving

to nurture intellectual, spiritual, aesthetic,

psychological, social, and physical dimensions.”

The theme of Values and Ethics, at the center of

the lily, reflects the core values of the university

community. On the remaining petals are four

other themes that also guide our professional

practice: Knowledge, Reflection, Collaboration,

and Accountability. We believe that learning is a

lifelong process. Therefore, our mission is to engage in the continuous development of

the dimensions of each theme within ourselves, our candidates, and members of the

larger community. We view this framework as dynamic and responsive to the uniqueness

of individuals, as well as to the potential for change within the profession.

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V A L U E A N D E T H I C S

We believe learning-centered individuals recognize and affirm the importance of values

and ethics in their lives, in the lives of others, and in society. Within the context of

society, religion, and culture, as well as Marian’s learning-centered environment,

individuals strive to refine their ethical frameworks as they reflect on their beliefs and

values, and on their ability to model professional and ethical standards.

K N O W L E D G E

We believe learning-centered individuals recognize and affirm the need for the

understanding of subject matter and the ability to apply pedagogical strategies that are

consistent with the academic discipline. Equally important is the need for knowledge of

human development, theories of learning, social and political influences, curriculum

theory, research- and practice-based pedagogy, and technology. We recognize the unique

interplay that occurs as a learning-centered person develops and applies knowledge in

particular socio-cultural contexts.

R E F L E C T I O N

We believe that reflection is a powerful tool for life-long learning, as well as for personal

and professional transformation. Learning-centered individuals develop skills in

reflection that enable them to review, reconstruct, reenact and critically analyze their own

actions and beliefs to determine a course of action.

C O L L A B O R A T I O N

We believe learning-centered individuals value communication and community. We

view collaboration as a process of working with diverse groups, utilizing effective

communication to address current issues and practices. Collaboration makes it possible

to improve the lives of all members of society.

A C C O U N T A B I L I T Y

We believe learning-centered individuals are accountable to and advocates for all learners

and the larger community. Accountability is far more than an understanding of the

process of assessment. To be accountable, members of an educational community accept

responsibility for continued growth and development for themselves, their profession,

and the greater society.

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M A S T E R O F A R T S I N E D U C A T I O N E D U C A T I O N A L

T E C H N O L O G Y P R O G R A M

The Master of Arts in Educational Technology produces 21st century leaders equipped to

infuse and implement technology into K-16 teaching, classrooms, and online learning

communities. Additionally, course work provides a foundation for teachers who want to

pursue the Master Educator license as outlined in PI34. Graduate candidates in the

program examine current educational theory and practice and explore a variety of

viewpoints to reflectively develop their professional competence and teaching style.

Teachers are provided with hands on experience with new and existing technology and

learn how to effectively integrate the teaching and learning experience. Candidates

explore social issues affecting students and expand their awareness of and respect for the

unique development of each student. During course work, candidates consider effective

collaboration with and accountability to students, parents, colleagues, and the

community. Reexamining the development of values and professional ethics, students

gain greater intellectual and ethical insight. This program provides candidates with an

opportunity to reflect on classroom practice and identify ways to use technology

effectively and make the classroom more relevant for the 21st century learner. At the end

of the program, all candidates demonstrate proficiency on the InTASC Model Core

Teaching Standards in PI 34.02 and the National Educational Technology Teacher

Standards ISTE–T and Coaching Standards ISTE–C through the completion of an

electronic portfolio.

Educational Technology Program Mission The mission of the Educational Technology program is to educate candidates in the field

of technology integration by providing candidates with the knowledge base necessary to

transform curricula and teaching practices for the 21st century. Candidates examine

current educational trends, issues, ethics, and theory while meeting teaching and

technology standards in order to meet the changing needs of all students.

Program Learning Outcomes: After completion of this program, candidates will:

1. Understand the teaching standards, including the dispositions expected of

professional educators, that are able to accurately describe, assess, and reflect on

best practices as they pertain to their development as teachers.

2. Make commitments to engage in ongoing professional development as master

degree candidates that focus on teaching strategies, technology integration, and

learner outcomes. In addition, the candidates must maintain a 3.0 GPA.

3. Be able to design instruction, effectively use a variety of instructional strategies,

and adapt instruction to encourage the development of critical thinking, problem

solving, and performance skills of all students.

4. Continually examine and evaluate technology and the impact it has on student

learning. Candidates will collaborate with peers, professional colleagues, and

community members while designing multimedia projects to promote effective

teaching and student learning.

