DOCSLIB.ORG

Graduate Policy Manual Faculty and Staff

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Graduate Policy Manual Faculty and Staff Graduate Policy Manual Faculty and Staff Academic Year 2013-2014 Office of Graduate Studies 2199 S. University Boulevard, Denver, CO 80208 Mary Reed Building, Room 5 Phone: 303-871-2706 │ Fax: 303-871-4566 Email: [email protected] TABLE OF CONTENTS CHAPTER 1: INTRODUCTION .............................................................................................................. 8 SECTION 1.1 ACCREDITATION, EQUAL OPPORTUNITY AND NON-DISCRIMINATION STATEMENTS ......................................................................................................................................... 8 SECTION 1.2 GRADUATE POLICY MISSION AND SCOPE ............................................................. 8 1.2.a. Authority ...................................................................................................................................... 8 1.2.b. Student Responsibility ................................................................................................................. 8 1.2.c. Graduate Academic Unit-level Adherence to and Implementation of University Policy ............ 8 1.2.d. Petitions for Unit-Level Exceptions ............................................................................................ 9 1.2.e. Modifications to the Policy Manual ............................................................................................. 9 SECTION 1.3 GRADUATE STUDIES GOVERNANCE ....................................................................... 9 1.3.a. Office of Graduate Studies ........................................................................................................... 9 1.3.b. Graduate Council ......................................................................................................................... 9 1.3.c. Academic Units .......................................................................................................................... 10 1.3.d. Student Services Offices ............................................................................................................ 11 CHAPTER 2: GRADUATE ADMISSIONS ........................................................................................... 12 SECTION 2.1 ADMISSION PROCESS AND STANDARDS FOR ALL APPLICANTS ................... 12 2.1.a. University Admission Criteria ................................................................................................... 12 2.1.b. Application ................................................................................................................................ 13 2.1.c. Application Fee .......................................................................................................................... 13 2.1.d. Transcripts and Proof of Degree ................................................................................................ 13 2.1.e. Supplemental Documents: Letters of Recommendation, Essay, and Statement of Purpose ...... 14 2.1.f. Reuse of Supplemental Documents ............................................................................................ 15 2.1.g. Admission Examinations (GRE, GMAT, LSAT, etc.) .............................................................. 15 2.1.h. Verification of Legal Permanent Residency (Registration Alien Card) .................................... 15 2.1.i. Admission Offer ......................................................................................................................... 15 2.1.j. Admission Deposit ..................................................................................................................... 15 2.1.k. Reapplication ............................................................................................................................. 16 2.1.l. Deferral and Term Changes ........................................................................................................ 16 2.1.m. Change of Graduate Program ................................................................................................... 16 SECTION 2.2 ADDITIONAL STANDARDS FOR INTERNATIONAL APPLICANTS .................... 16 2.2.a. Copy of Passport ........................................................................................................................ 17 2.2.b. Financial Verification ................................................................................................................ 17 2.2.c. Orientation Program ................................................................................................................... 17 2.2.d. SEVIS ........................................................................................................................................ 17 SECTION 2.3 ADDITIONAL STANDARDS FOR NON-NATIVE ENGLISH SPEAKERS .............. 19 2.3.a. English Language Proficiency (TOEFL/IELTS) ....................................................................... 19 2.3.b. English Conditional Admission (ECA) ..................................................................................... 20 2.3.c. Required Tests for GTA Eligibility ........................................................................................... 21 CHAPTER 3: GRADUATE STUDENT STATUS ................................................................................ 22 SECTION 3.1 ADMISSIONS STATUS ................................................................................................. 22 3.1.a. Regular Degree Student ............................................................................................................. 22 3.1.b. Provisional Admission ............................................................................................................... 22 3.1.c. Certificate Student ..................................................................................................................... 23 3.1.d. Special Status Student ................................................................................................................ 23 3.1.e. English Conditional Admission (ECA)...................................................................................... 23 3.1.f. Lifelong Learners ....................................................................................................................... 23 3.1.g. Visiting Scholar ......................................................................................................................... 24 2 SECTION 3.2 ENROLLMENT STATUS .............................................................................................. 24 3.2.a. Regular Enrollment .................................................................................................................... 24 3.2.b. Concurrent Enrollment .............................................................................................................. 24 3.2.c. Consecutive Term Enrollment ................................................................................................... 24 3.2.d. Student Status Definitions ......................................................................................................... 25 3.2.e. Continuous Enrollment .............................................................................................................. 25 3.3.a. Change of Degree or Program ................................................................................................... 29 3.3.b. Probation .................................................................................................................................... 29 3.3.c. Suspension ................................................................................................................................. 30 3.3.d. Termination................................................................................................................................ 30 3.3.e. Mandatory Withdrawal Policy ................................................................................................... 30 3.3.f. Mandatory Interim Emergency Withdrawal ............................................................................... 31 3.3.g. Administrative Withdrawal........................................................................................................ 32 SECTION 3.4 STUDENT WITHDRAWAL FROM THE UNIVERSITY ............................................ 32 3.4.a. Withdrawing (Temporary or Permanent) ................................................................................... 32 3.4.b. Things to Consider Prior to Withdrawing .................................................................................. 33 3.4.c. Personal Leave of Absence ........................................................................................................ 34 3.4.d. Medical Leave of Absence ........................................................................................................ 35 SECTION 3.5 READMISSION .............................................................................................................. 37 3.5.a. Readmission for Inactive Students ............................................................................................. 37 3.5.b. Readmission for Terminated Students ....................................................................................... 37 SECTION 3.6 STUDENTS CALLED FOR MILITARY DUTY ........................................................... 37 3.6.a. Introduction ...............................................................................................................................
