SHAW UNIVERSITY

 

DEPARTMENT OF EDUCATION

 

 

 

 

 

GENERAL INFORMATION PACKET 

 

FOR

 

MASTER OF SCIENCE

IN CURRICULUM AND INSTRUCTION

WITH A CONCENTRATION IN EARLY

CHILDHOOD EDUCATION

 

 

 

 

 

 

 

 

 

 

SHAW UNIVERSITY DEPARTMENT OF EDUCATION

 

Master of Science in Curriculum and Instruction with a concentration

in Early Childhood Education

 

Introduction

 

The Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education (hereafter referred to as the Program) responds to the critical need to prepare individuals beyond the entry level for professional roles in birth through kindergarten settings to serve as master teachers, lead teachers, direct service providers, consultants, program coordinators, supervisors, and staff development trainers, researchers and evaluators, and community leaders in early childhood education and intervention.  The increased demand for graduate professionals prepared to assume leadership in early childhood programs stems from changes in public policy at the national and state levels.  Public schools in North Carolina are now responsible for educational programs serving over 1,300 three-and four-year old children with disabilities.  Title I funds are used in over 444 classrooms for at risk four-year-olds in public schools and P. L. 105-1R (formerly P. L. 102-119) requires services for all children with disabilities, birth through age five.  The trend nationwide is toward public school responsibility for preschool education.  Over 18,000 infants and toddlers are receiving services in North Carolina.  Major expansion in the number of Head Start programs is needed and the North Carolina Smart Start and More at Four projects, now extended to all 100 counties, has been the impetus or creation of ways to serve these children. 

 

The curriculum for the Program was developed cooperatively with the Department faculty and concentrates on the standards and indicators set by the North Carolina Department of Public Instruction (hereafter referred to as NCDPI), the National Council for Accreditation of Teacher Education (hereafter referred to as NCATE), and the National Association for the Education of Young Children (hereafter referred to as NAEYC).

 

Program Mission Statement

 

The demand for graduate-level career teachers far exceeds the available supply.  The establishment of a program of graduate studies in education provides more graduate-level career teachers and, thus, assists in meeting the demand.  This is in keeping with one of the goals of the University to expand its academic programs to address societal demands.

 

Shaw University is committed to providing educational opportunities for a diverse population.  Over the years, many teacher education graduates have gone on to develop distinguished careers as master teachers and school administrators.  The Department provides a graduate-study environment that promotes teachers’ (a) development of applied and basic research skills, (b) acquisition of advanced knowledge of curriculum and instruction and early childhood education, (c) enhanced value of community service, (d) an appreciation for diversity in teaching and learning, (e) development of critical thinking and problem-solving skills, and (f) use of technology in teaching and learning and scholarly pursuits.  To this end, the Department offers a Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education.  The program of studies is provided as a planned, cohesive sequence of advanced-study courses that are a logical extension of coursework pursued at the undergraduate level.

 

Program of Study

 

The Program requires the equivalent of five semesters of full-time study. Students must complete either a minimum of 42 semester hours of course work, including three hours of thesis or 45 semester hours of course work without a thesis. This graduate-level program is open only to graduate candidates.  The primary target audience is public school teachers in central and eastern North Carolina who are in the initial stage of licensure.

 

The instructional delivery methods consist of the traditional Socratic lecture method, as well as the cooperative group-oriented case analysis method.  Candidates are engaged in field-based action research projects and activities that support community service and other scholarly pursuits.  Additionally, candidates complete a quantitative research project in select courses.  Instructional activities are research-based and infused with technology.

 

 

Accreditation

 

The Department of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), the North Carolina Department of Public Instruction (NCDPI) and the Southern Association of Colleges and Schools (SACS).

 

The Administrative Location of the Program

 

The Program is located administratively in the Shaw University Department of Education.  The Department is housed in the Talbert O. Shaw Living-Learning Center (hereafter referred to as TOSLLC).  The Chair of the Department, the Program Coordinator/Academic Advisor, and program faculty are located in TOSLLC.