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5. Have knowledge and skills in researching, planning, budgeting, reporting, and

evaluating grant proposals integrating technology. The major emphasis is on the

application of analytical thinking, problem solving, persuasive writing,

collaborating, and assessing outcomes through practical experience to obtain

funding for project initiatives.

6. Demonstrate understanding of the technology tools used to create and maintain

online courses, best practices for online teaching and learning, and develop their

own online course/unit.

7. Demonstrate current best practices in the integration of mobile technology and

learning through productivity and classroom work flow. Candidates will meet the

diverse needs of their students through learning extensions.

Online Teaching Certificate Program Learning Outcomes:

The Online Teaching Certificate Program Learning Outcomes are aligned with the

Wisconsin Department of Instruction Guidelines for an Online Learning Certificate. After

completion of this program, candidates will:

1. Demonstrate an understanding of the International Society for Technology in

Education (ISTE) Standards, the knowledge, skills and dispositions expected of

professional educators and be able to accurately describe, assess, and reflect on

best practices as they pertain to their development as online instructors.

2. Demonstrate the pedagogy, methodology, facilitation methods, and assessment

methods necessary for effective instruction in the online environment. The

candidates demonstrate understanding of the technology tools used to create and

maintain online courses, best practices for online teaching and learning, and

develop their own online course/unit.

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M A S T E R O F A R T S I N E D U C A T I O N A S S E S S M E N T S Y S T E M

G A T E S

The Marian University School of Education created a standards-based curriculum and

assessment system for all programs. The programs incorporate standards that reflect the

integration of content, pedagogy and professional studies. The unit’s Conceptual

Framework links course work and the assessment system. The Assessment System or

gate system was created as a systematic way of monitoring a candidate’s progression

through each program. A screening step takes place as candidates apply to the program.

Candidates are then required to meet specific screening criteria successfully and

subsequently pass through program gates that define their progression through the

program they are enrolled in. Performance indicators are outlined for each gate. In order

to complete the requirements for each gate, the candidate works with faculty or an

advisor while completing course work or field experiences. Candidates develop a

standards-based portfolio throughout the progression of the program. The purpose of the

Marian University assessment system is to ensure the preparation of candidates who

demonstrate the knowledge, skills and dispositions inherent in the Learning-Centered

Educator framework.

All candidates in the Educational Technology program are required to complete EDT 650

Foundations of Educational Technology during Gate One. During the Gate 1 course,

candidates take a Progression of InTASC Standards Survey, create a Professional Goal

Plan related to the InTASC Model Core Teacher Standards, the ISTE-T, and the ISTE-C,

and complete a Dispositions Survey and ISTE-C Survey. In order to complete Gate Two,

candidates develop a grant proposal integrating technology. At the end of Gate Three

candidates review and reflect on their PDP, finalize the electronic portfolio, complete a

second Dispositions Survey, Progression of InTASC Standards Survey, and ISTE-C

Survey. The Portfolio demonstrates the breadth of knowledge the student has gained

throughout the program.

Each master degree candidate is required to successfully pass through all three gates that

reflect a developmental progression through the program. All gate expectations and

criteria are outlined and presented to all students during their first course (EDT 650). In

order to complete the requirements for the program, each student is assigned a School of

Education advisor from their area. Candidates will submit the final portfolio for faculty

review in EDT680.

G A T E 1 : F O U N D A T I O N S O F E D U C A T I O N A L T E C H N O L O G Y

Upon completion of the program admission requirements candidates are registered for

EDT 650: Foundations of Educational Technology. This gate provides an orientation to

the master degree program including the Learning Centered Educator Model,

Dispositions Survey, Program Standards, Policies and Portfolio Guidelines, and an

introduction to the InTASC Standards, ISTE-T, and ISTE-C. The following

documentation is required for admission to the Master of Arts in Education: Educational

Technology program and completion of Gate One:

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• Admission to the Master of Arts in Education: Educational Technology program.

• Official transcripts sent directly from the registrar verifying completion of a

baccalaureate degree and any other course work completed at the undergraduate

or graduate level (Marian University graduates need not send transcript).

• Minimum cumulative undergraduate GPA of 3.0 on a 4.0 scale

• Successful completion of EDT 650 Foundations of Educational Technology

including: Progression of InTASC Standards Survey, Professional Goal Plan,

Dispositions Survey, and ISTE-C Survey.