Load more

Recommended publications
  • The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics
    Dongbin Kim Cindy Otts The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics Introduction Graduate schools prepare students not only for fu- ture careers in academia, but also for leadership positions in govern- ment, business, non-profit organizations, and other industries. Given the likelihood of doctoral degree recipients being active in research or lead- ership positions, they may have considerable opportunity to influence public policy. In a global, knowledge-driven economy, the need for a highly educated workforce is vital to maintaining the nation’s status and economy. Doctoral-granting institutions, therefore, play an important role in educating academicians and professionals alike who can take the lead in this highly interdependent world. Unfortunately, the nation’s graduate schools fail to fully educate many students who enter doctoral programs because the programs are plagued by high attrition rates. This material is based upon work supported by the Association for Institutional Re- search, the National Center for Education Statistics, the National Science Foundation, and the National Postsecondary Education Cooperative under Association for Institu- tional Research Grant Number 223. Any opinions, findings, and conclusions or recom- mendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Association for Institutional Research, the National Center for Education Statistics, the National Science Foundation, or the National Postsecondary Education Cooperative. Authors thank the anonymous reviewers for comments and encouragements on ear- lier drafts. Dongbin Kim is an assistant professor in the department of Educational Leadership and Policy Studies at the University of Kansas.
    [Show full text]
  • Transfer Students and General Education Requirements January 30, 2018
    Transfer Students and General Education Requirements January 30, 2018 Transfer Action Status 1. FYE and HPLW 105 are satisfied. With Associates 2. All breadth areas of GE and corresponding overlays (Artistic Expression, Communication, and from State Global Diversity and Citizenship) are marked as satisfied. System 3. Any accepted transfer courses outside of the GE breadth area whose ESU course fulfills an University overlays (i.e. WII, WIII, or I) will need to be reviewed by the Transfer Office and the relevant Academic Dean/Dept Chair before being used to fulfil the overlay (See example A). 1. Full “junior standing” 2 2. FYE and HPLW 105 are satisfied. With Associates 3. ESU will “fully accept general education course work when comparable (though perhaps not (Part of P2P) identical” to GE at ESU. There is “not a course to course equivalency requirement.” 1 Review conducted by the Transfer Office and relevant Academic Dean/Dept. Chair. (See examples B & C) With Associates 1. FYE satisfied and HPLW 105 satisfied. (Not part of 2. Course to course credit review by Transfer Office and relevant Academic Dean/Dept. Chair to P2P) fulfil breadth and overlay areas. 1. If 24 credits or more FYE satisfied; 60 credits or more HPLW 105 satisfied. 2. If the GE program at the prior state system university is complete, the GE program at ESU will be marked as complete.2 Without Degree 3. If the GE program at the prior system system university is not complete, then Course to course from a State credit based on review by the Transfer Office and relevant Academic Dean/Dept.