 
Faculty

 

Faculty members who are designated as graduate faculty meet the SACS criterion (www.sacs.org) for graduate faculty.  Each faculty member who teaches courses in the  Program has an earned doctorate degree in the discipline or a related discipline.  Four full-time Department of Education faculty members teach in the graduate program. Two faculty members (the Chair and the Coordinator of Education Field Experiences) provide program support.

 

Conceptual Framework Theme

 

The theme or purpose of the conceptual framework undergirding the Program is: To produce graduates who are critical- thinking problem solvers with the knowledge, pedagogical and technological skills, and professional dispositions needed to function as effective teachers in a diverse world. 

 

The Program

 

Program Goals

 

The Program goals are to:

 

1.     provide candidates with advanced academic and professional experiences in Early Childhood Education that will enable them to become creative contributors to the advancement of knowledge in the education of young children and effective teachers of young children;

 

2.     prepare candidates to synthesize the knowledge drawn from several interrelated courses in the broad area of Curriculum and Instruction and courses in Early Childhood Education;

 

3.     expand candidates’ knowledge of concepts and techniques, including the use of technology, for scholarly research and evaluation;

 

4.     develop in candidates skills that will ensure that they can successfully function as competent and effective professionals who are critical thinkers and problem-solvers;

 

5.     provide candidates with information about societal issues and values and their impact on teaching and learning;

 

6.     increase the enrollment and graduation of qualified and diverse candidates; and

 

7.     attract and maintain a qualified and competent faculty.

 

Program Learning Outcomes

 

The Program learning outcomes are to:

 

1.       ensure that candidates enroll in advanced courses that afford them advanced content knowledge of Early Childhood Education and field-based and classroom experiences that develop in them the skills and competencies required for the teaching profession;

 

2.       provide candidates with the coursework and activities that enable them to create scholarly or professional work related to Curriculum and Instruction with a concentration in Early Childhood Education;

 

3.       engage candidates in research and assessment activities that provide them skills and competencies in scholarly research and evaluation and the use of technology in carrying out such activities;

 

4.       engage candidates in all courses in activities that provide them with the opportunity to think through consequences and assess the validity of assumptions;

 

5.       provide candidates with coursework and experiences that enhance their perspectives and values regarding societal issues, including those related to diversity and the professional dispositions necessary to help all candidates learn;

 

6.       increase the enrollment and graduation of qualified and diverse candidates by at least five percent annually; and

 

7.       attract and maintain a qualified and competent faculty in accordance with Southern Association of Colleges and Schools (SACS) criteria and National Council for Accreditation of Teacher Education (NCATE) standards.

 

Degree Requirements

 

The Program requires a minimum of 42 credit hours, including a thesis, or a minimum of 45 credit hours of study without a thesis as outlined below.  Candidates must complete the following requirements to earn the Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education: 

 

 

1.     18 credit hours of core courses (thesis track)

or 15 credit hours of core courses (non-thesis track)

ECI 640:  Historical, Philosophical, and Social Foundations of American Education (3 credit hours)

                                                                     or

ECI 643:  Social and Political Problems in Education (3 credit hours)

ECI 610:  Psychological Foundations of Education (3 credit hours) or

         ECI 611:  Advanced Studies in Human Development and Learning (3 credit hours)                 

ECI 691:  Advanced Statistical Methods in Education (3 credit hours)

ECI 692:  The Design of Educational Research and Evaluation (3 credit hours)

ECI 599:  Instructional Leadership Practicum (3 credit hours)                  

ECI 698:  Thesis Conference (0 credit hour)

ECI 700:  Thesis (3 credit hours)

ECI 701:  Continuous Thesis (3 credit hours)

 

2.     18 credit hours in the specialty area concentration

     ECI 612:  Working with Young Children and Their Families (3 credit hours)

ECI 634:  Multicultural Education:  Planning and Implementing Instruction for

                            Diverse Learners (3 credit hours)                

ECI 625:  Advanced Study of Literacy and Numeracy for Young Children (3 credit

                 hours)

ECI 630:  Assessment:  Measuring and Evaluating Learning in the Early Childhood

                Curriculum (3 credit hours)

ECI 690: Interagency Collaboration:  Providing Services to Young Children and their   

               Families (3 credit hours)