P R O G R E S S I O N O F I N T A S C M O D E L C O R E T E A C H I N G

S T A N D A R D S S U R V E Y : G A T E 1 (Completed during EDT 650)

This survey is a self-assessment of the InTASC Model Core Teaching Standards. Candidates complete the survey in Forms as part of the course assignments.

M A R I A N P R O F E S S I O N A L G O A L P L A N : G A T E 1

(Completed during EDT 650)

The purpose of this assignment is to create a Professional Goal Plan based on the

InTASC teaching standards. Candidates will create a professional goal plan setting

personal and professional goals for their degree program, and complete it using a

Professional Blog.

D I S P O S I T I O N S S U R V E Y : G A T E 1

(Completed during EDT 650)

This survey is a self-assessment of a candidate’s professional dispositions related to teaching. Candidates complete the survey in Forms as part of the course assignments.

N A T I O N A L E D U C A T I O N A L T E C H N O L O G Y S T A N D A R D S -

C O A C H S U R V E Y : G A T E 1

(Completed during EDT 650)

This survey is a self-assessment of the National Educational Technology Standards (ISTE-C) for Technology Coaches. Candidates complete the survey in Forms as part of the course assignments.

G A T E 2 : C O M P L E T I O N O F A G R A N T P R O P O S A L (Completed during EDT 655)

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This Gate provides candidates with a practical experience in researching, planning,

budgeting, writing, reporting, and evaluating grant proposals integrating technology. The

candidate submits grant proposals and provides feedback to the instructor as to the

success of the grant.

Completion of Gate 2 includes:

• Completion of EDT 655 Developing Grant Proposals Integrating Technology.

• A minimum GPA of 3.0 on a 4-point scale in all coursework thus far – no course

with a grade below a C (2.0) is accepted.

• Candidate’s final grant proposal will be submitted to the instructor for assessment

and data collection.

G A T E 3 : P R O G R A M C O M P L E T I O N A N D P O R T F O L I O

R E V I E W

(Completed during EDT 680)

The third gate provides the final evaluation of a candidate’s performance on the program

learning outcomes and a review of the Professional Goal Plan. The EDT 680 instructor, a

faculty member of the School of Education, will review the portfolio.

Completion of Gate 3 includes:

• A minimum GPA of 3.0 on a 4-point scale in all coursework – no course with a

grade below a C (2.0) is accepted.

• Completion of EDT 680 Technology and Leadership in the Information Age

including: Progression of InTASC Standards Survey, Professional Goal Plan,

Dispositions Survey, and ISTE-C Survey.

• Satisfactory completion of Professional Portfolio

P R O F E S S I O N A L P O R T F O L I O

The portfolio is developed by the candidate throughout the program and is reviewed and

assessed at the completion of the program. This type of assessment provides for a

sustained reflection of candidates’ academic work in a systematic way. The standards of

the education profession are reflected in the InTASC Model Standards. The portfolio

assessment, based on the program learning outcomes, includes coursework aligned with

InTASC Model Standards, and the National Educational Technology Teaching and

Coaching Standards. The candidates’ portfolio will be developed electronically.

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A D D I T I O N A L G R A D U A T E S T U D E N T I N F O R M A T I O N

The purpose of this section is to provide useful information specific to the School of

Education, Graduate Programs. Although policies and procedures have been summarized for

the graduate student, this does not substitute for primary sources of information, such as the

current Academic Bulletin which is located on the Marian University webpage.

C O N T I N U I N G S T U D E N T / I N A C T I V E S T U D E N T S

A continuing student is a student who was registered in the previous semester. Registration in

each successive semester after formal acceptance is expected of students. However, the

graduate programs permit inactive periods. (Some students take courses during the summers

only, for example.) Students who have been inactive for one through five semesters (including

summer) may register for classes without re-applying for admission. Inactive periods are

included in the degree completion time constraints.

R E E N T E R I N G S T U D E N T S

Students who are inactive over 12 months (or three semesters) must reapply to the Graduate

Admission Office and must meet admission standards and degree requirements that are in

effect at the time of reapplication.

The reentering student is required to:

• have a cumulative graduate GPA of 3.0

• have cleared all academic and administrative holds

• be within the time limit for degree completion

No re-application fee is required and a student need not re-submit copies of records already on

file. However, a reentering student who has attended one or more schools since leaving

Marian University must have official transcripts sent directly to the Graduate Admissions

Office.