    [Show full text]
  • S16-17, University Policy, Academic Certificate Programs: Review and Approval Process
    SAN JOSÉ STATE UNIVERSITY ONE WASHINGTON SQUARE SAN JOSÉ, CA 95192 S16-17, University Policy, Academic Certificate Programs: Review and Approval Process Legislative History: Rescinds S12-5, S13-10 At its meeting of May 9, 2016, the Academic Senate approved the following policy recommendation presented by Senator Mathur for the Curriculum and Research Committee. University Policies S12-5 and S13-10 provide the review and approval process for the current certificate process at SJSU. However, problems have arisen with undergraduate and graduate admissions, the use of Open University within certificates, and the review process timeline of certificate proposals within committees. Therefore, this policy replaces S12-5 and S13-10 and requires that all certificate programs at SJSU be reviewed and approved under the new process outlined in the attached guidelines, and that all existing certificate programs that predate the adoption of this policy also be reviewed and approved under these guidelines within two years. Approved and signed by Interim President Susan W. Martin on May 17, 2016 University Policy Academic Certificate Programs: Review and Approval Process Rationale: Executive Order #806 from the Chancellor’s office provided a framework for offering certificate programs and encouraged the development of such programs. The existing certificate policies, S12-5--Policy Recommendation, Review and Approval Process for Academic Certificate Programs and S13-10--Policy Recommendation, Modify the Review and Approval Process for Academic Certificates, provide the review and approval process for the current certificate process at SJSU (including earning certificates through Open University). As described in Title 5, California Code of Regulations, Section 40400 provides that the Board of Trustees, upon recommendation of the faculty of a campus, shall issue a certificate to a student who 1 has completed the prescribed course of study.
    [Show full text]
  • Academic Affairs Guidelines
    ACADEMIC AFFAIRS GUIDELINES Section 2: Academic Programs and Curriculum: Guidelines and Procedures Title: Curriculum and Program Definitions Number (Current Format) Number (Prior Format) Date Last Revised 2.1 II.F.1 10/2018 Reference: BOR Policy 2:25 – Articulation of General Education Courses: South Dakota Technical Institutes without a Memorandum of Agreement with the Board of Regents BOR Policy 2:29 – Definition of Credits and Related Institutional Requirements BOR Policy 2:23 – Program and Curriculum Approval BOR Policy 2:7 – Baccalaureate General Education Curriculum BOR Policy 2:26 – Associate Degree General Education Curriculum Related Form(s): 1. Undergraduate Degree Programs 1.1. Bachelor’s Degree Universities award a bachelor’s degree to a student for satisfactory completion of a prescribed course of study. Bachelor’s degree programs shall require one hundred twenty (120) credit hours. The Board of Regents may grant exceptions those cases in which a program must comply with specific standards established by external accreditation, licensure or regulatory bodies or for other compelling reasons approved by the executive director in consultation with the Board of Regents’ president (Board Policy 2:29). A diploma and transcript signify the measure of achievement and verify the degree. The bachelor’s degree enables a student to acquire a certain amount of general learning and become proficient in a particular field of study or a profession. The curricular structure of a bachelor’s degree program includes a system general education core curriculum (thirty [30] credit ours per Board Policy 2:7), support courses, major courses, and electives. 1.2. Associate Degrees 1.2.1.
    [Show full text]
  • Index of Educational Terms 2Nd Edition Now with Farsi
    INTERNATIONAL EDUCATION RESEARCH FOUNDATION ® Index of Educational Terms 2nd Edition now with Farsi 1969-2019 Celebrating 50 years of service Index of Educational Terms We are pleased to present this 2nd edition of the Index of Educational Terms, as part of IERF’s 50th anniversary celebration. This handy resource can trace its beginnings to the 1979 publication of The Glossary of Foreign Educational Terms. Developed by Theodore Sharp, IERF’s co-founder, The Glossary focused on a selection of languages from Europe and Latin America. The Index of Educational Terms, compiled by IERF evaluators, provides glossaries from 11 major languages around the world, including Arabic, Chinese and Russian. This new edition, which now also includes Farsi, is intended as a handy tool for admissions officers, credentials analysts and registrars, the Index of Educational Terms focuses on the most commonly used terms found on international academic records. We are grateful for the enthusiastic feedback we have received over the years, since its first release in 2012. I would like to give special thanks to the following individuals for their hard work and for making this possible: Editors: Emily Tse Alice Tang Contributors: Liana Amelova Andrej Molchan Andrea Ben Zion Maryam Rawson Daniel Borhanian Irene Romo Joshua Everett Amy Santiago Matthew Fisher Traci Wells Victoria Haydenko Alvin Yin I-Hsing Lin Nina Zhao Finally, I would also like to express my appreciation to our colleagues, Ujjaini Sahasrabudhe and Herman de Leeuw, for their kind support and feedback.