ECI 677: Instructional Leadership in Early Childhood Education (3 credit hours)

    

3.     6-12 credit hours of supportive electives (selected from the following courses)

ECI 601:  Creating Learning Environments for Young Children (3 credit hours)

ECI 670:  Administration of Child Development Centers (3 credit hours)

ECI 615:  Advanced Studies in the Fine Arts (3 credit hours)

ECI 693:  Advanced Theory and Design of Tests and Measurements (3 credit hours)

ECI 605:  Play and Young Children’s Learning (3 credit hours)

 

Thesis Track and Non-Thesis Track

 

Each candidate declares whether he or she will pursue the thesis track or the non-thesis track at the end of his/her first year of enrollment in the Program.  For the thesis track, each candidate for the Master’s degree must submit an acceptable thesis.  Credit equal to that of one full course (3 semester hours) will be granted when a thesis is accepted and successfully defended.  It is expected that candidates will register for ECI 698: Thesis Conference while working on the thesis and register for ECI 700: Thesis only during the semester in which the thesis is expected to be defended.  However, a candidate may enroll in ECI 701: Continuous Thesis for an additional three credit hours, if necessary, to complete the thesis. The Graduate Program Committee must approve thesis proposals.  The completed thesis is defended orally before the Thesis Committee.

 

 

Admission to the Program

 

The application for admission to the Program should be used in applying to the Program.  Admission to graduate study can be authorized only by the Graduate Program Committee.  Applicants must hold the degree of Bachelor of Arts or Bachelor of Science from an accredited college or university in this country or its equivalent—based on a four-year curriculum—in an institution outside of the United States.  Applicants must have a minimum grade point average of 3.0 in their undergraduate study.  Successful applicants must also have at least two years of teaching experiences in an early childhood education setting.  Licensure by NCDPI is desirable.    Admission is competitive and applicants are selected on the basis of their preparation, experience, and intellectual and leadership abilities. Requests for applications or information about application procedures for the Program should be addressed to:

 

Chair, Department of Education

Shaw University

118 East South Street

Raleigh, North Carolina 27601

Telephone Number: (919) 546-8530

Fax Number: (919) 546-8531

 
Program Admission Requirements

 

Acceptable Teaching Experience

 

The Program is designed for early childhood educators who work directly with young children in a variety of early childhood settings, who must accommodate children with a range of abilities and special needs, and who must work collaboratively with families and other professionals. 

 

Applicants who are non-education majors and who have a minimum of two years of teaching experience in early childhood education settings or documented relevant educational or professional experiences may be considered for admission, based on a satisfactory interview with the Graduate Program Committee.  Non-education majors who are accepted into the Program will be required to take two graduate support courses, first, and additional courses, if necessary.

 

EDU 319:  Graduate Support:  Problems in Early Childhood Education (3 credit hours).  This course addresses issues and trends in early childhood education, including diversity, developmentally appropriate practice, the use of instructional technology, working with families, and teaching in inclusive settings.

 

EDU 318:  Graduate Support:  Educational Research and Evaluation (3 credit hours). The broad goal of this course is to help the graduate candidate in education learn the essentials needed to carry out the research process.  Candidates will be expected to learn to use the Publication Manual of the American Psychological Association (APA style) in writing a research paper.

 

Acceptable Licensure Areas

 

Applicants applying for admission into the Program should be licensed in one of the following areas: birth through kindergarten education, elementary education, or special education.  Social work, psychology, or sociology majors may also be accepted. Other applicants who show demonstrated experience/accomplishment in the field of early childhood education and who meet the requirements for admission may be considered for admission and will be handled on a case-by-case basis.   

 

Unconditional Admission

 

In order to obtain unconditional admission, the applicant must meet or exceed the following criteria:

 

1.     A minimum undergraduate grade point average of 3.0 (B) from an accredited institution or

A minimum undergraduate grade point average of 2.75 from an accredited institution and a graduate degree from an accredited institution.

 

2.     A minimum of two years of teaching in an early childhood education setting

      or

      Documented relevant educational or professional experiences of working with young   

      children.

