Mary Lou Fulton Teachers College policies

ASU’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Mary Lou Fulton Teachers College faculty create knowledge by drawing from a wide range of academic disciplines to gain insight into important questions about the quality of teaching and learning and the performance of education systems. Mary Lou Fulton Teachers College mobilizes people through bachelor's, master's and doctoral degree programs, through nondegree professional development programs and through socially embedded, multilateral community engagement. Mary Lou Fulton Teachers College takes action by bringing people and ideas together to increase the innovation capabilities of individual educators, schools and organizations, districts and communities.

Mary Lou Fulton Teachers College embraces a core value of principled innovation through which we hold ourselves accountable to three imperatives:

Economic imperative: We need to prepare learners for the next economy.

Democratic imperative: We need to prepare students to become part of an educated citizenry capable of assuming the responsibilities of self-government and of participating in a thriving civil society.

Equity imperative: We need to deliver equitable and excellent education to all learners.

For more information, students should visit the Education website.

Academic integrity

Academic honesty is expected of all students in all examinations, papers, academic transactions and records. The possible sanctions include appropriate grade penalties, loss of registration privileges, disqualification and dismissal.

Mary Lou Fulton Teachers College strictly adheres to the ASU Student Academic Integrity Policy and appeal procedures. Further information can be found on the Academic Integrity website. The associate dean of academics handles all questions and concerns related to academic integrity violations in the Mary Lou Fulton Teachers College. Both students and faculty can contact the academic integrity officer to report an academic integrity violation or to ask questions related to academic integrity policies and procedures.

Notice of nondiscrimination

ASU prohibits all forms of discrimination, harassment and retaliation. To view ASU’s policy, students should review https://www.asu.edu/aad/manuals/acd/acd401.html.

Title IX protects individuals from discrimination based on sex in any educational program or activity operated by recipients of federal financial assistance. As required by Title IX, ASU does not discriminate on the basis of sex in the education programs or activities that we operate, including in admission and employment. Inquiries concerning the application of Title IX may be referred to the ASU Title IX coordinator or to the U.S. Department of Education Office for Civil Rights or to both. For more information, students should email titleixcoordinator@asu.edu, call 480-965-0696, or visit the office located at 1120 S. Cady Mall, INTDSB 284. For information on making a report, students should reference www.asu.edu/reportit/.

Undergraduate policies

Academic standing

SATISFACTORY ACADEMIC PROGRESS AND PROFESSIONAL CONDUCT POLICY

In order to remain in good standing in the Mary Lou Fulton Teachers College, students must maintain satisfactory academic progress consisting of both academic performance and adherence to the Teachers College Professional Responsibilities Standards. This document sets forth the standards and expectations for satisfactory academic progress and good standing and explains the consequences of failure to meet these standards.

In addition to the policies stated herein, students are expected to abide by applicable university and Arizona Board of Regents policies, including the ASU Student Code of Conduct, the ASU Student Academic Integrity Policy, as well as all policies, procedures, rules, regulations and requirements established by the local education agency, school district or school in which they are engaged in professional experiences, internships or residency. Failure to do so may lead to consequences that include dismissal from the program and expulsion from the university.

Section I: academic performance requirements

A. Satisfactory academic progress

Advisors conduct ongoing reviews of students’ academic and professional performances in order to determine retention and continuation status. Students with records containing indicators of professional or academic concerns may be placed on academic probation or academic suspension or may be dismissed (permanently removed) from their programs or from the college.

These are the requirements all undergraduate students must meet in order to achieve a satisfactory academic performance:

  1. Undergraduate students in teacher preparation programs must maintain an overall cumulative GPA of 2.25 or higher. Students enrolled in educational studies must maintain an ASU GPA of 2.0 or higher.
  2. Students must achieve a "C" grade or better in all courses listed on the plan or program of study, including secondary education content area courses. Earning a grade of “W” or “I” in more than one course may be considered a lack of academic progress.
  3. Students must pass all required professional experiences, including internships and residencies, with a grade of “C” or better.
  4. Students must maintain good standing as outlined in the professional responsibilities standards section. Students who violate professional responsibilities may be placed on academic probation or suspension or may be recommended for dismissal.

Definitions

Academic probation: This is the status assigned to a student who has failed to maintain satisfactory academic progress; this is also referred to as being not in good academic standing. A student placed on academic probation is informed of the areas in which program standards are not being met and the actions the student must take to be removed from academic probation and restored to good standing. A student failing to meet the conditions for reinstatement to good standing may be recommended for dismissal from the program.

A student placed on academic probation will be permitted to progress into the next term (unless the next term includes residency) while addressing the deficiency. A student who is on academic probation in which the next term requires residency needs to meet with their advisor to discuss options for the semester.

Academic suspension: An undergraduate student placed on academic suspension may not progress into the next term until all deficiencies have been resolved. Students are required to complete their deficiencies within one calendar year. Failure to do so results in dismissal from the program.