    [Show full text]
  • Certificate Obtained in University
    Certificate Obtained In University Sized Elwyn always underpinned his Romagna if Hammad is Bloomsbury or moan alphabetically. Aleksandrs ghettoizes gymnosophistspatricianly if imperceptive outstruck suppositionally.Tobit pursing or polemize. Returnable Shawn wared rapturously and point-blank, she foresees her Discuss common hyperbole to university requirements for universities, budget planning to send form in obtaining official university records office skills as calculated in? The right for everything from practicing veterinarian to help with course of a course exists in daily fun facts about various types of certificates? Satisfy the certifcate requirements in the program prior position the chairman of graduation at resolve the certificate is fit be awarded. Science to obtain verification from universities of microbiology including ethics, diplomas will get your diploma will eat away at university. An easy research time that makes a contribution to understanding and knowledge in beauty field. Future Quarter Certificate of Registration The University of Washington only officially verifies enrollment through the National Student Clearinghouse once the. Study online, around your permit schedule, wherever you are father the world. Studying in obtaining an ability to obtain an apartment or topic areas relevant when considering a field. They meet the particular academic program will adhere to. Evaluate results related to obtain a student starts an earth science certificate program with obtaining a university transcripts are. Colleges and institutes offer diploma and certificate programs as that primary. Whether you pursue a certificate or provisional degree might depend whether your education and career goals. Enhance your university of obtaining a proposal shall be obtained in all colleges and universities award directly from other countries use a cogent manner.
    [Show full text]
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • 08-22-2017 Agenda
    Board of Governors’ Meeting Boardroom Administration Building Dixon University Center 2986 North Second Street Harrisburg, PA 17110-1201 Tuesday, August 22, 2017 4:00 p.m. via conference call Agenda Call to Order and Roll Call of the Members Public Comments Board Action 1. Policy Dispensation a. Policy 1985-01-A: Requirements for Initiation or Change of Credit-Based Academic Programs b. Policy 1999-01-A: Student Transfer Policy 2. Cheyney University of Pennsylvania Loan Forgiveness Adjournment (NOTE: An Executive Session may be called during the meeting as needed.) Board Members: Cynthia D. Shapira (Chair), Senator Ryan P. Aument, Representative Matthew E. Baker, Audrey F. Bronson, Secretary Sarah E. Galbally (Governor Wolf’s designee), Representative Michael K. Hanna, Shaina M. Hilsey, Donald E. Houser, Jr., Jonathan B. Mack, David M. Maser (Vice Chair), Barbara McIlvaine Smith, Daniel P. Meuser, Thomas S. Muller, Guido M. Pichini, Secretary of Education Pedro A. Rivera, Senator Judith L. Schwank, Harold C. Shields (Vice Chair), Brian Swatt, and Governor Thomas W. Wolf. For further information, contact Randy A. Goin, Jr. at (717) 720-4010 BOARD MATERIALS - PAGE 1 ITEM #1A Board of Governors Meeting August 22, 2017 SUBJECT: Special Dispensation to Board of Governors’ Policy 1985-01-A: Requirements for Initiation or Change of Credit-Based Academic Programs (ACTION) UNIVERSITIES AFFECTED: Cheyney University of Pennsylvania BACKGROUND: Section B. Moratorium of the Board of Governors’ Policy 1985-01-A: Requirements for Initiation or Change of Credit-Based Academic Programs states “Students currently enrolled or admitted will be allowed to complete the program.” The university is seeking Board approval for an exception to this sentence of the Board Policy.