 

3.     A teaching license issued by the North Carolina Department of Public Instruction (NCDPI).

 

4.     Graduate Record Examination (GRE) scores on the aptitude section that are acceptable to the Graduate Program Committee. 

      *GRE scores must not be more than five years old.

 

5.     TOEFL scores of at least 500, if the applicant is an international candidate.

     *TOEFL scores must not be more than five years old.

 

Conditional Admission

 

Conditional admission may be granted for those applicants who do not satisfy all of the requirements for unconditional admission.  Final disposition of cases involving candidates who have been admitted on condition rests with the Graduate Program Committee and the Chair of the Department.

 

·        No applicant will be admitted with an undergraduate GPA below 2.75.  Applicants with a GPA between 2.75 and 2.99 will be required to take two graduate support courses first, and additional courses, if necessary.  See “Acceptable Teaching Experience” below.

 

·        An applicant who does not have a teaching license issued by NCDPI may be admitted based on acceptable work experience and a satisfactory interview with the Graduate Program Committee. 

 

·        Candidates are required to submit official GRE test scores from ETS by the end of the first semester of enrollment.  If no scores are submitted by the end of the first semester, candidates will not be allowed to take additional courses.  The advisor will contact candidates regarding GRE scores.

 

·        GRE scores of current candidates will be used to establish a baseline.  When a cut-off score has been determined, the Program will offer a GRE preparation seminar, as needed.

 

Application Deadlines

 

The Department will begin processing applications and making admission decisions as applications are returned.  Applicants are urged to apply early due to the limited number of openings each year. 

 

Applicants Living in the U. S. & U. S. Citizens

For fall semester admission                            June 1

For spring semester admission                       October 31

For summer session admission                       April 1

 

International Applicants

For fall semester admission                            March 1

For spring semester admission                       August 1

For summer session admission                      December 1

 

Instructions for Completing the Application

 

Please complete all of the forms in the application packet carefully, using a typewriter or printing clearly in black or blue ink.  Please check to make sure that all areas are complete.  If you make a mistake while completing the application form, make corrections as legibly as possible.

 

Application Fee

 

A non-refundable $50.00 application fee must accompany all applications.  Check or money order should be made payable to Shaw University.  MasterCard and VISA credit cards are accepted.

 

Letters of Recommendation

 

Two letters of recommendations must be submitted from persons who know your academic and professional qualifications well.  One professional reference must be from your present or most recent supervisor.

 

Transcripts

 

One official transcript of all post-secondary work (bearing the signature of the Registrar and the seal of the institution) should be sent to the Department Chair.  International applicants must supply official transcripts or comparable academic records from all colleges and universities attended.  A notarized English translation must be provided.

 

Goals Statement

 

Applicants must submit a one-page statement in which they present their reasons for pursuing the Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education and any other information concerning their background and plans that may be helpful in considering their application.

 
Graduate Record Examination (GRE) Scores

 

Scores on the GRE are required as part of the application to the Program.  Dates for administration of the GRE during the academic year are usually in October, December, April, and June.  Four to six weeks are usually required for test scores to be sent to us from ETS. GRE scores more than five years old are not accepted.

 

Applicants who did not specify at the time of taking the GRE that Shaw University was to receive their scores should write the Educational Testing Service and ask that their GRE scores be sent to Shaw University.   If GRE scores will not arrive by the application deadline, applicants are asked to send the Department Chair one photocopy of the applicant’s score report, which will be used until an official report is received.  Registration forms for the GRE may be obtained by writing to GRE-ETS, P. O. Box 6000, Princeton, NJ 08541-6000.

 

Special Requirements for International Applicants:  Test of English as a Foreign Language (TOEFL)

 

Applicants whose native language is not English and who have not received their education at an English-speaking university must submit scores on the TOEFL.  TOEFL scores more than five years old are not accepted.  The required minimum total score on the TOEFL test is 500.

 

Since four to six weeks are required for scores to reach the Department from ETS, applicants should take the test no later than the middle of January (fall admission), June (spring admission), or October (summer admission) in order for scores to be received by the Department by the deadline.