M A X I M U M C R E D I T L O A D P O L I C Y

For each fall/spring semester, the maximum credit load for full-time students is 9+ graduate

credits; the maximum credit load for 3/4-time students is 6-8 credits; the maximum credit load

for half-time students is 3-5 credits. For summer the maximum credit load is 12 credits.

Permission from the School of Education is required for any student to take more than the

maximum load. Effective fall 2010 – students are eligible for financial aid if enrolled in 3 or

more credit hours per semester.

Graduate students who are in good academic standing and who are involved in undergraduate

coursework when making up deficiencies, or those who have exceptional circumstances

resulting in special hardship must appeal to the Dean of School of Education for permission to

carry more than the maximum credit load. Each individual student appeal must be submitted

to the School of Education prior to the beginning of the semester.

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Students who enroll for more than the maximum credit load without permission will have

courses dropped by the School of Education to reduce their course load to the maximum load

allowed.

S T U D E N T C L A S S I F I C A T I O N

Determination of full or part-time standing is based on the credit hour load per semester. (See

table below)

Full-time ¾ time ½ time

Graduate 9+ credits 6-8 credits 3-5 credits

F U L L - T I M E S T U D E N T

To be classified as a full-time master’s level student, one must be enrolled for at least 9 credit

hours in the fall or spring semester, and may take up to 12 credits.

H A L F - T I M E S T U D E N T

For financial aid purposes, students must be enrolled at least half-time to receive assistance.

C H A N G E O F P R O G R A M

A student who has already been admitted to master's degree study at Marian University may

seek admission to a different program. To seek permission, the student must do the following:

1. Complete a "Change of Program" form obtained from the

School of Education,

2. Obtain a written recommendation from a full-time faculty

member in the new program. (This recommendation is

placed in the student's file.)

Prior admission to one master's program does not automatically guarantee admission to

another in the School of Education. All credentials must be processed and evaluated

according to the established criteria and procedures for admission to that specific program.

Graduate courses already satisfactorily completed are not automatically transferred to the

student's new emphasis. Such courses must first be evaluated by faculty from the student's

intended program. Courses that are to be accepted must be processed according to the

procedures outlined in the section "Transfer of Credit Policy.

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R E G I S T R A T I O N I N F O R M A T I O N

To reserve a place in the classes of their choice, students may register in person, by mail, by e-

mail, by fax, or online using SabreNet accounts. Registration forms are available on the

Marian University’s Registrar Page.

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Students should send the completed registration form with the tuition to Marian University, 45

S. National Avenue, Fond du Lac, WI 54935, Fax to 920-926-6708 or e-mail form as an

attachment to [email protected] .

C L A S S A T T E N D A N C E

The School of Education believes strongly in the personal exchange of knowledge and ideas

in the classroom. The instructor must specify policy on attendance in written form at the

beginning of the first class session. This is usually located within the course syllabus. Grades

cannot be based on attendance only. In online course, students are expected to log in at least

three (3) times a week.

I N C O M P L E T E P O L I C Y

Upon the assignment of an Incomplete (I), the student will have until the end of the following

semester to complete the course work. An extension may be granted if the proper paperwork

is filled out and the request is made prior to the end of the semester and the student is making

adequate progress on completing the course work. If the work is not completed by the end of

the following semester or an extension is not granted, the incomplete will be changed to an

"F."

I N P R O G R E S S P O L I C Y

Any student with an In Progress (IP) grade for any phase of action research or portfolio must

complete the requirements for that phase by the end of the following semester; otherwise, the

student will receive a No Credit (NC) grade and must register for that phase of the class or

portfolio again and pay full fees and tuition. An extension may be granted if the proper

paperwork is filled out and the request is made prior to the end of the semester.

G R A D E A P P E A L S

Appealing Grades Not Yet Recorded: If, during a grading period, a student believes he/she is

being evaluated unfairly, the student first consults the instructor of the course to explain

his/her objection and to understand better the instructor's evaluation. If no resolution is

achieved, the student may consult the department chairperson. If no resolution is achieved, the

student shall await the posting of the final grade and determine whether an appeal is

necessary.

Appealing Final (Recorded) Grades: If a student believes that the final grade received in a

course is unjust, he/she follows the formal policy and procedure for Grade Appeals as follows:

Grades submitted to and recorded by the Registrar, with the exception of “I” Incomplete or

“IP” In Progress, are considered final. Only in extraordinary situations may recorded grades

be changed. Extraordinary circumstances are confined either to

1. Clerical error on the part of the instructor in submitting the grade; or

2. Clear or apparent major inconsistency or injustice due to “arbitrary and

capricious” grading on the part of the instructor in assigning the grade.