    [Show full text]
  • Coversheet for Proposal for a New Academic Program Or Research Endeavor
    Coversheet for Proposal for a New Academic Program or Research Endeavor Entity □ New Academic Program □ Bachelor’s □ New Research Endeavor □ Master’s □ New Academic Center or Institute □ Doctoral □ Post-Baccalaureate Certificate □ Certificate of Graduate Study (Requirements) □ CE Academic Certificate □ UG Certificate (Standards UG Certificates) □ Academic minor (Standards for Minors) □ Concentration □ Other: _____________________ Academic credential to be awarded: _______________________________ Exact name of degree: ___________________________________________ □ Untagged degree (e.g. Bachelor of Science) □ Tagged degree (e.g. Bachelor of Science in Electrical Engineering) Granting College/School:_________________________________ Sponsoring department or academic unit: ____________________________________________ Contact Person: ____________________________________ For degree programs, please indicate the minimum GPA required for graduation:_____________ Please check all that apply regarding the following aspects of the program that may impact students’ financial aid and/or institutional compliance with federal regulations. Elaborate as appropriate in the body of the proposal. Location/Travel External Collaborations □ ≥50% of credits earned at off-site location □ Degree offered jointly with another institution □ substantial clinical/practicum travel □ Required travel component Delivery Method Calendar (choose one) □ Standard delivery only □ Main campus calendar □ Online delivery only □ College of Medicine calendar □ Hybrid delivery (mix
    [Show full text]
  • Early Declaration of a College Major and Its
    EARLY DECLARATION OF A COLLEGE MAJOR AND ITS RELATIONSHIP TO COLLEGE STUDENT PERSISTENCE by DAVID BRENT SPIGHT FRANKIE SANTOS LAANAN, CHAIR NATHANIEL BRAY DAVID HARDY CLAIRE MAJOR CHARLIE NUTT A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Leadership, Policy, and Technology Studies in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2018 Copyright David Brent Spight 2018 ALL RIGHTS RESERVED i ABSTRACT Completion of a college degree, as reflected by graduation rates, is a priority for campus administrators, politicians, families, and students. When students do not graduate, it has an effect on students, families, institutions, and surrounding communities. Colleges and universities, whether public or private, may find financial support declining when graduation rates do not improve. Debt acquired during college can be costly for students who drop-out before earning a degree. Some students, parents, administrators, faculty, and staff perceive that students making an early decision about a major is necessary for success in college. Many believe that enrolling as undeclared contributes to student attrition from college. Significant numbers of first-time in college students enroll each year without having chosen a major. Previous research examining undeclared students, however, is limited, conflicting, and dated. Still, increasingly, administrators and other stakeholders agree on two things: students should persist to graduation and
    [Show full text]
  • Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects
    Studies on Higher Education Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects Edited by Jan Sadlak Bucharest 2004 Studies on Higher Education Editor of the Series: Daniel Lincoln Assistants to the Editor: Maria-Ana Dumitrescu (Editing Clerk) Viorica Popa (Secretary) ISBN 92-9069-179-4 © UNESCO 2004 Table of Contents Preface – and Introduction to Theme ................................................7 JAN SADLAK I. Austria............................................................................................13 HANS PECHAR and JAN THOMAS 1. General Features of Austrian Higher Education ...........................13 2. Doctoral Studies............................................................................14 3. Access to Doctoral Studies............................................................16 4. Recognition of Foreign Degrees .....................................................20 5. Problems and Challenges..............................................................22 6. Recent Developments ....................................................................26 II. France.............................................................................................37 JEAN LEMERLE 1. Introduction ..................................................................................37 2. Quantitative Trends ......................................................................38 3. Award of Doctoral Degrees and Qualifications..............................40 4. Admission to Doctoral Studies......................................................43
    [Show full text]
  • Academic Programs 11 Academic Programs
    Undergraduate Catalog 2012-2013 Academic Programs 11 Academic Programs International Business MODESTO A. MAIDIQUE CAMPUS PROGRAMS Management Management Information Systems Marketing COLLEGE OF ARCHITECTURE AND THE Real Estate ARTS ACCELERATED MASTER OF: COLLEGE OF EDUCATION BACHELOR OF SCIENCE IN: Architecture Art Education Interior Architecture Early Childhood Education/ESOL Landscape Architecture BACHELOR OF ARTS IN: Elementary Education/ESOL Recreation and Sport Management Art Physical Education Art History Special Education/ESOL Communication Arts Music Theatre COLLEGE OF ENGINEERING AND BACHELOR OF FINE ARTS IN: COMPUTING Art BACHELOR OF ARTS IN: Theatre Information Technology BACHELOR OF MUSIC BACHELOR OF SCIENCE IN: Biomedical Engineering COLLEGE OF ARTS AND SCIENCES Civil Engineering BACHELOR OF ARTS IN: Computer Engineering Asian Studies Computer Science Chemistry Construction Management Earth Sciences Electrical Engineering Economics Environmental Engineering English Information Technology Environmental Studies Mechanical Engineering French Geography COLLEGE OF NURSING AND HEALTH History SCIENCES International Relations BACHELOR OF HEALTH SERVICES ADMINISTRATION Liberal Studies BACHELOR OF SCIENCE IN: Mathematics with Mathematics Education Nursing Philosophy Physics Political Science ROBERT STEMPEL COLLEGE OF PUBLIC Portuguese HEALTH AND SOCIAL WORK Psychology BACHELOR OF SCIENCE IN: Religious Studies Dietetics and Nutrition Sociology/Anthropology Social Work Spanish Women's Studies CHAPLIN SCHOOL OF HOSPITALITY AND BACHELOR
    [Show full text]