 

Program Design (“Practicing Teachers” vs. “Full-Time Candidates”)

 

The Program requires the equivalent of five semesters of full-time study.  However, it is expected that candidates will be practicing teachers and will attend part-time.  Candidates must complete a minimum of 42 semester hours of course work including three semester hours of thesis or a minimum of 45 credit hours of study without a thesis. 

 

Transfer Credits

 

Course work accepted for credit toward the Program must represent graduate course work relevant to the degree, with course content and level of instruction resulting in candidate competencies at least equivalent to those of candidates enrolled in the Program.  Graduate credit is not awarded for portfolio-based experiential learning which occurred prior to matriculation into the Program and which was not supervised by a Shaw University graduate Program faculty member.

 

Transfer students from other institutions must be evaluated and approved by the Program    advisor and the Graduate Program Committee. Transfer credits must be earned from a regionally accredited institution.  Courses that are more than three years old or that have grades less than “B” will not be accepted.  Up to six credit hours may be transferred.

 

Re-Admission

 

A candidate who discontinues matriculation in the Program for one or more semesters must apply for re-admission.  The evaluation of applications for re-admission is based on University and specific Program requirements in existence at the time of the re-admission application.

 

Financial Information

 

Tuition and Fees for Graduate School

 

Tuition must be paid in full at the time of registration.   Candidates may log onto the Shaw web site at  www.shawu.edu and click on the University Tuition and Fees link to obtain the tuition cost for the current year.  The following fees are also due and may be updated each year:

 

Administrative Fee                 $490.00

Technology Fee                      $265.00

Application Fee                       $ 50.00

Graduation Fee                       $200.00

 

In order to complete registration, candidates must be prepared to satisfy all tuition and fees through direct payment or financial aid.   Cash, certified or cashier’s check, money order or credit card (MasterCard or Visa) is required for direct payment. 

 

Certified/cashier’s checks or money orders should be made payable to Shaw University.  All payments sent by mail should include the candidate’s name and social security number.  PERSONAL CHECKS ARE NOT ACCEPTED. 

 

Payment for books and supplies should be made separately from tuition and fees.  Each candidate should be prepared to purchase textbooks and necessary supplies at the beginning of each semester.  

Full-Time Candidates.  Tuition charges are based on the assumption that full-time candidates will take an average of nine semester credits per semester and will be degree-seeking candidates.  All tuition and fees must be paid in full at the time of registration.

 

Part-Time Candidates.  Candidates registered for part-time study are those who enroll in less than a nine-semester-hour course load. 

 

Tuition and Fees for Summer School

 

Full-Time Candidates.  Candidates registered for full-time study in summer school are those who enroll in at least a six-credit-hour course load.  Tuition and fees must be paid in full at the time of registration.

 

Part-Time Candidates.  Candidates registered for part-time study in summer school are those who enroll in less than a six-credit-hour course load.  Tuition must be paid in full at the time of registration.

 
Billing

 

The University sends monthly statements to candidates who have an outstanding balance or who have had activity on their accounts during the statement period.  The statement shows the balance brought forward and the activity of the previous month.  The statements are sent to the candidate at his/her permanent address.

 

Candidates are responsible for advising the University of a change in address.  This may be done at the Registrar’s Office or by clicking on the candidate profile tab of the Web registration module. Questions pertaining to bills should be directed to Student Accounts, Tyler Hall, and (919) 546-8228.

 
Delinquent Accounts

 

The University will not issue a degree, transcript, or grade report to any candidate who has a delinquent account.  A candidate with a delinquent account will not be readmitted to the University until all unpaid balances are paid.

 

Past-due accounts are referred to a collection agency and may negatively impact the candidate’s credit record.  Each past-due account is charged an additional amount that shall approximate the administrative cost incurred in collecting the past due amount, in addition to any attorney fees and reasonable collection costs incurred because of the past-due account.

 

Financial Aid

                                                                                                                                                                                                                                                                                                                                         

Financial aid at Shaw University consists of scholarships, grants, and loans awarded singly or in the form of a “package” to meet a candidate’s financial need.  The factor of need is considered for all forms of financial assistance.  The financial aid program is designed to provide financial assistance to qualified and deserving candidates who, without it, would not be able to attend or remain in school.