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Based on this, the student is limited to specific grounds for appeal. If a student simply

disagrees with the faculty member’s judgment about the academic quality of the student’s

work, this does not constitute valid grounds for appeal.

Valid grounds for a charge of major inconsistency or injustice include the following:

1. The terminal grade was based on something other than performance in the

course;

2. The instructor applied standards that were more exacting or demanding than

those applied to other students in that course

3. The terminal grade was a result of significant, unannounced, and unreasonable

departures from those articulated in the course syllabus distributed at the

beginning of the course.

Procedures for Formal Grade Appeal:

The formal grade appeal procedure should be utilized only for terminal grades; it is not to

be used to challenge grades on individual assignments. Prior to filing a formal grade appeal,

the student must discuss the terminal grade with the instructor and seek resolution. If no

resolution is achieved, the student must contact the department chairperson of the instructor's

academic department within 8 weeks after the official grade was issued. If this does not take

place within the specified time, the case is closed and the grade shall stand.

If the department chairperson or designee cannot achieve a resolution between the instructor

and the student, the student may file a formal grade appeal with the Dean of the School or

designee housing the course in question. A formal grade appeal must be filed within 12 weeks

after the end of the semester in which the grade was given. Students may lose the right to

appeal if they fail to adhere to the timelines delineated in this policy. The university officials,

noted above, may extend the timelines under extraordinary circumstances.

When clerical error is claimed, evidence may be requested. If evidence shows that clerical

error was made, the appropriate university official, as noted above, directs the Registrar, in

writing, to correct the recorded grade.

Upon receipt of a Grade Appeal request charging major inconsistency or injustice, the

appropriate university official, as noted above, shall convene a university wide academic

appeals committee to consider the request if it is determined that the appeal meets the criteria,

involves a palpable issue, and is supported by evidence capable of sustaining rational

argument. (See Section 1.6.3.6 for composition of committees). In appealing a grade, the

burden of proof rests with the student.

Upon receipt of the written request, the hearing will be held within one month, or as

designated by the School Dean. The Academic Appeals Committee notifies the student and

the instructor of the time and place of the hearing. The hearing will be closed and all parties

will maintain confidentiality.

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The committee reviews the student's written request and any other evidence the student

presents. Committee members may ask for clarification and for other information. They

consult the instructor to ascertain his/her view of the situation. The hearings are taped and

minutes kept.

When the committee has all the evidence necessary or available, it writes a report with its

recommendations. The report states and summarizes the issues involved, the sources of data

received, factors involved that were weighted and analyzed, and its recommendations. On the

basis of its evidence, the Committee may recommend either:

1. That the grade be re-determined, or

2. That the grade stands as is.

If the committee recommends that the grade be re-determined, it may further recommend how

a more just grade is to be determined. The committee may request the opinion of other

competent evaluations if records of student work are available. The committee forwards its

recommendation to the Vice President for Academic Affairs, who notifies the student and the

instructor of the committee findings within seven days of the completion of the written report.

All minutes, tapes, and documentation will be kept in the Office of the Vice President for

Academic Affairs.

The student or instructor may appeal the decision of the Academic Appeals Committee to the

Vice President for Academic Affairs within one week of notification. This request must

provide specific grounds for a subsequent appeal, which are

1. Due process was not followed; and/or

2. Policy was incorrectly applied; and/or

3. Important evidence was missing.

Decisions of the Vice President for Academic Affairs are final.

Note: All involved in the grade appeal process must be apprised of the following:

1. A grade, even when a major injustice or inconsistency is determined, may

nonetheless be the grade earned.

2. A reevaluation of an inconsistently or unjustly determined grade could result in a

raised grade, the same grade, or a lowered grade.

3. The faculty member involved is usually the only person capable of fairly

evaluating the student's actual performance or work since only he/she has

observed the student throughout the grading period.

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D E G R E E T I M E L I M I T R E Q U I R E M E N T S

All work applying to a degree must be completed within a seven-year time period. The time

period begins with the formal acceptance into the degree program.

G R A D U A T I O N / P R O G R A M C O M P L E T I O N

Complete Marian University Graduation Policy and Applications are located on the Marian

University Webpage. The awarding of a degree is contingent upon the successful completion

of all program requirements. All students are required to submit an Application for

Graduation/Program Completion to the Registrar and Commencement Reservation form to the

Office of Special Events at the beginning of the semester in which they expect to receive their

degree - even if they are not participating in the commencement ceremony.