 

A candidate enrolled full-time or part-time, must be in good academic standing to be eligible for financial assistance.  However, certain programs require a candidate to maintain full-time status.

 

Financial aid is awarded for one year only. Upon re-application and continued eligibility, financial aid may be extended. The priority deadline for applying for Shaw University administered financial aid is March 1 for the ensuing year. An entering candidate must be accepted for admission before receiving an award letter regarding financial aid.  An award notification for applicants who have met the March 1 priority deadline is normally mailed to the applicant by June 1. Questions pertaining to financial aid should be directed to the Financial Aid Office, Tyler Hall, (919) 546-8303 or (800) 475-6190. 

 

 

Standards of Academic Progress

Academic Progress

 

Candidates must maintain a minimum grade point average of 3.0 to be in satisfactory academic standing.  Candidates must have completed all course work for the graduate degree, except ECI 599: Instructional Leadership Practicum, and ECI 700: Thesis before applying for candidacy.

 
The Grading System

 

Grades are based on a four-point scale as follows:  A = 4; B = 3; C = 2; D = 1.

A = 90-100 (Target)

B = 80-89 (Acceptable)

C = 70-79 (Acceptable)

D = 60-69 (Unacceptable)

F = Below 60 (Unacceptable—failing)

I = Incomplete

 

Common rubrics to assess candidates’ performance on assignments and examinations are used.  Performance at target, acceptable, and unacceptable levels is assessed for such projects as abstracts, research reports, essay exams, teaching videos, unit plans, reflective papers, oral reports, portfolios, lesson plans, internships, case studies, and technology infusion.  These rubrics are included as part of course syllabi, but may be issued under separate cover.

 
Academic Advisement

 

Currently, the advisor for candidates in the Program is the Program Coordinator.  As the Program grows, candidates will be assigned to graduate faculty advisors in a manner that assures a relatively even advisee load and quality of academic advisement.  The Program Coordinator monitors candidates’ academic progress through a program checklist, advisement at registration periods, and review of candidates’ transcripts each semester.  All graduate faculty members are appointed by the Department Chair, in collaboration with faculty and candidates, to serve on candidates’ committees.

 

Academic Probation

 

Candidates on academic probation are those who fail to maintain the required minimum 3.0 grade point average. They may remain on academic probation for one semester.  At the end of the semester that a candidate is on academic probation, the candidate’s enrollment status will be evaluated by the Graduate Program Committee.

 

Class Attendance Policy/Excuses from Class
 
Class attendance is required for all Shaw University candidates.  Each candidate is allowed as many unexcused absences per semester as the class meets per week.  For example, in a three-credit hour course that meets three times per week, the candidate is allowed three unexcused absences per semester.  Candidates are allowed two unexcused absences per semester for classes that meet twice per week. For classes that meet once per week, candidate are allowed only one unexcused absence.

 

Candidate Responsibility

 

Candidates are responsible for attending class on time and for adhering to the University’s Class Attendance Policy.  Candidates are expected to attend all classes and not be absent without adequate cause.  It is the responsibility of candidates to make up, in a timely fashion, scheduled class work missed because of a class absence(s).  Absences from unannounced quizzes, tests, and other assignments may be made up at the discretion of the faculty member.  Candidates who exceed the maximum number of unexcused absences may receive a failing grade for the course.

 

Repetition of Courses

 

At the discretion of the Graduate Program Committee, a candidate may repeat no more than two courses in which a grade of “B” or “C” was earned for the purpose of improving his/her GPA.  The courses may be repeated only once for a higher grade.  Although all grades earned will remain a part of the permanent record, the higher grade will be used in computing the GPA; this does not result in multiple credits for a repeated course.

 

Withdrawal from Courses

 

All changes in course schedules after the close of registration require the signatures of the instructors involved, the candidate’s advisor, and the Department Chair.  The form may be obtained from the Department of Education and it must be delivered to the Office of Records and Registration.  A candidate who stops attending a course without properly notifying the instructor, the Department Chair, and the Registrar may receive a grade of “F” in the course.  If a candidate drops a course before the last day of classes for the semester, but remains registered for other academic work, the courses dropped will be awarded a grade of “W.”

 

 

Withdrawal from the University

 

Candidates in the Program must request withdrawal from the University through the Chair of the Department of Education.  Fees are adjusted for any withdrawal, based on the University’s regular policy governing refunds.

 

Grade Changes and Corrections

 

The grade of “I” is assigned when the candidate, as a result of illness, an unusual or mitigating situation, or some other acceptable circumstance beyond the candidate’s control, has not completed the work of the course, provided the candidate is otherwise passing.  The grade of “I” is not used to help a candidate pass a course.

 

All “Incompletes” should be removed by the end of the next semester in which the candidate is enrolled, except by approved extension of time.  If the “I” is not removed within one calendar year, the “I” converts to a grade of “F.”  

 
Grade Appeal Policy and Procedures

 

The assignment of grades is the full responsibility of the faculty member teaching a given course.  It is expected that faculty assigning a grade for any work done by candidates will employ fairness, integrity, and good judgment, and will take into consideration any relevant University policies.

 

A candidate enrolled in the Program who believes that he or she has received an improper grade in a course is accorded due process in this matter.  The Department of Education has procedures that the candidate must follow in order to appeal a grade.  If a candidate disputes a grade received, he or she must first direct all questions or complaints to the faculty member who assigned the grade.  If the dispute is not settled, the issue may be brought to the attention of the Department Chair for resolution.  If the charges and evidence are compelling enough, the Department Chair may take the case to the Dean, who will take the case to the Vice President for Academic Affairs, if necessary.  

 

Any action taken by the candidate must be done within 30 days after the end of the semester in which the grade was received.

 

Student Life

 

Library and Media Resources

 

Resource materials and equipment are available in the Curriculum and Materials Center, a library that is dedicated to support academic programs and projects in the Department, and the James E. Cheek Learning Resources Center, the main library.  Currently, there are 6,845 volumes in the Curriculum Materials Center’s education collection, including books, periodicals, and non-print materials.   Nine research grade computers are available in the Center and there is access to several databases for additional research and training.

 

A professional librarian, who is a graduate of an ALA accredited Graduate School of Library Science, is coordinator of the Curriculum Materials Center.  The Curriculum Materials Center and the James E. Cheek Library are open regularly during the week, evenings, and on weekends.

 

Under the Cooperating Raleigh Colleges (CRC) consortium agreement, Shaw has borrowing and use privileges of each participating institution’s library.  Candidates/faculty can access necessary electronic resources on campus or remotely through the NC LIVE database, as well as the Internet and World Wide Web. 

 
Bookstore
 
Required textbooks and parallel readings, as well as other books, are available through the campus bookstore. Candidates purchase Live Text, a required computer software for all education majors, through the University bookstore.

 

Housing

 

Housing is available on campus for graduate candidates at a nominal fee set by the University for candidates who have Friday night and Saturday morning classes.  Questions pertaining to housing should be directed to Student Affairs, Willie E. Gary Student Union Building at telephone number (919) 546-8270.  

 

Severe Weather Policy

 

It is not to be assumed that classes will be cancelled due to severe weather.  Unless a public announcement is made stating the cancellation of classes, it is to be assumed that classes will meet.  Sources of such announcements include the University voicemail system, local TV stations, and WSHA radio (88.9 FM).

 
Statement of Equal Educational Opportunity

 

Shaw University is committed to equality of educational opportunity and does not discriminate against applicants, candidates, or employees based on race, color, national origin, religion, sex, age, or disability.  Any complaints alleging failure of this institution to follow this policy should be brought to the attention of the Executive Vice President.  Moreover, Shaw University is open to people of all races and seeks to promote diversity by actively recruiting and enrolling individuals from the majority culture, other minorities, and women.

 
Policy on Nondiscrimination

 

It is the policy of Shaw University that education and employment decisions should be based on individuals’ abilities and qualifications and should not be based on irrelevant factors or personal characteristics that have no connection with academic abilities or job performance.  Among the traditional factors, which are generally “irrelevant” are race, gender, sexual orientation, religion, and national origin. 

 

 

 

Title II Reporting Information

All teacher education programs at Shaw University are in compliance with statues of the State of North Carolina under Section 208(a).