Specific due dates are as follows:

Fall (December) degree completion – October 1

Spring (May) degree completion - February 15

Summer (August) degree completion – June 1

A student must submit the application by the date listed above. Please note: Late applications

may not be accepted and may result in an automatic delay of graduation to the following

semester. Applications for graduation need to be filed early to allow for proper evaluation of

records and timely preparation for the ceremonies.

Submission of the Application for Graduation is the sole responsibility of the student. A

graduation fee is required of all graduates and must be paid at the time of application (cap,

gown, and announcements are not included).

If a student fails to complete degree requirements during the semester of application for

graduation (January 15 for December graduation; June 15 for May graduation; August 31 for

August graduation), it is the student's responsibility to complete a new application form at the

beginning of the semester in which they anticipate completing all degree requirements. A

reapplication fee is required. If you discover you need to change your graduation date, please

notify the Registrar and the Department Chair.

P A R T I C I P A T I O N I N G R A D U A T I O N C E R E M O N Y

All graduate students who have completed their programs are encouraged to attend

graduation ceremonies at Marian University held only in May. August graduates with six (6)

or fewer credit-hours remaining to complete their degree requirements may participate in the

May graduation ceremony if they are registered for the remaining 6 credits to be completed by

the end of summer semester. Students completing their course work for graduation by:

▪ January 15 will have the December graduation date stated on their diploma

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▪ June 15 will have the May graduation date stated on their diploma

▪ August 31 will have the August graduation date stated on their diploma

NOTE: All course requirements need to be submitted and grades recorded by the

above dates.

P A R K I N G P O L I C I E S A T M A R I A N U N I V E R S I T Y

On-campus parking for non-restricted areas of the campus is allowed on a first-come, first-

serve basis. Faculty and staff areas, no parking areas, fire lanes, handicapped spaces and other

restricted areas are marked. These areas should be left open 7 days a week on a 24-hour basis.

Students attending classes during the day at Marian University must register their motor

vehicle in the Student Life Office. Every motor vehicle parked at Marian University must

display a current Marian University motor vehicle registration permit, which must be placed

on the rear view mirror.

Students attending classes during the evening (after 5:00 p.m.) or weekends do not have to

register their motor vehicles and may use the parking lots marked "Permit Only" without

penalty.

All students' cars are subject to towing at the owner's expense if their vehicles are found in

restricted areas. All vehicle owners should be aware that city policy may issue city parking

tickets for vehicles illegally parked in fire lanes and handicapped spots on the campus. The

University does not have the authority to void these city tickets.

As Marian University uses several outreach sites for their programs, be aware of parking

requirements posted at various Marian Centers, School Buildings and Conference Centers.

E D U C A T I O N A L H O N O R S O C I E T Y

Kappa Delta Pi, a prestigious International Honor Society in Education, is committed to

recognizing excellence and fostering mutual cooperation, support, and professional growth for

educational professionals.

As part of its ongoing dedication to educators, the Society offers:

• Workshops & Conferences

• Books, Journals, & Other Publications

• Scholarships & Grants

• Community Service Projects

• Teachers Hotline

• Employment Resources

• Professional Development

• Other Resources

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Marian University’s local chapter, Alpha Delta Theta was installed on September 20, 2007 as

a chapter of Kappa Delta Pi is Members are dedicated to the ideals of Fidelity to Humanity,

Service, Science, and Toil. These ideals are aligned with the core values and mission of

Marian University. Contact the Founding Counselor, Dr. Aida Michlowski at

[email protected] for more information.

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Contac t Informat ion

A D M I N I S T R A T I O N

Dr. Kelly Chaney Dr. Kristi Reitz

Dean, School of Education Program Director

Educational Technology

1-800-262-7426 ext. 8610 1-800-262-7426 ext. 7177

[email protected] [email protected]

F A C U L T Y

Dr. Aida Michlowski Mr. Bob Wagner

[email protected] [email protected]

1-800-262-7426 ext. 8749 1-800-2626-7426 ext. 8152

Dr. Kristi Reitz Dr. Sue Stoddart

[email protected] [email protected]

1-800-262-7426 ext. 7177 1-800-262-7426 ext. 7170

S U P P O R T S T A F F

Ms. Leah Schraeder

Support Specialist to Teacher Education / Ed Tech

[email protected]

1-800-262-7426 ext. 8128