Deficiency: This term describes a required course or another program criterion, such as coursework or GPA, which was not met or was not successfully completed.

Dismissal: Administrative removal from the internship, from residency, from the degree program, or from the college is referred to as dismissal.

When the student is notified of a dismissal, he or she must participate in a meeting with college administration. The student’s current and future status is determined after further review by administration.

Professional improvement plan: A professional improvement plan is a tool designed to support students who may be at risk of not progressing in their major or academic plan. The PIP outlines specific action steps a student must complete in order to maintain or return to good standing within their major or academic plan. These are the typical reasons for receiving a PIP:

  • poor academic standing (i.e., ongoing academic deficiencies across coursework)
  • issues regarding professionalism (classes or professional experience)
  • academic integrity violation (plagiarism, cheating, etc.)

Any ASU representative or district partner may refer a student for a PIP. Students who are referred for a PIP will meet with a faculty representative and director of student services to develop a plan for success in the Teachers College.

A student is prevented from further enrollment in any initial teacher or administrator program for any of the following reasons:

  • expulsion from Arizona State University
  • failure to meet the professional responsibilities outlined in the Mary Lou Fulton Teachers College Professional Responsibilities Standards and the ASU Student Code of Conduct
  • failure to resolve academic deficiencies
  • noncompliance with a professional improvement plan
B. Unsatisfactory academic progress consequences

GPA and grade deficiencies

Academic probation: Academic probation may be imposed if a student has one of the deficiencies listed below. A student placed on probation will be permitted to progress into the next term (unless the next term includes residency, an applied project or culminating experience) while addressing the deficiency. A student who is placed on probation in which the next term requires residency will need to meet with their advisor to discuss options for the semester.

Academic suspension: Academic suspension will be imposed if an undergraduate student has two or more of the deficiencies listed OR a cumulative GPA below 2.25 (if in a teacher certification program). An undergraduate student placed on academic suspension may not progress into the next term until all deficiencies have been resolved. Students are required to complete their deficiencies within one calendar year. Failure to do so may result in removal from professional program coursework and dismissal from the program.

Deficiencies for undergraduate students:

  1. a cumulative GPA less than 2.00, or 2.25 for teacher certification students in the junior and senior years
  2. an “I” in an education course or secondary education content course
  3. a grade of “D”, “E”, or “W” in an education course
  4. a grade of “D” or “E” in a required secondary education content course

Undergraduate students are not approved for student teaching if they are on academic probation or suspension. Once a student returns to good standing, the student is approved for student teaching.

Professional experience deficiencies --- undergraduate students

The following policies apply to students enrolled in initial teacher certification programs.

  1. A student who fails a professional experience or internship may be allowed to retake the professional experience or internship one time if the reasons for failure are judged to be remediable as determined through an appeal process. The first step in the process is a mandatory meeting with a representative of the Executive Director of Academic Services and Division. Details regarding the appeal process and steps will be provided at the meeting. If after an appeal, a student is permitted to retake the professional experience or internship and fails to pass the second time, the student will be dismissed from the teacher or administrator certification program.
  2. In some cases, professional experience or internship issues may be nonremediable. These may include actions that cause the sponsoring school district or other organization to suspend or dismiss an intern or teacher or administrator candidate or to demand that the student teacher or intern be removed from the professional experience or internship due to violations of professional responsibilities standards, violations of a professional code of conduct, district policy, or state or federal law or other inappropriate behavior. The division will determine, based on information from the supervisor, the mentor teacher, the school district, other sponsoring organization, and the student, whether the student actions warrant immediate dismissal from the teacher or administrator certification program without benefit of a period of academic probation or another attempt to pass the professional experience or internship.
  3. An alternative certification student whose clinical field placement is terminated by the school district due to reasons unrelated to performance, such as reductions-in-force, will not be recommended for academic probation or involuntary withdrawal on that basis alone. However, if the student does not secure another full-time teaching position, he or she must complete the degree and certification requirements by transferring to a Masters and Certification track and successfully completing the requirements of that program. This means the student may not continue to take classes with an Alternative Certification Pathway cohort.

If a student is in a paid residency, employment is a decision of the local education agency. Decisions related to employment are not made by the college. Students who are dismissed from a professional experience will be required to attend a meeting with college leadership to determine if they are able to retake the professional experience. Students are to refer to the grade appeal process for more information.

C. Reinstatement to good academic standing

To be restored to good academic standing:

  1. A student must maintain or improve grades to meet the academic performance requirements.
  2. An initial teacher candidate must meet the expectations of any professional improvement plan related to satisfactory academic progress or professionalism while in the program.
  3. Students in noncertification programs must meet the expectations of any professional improvement plan related to satisfactory academic progress or professionalism while in the program.

Special note: A student on probation for lack of satisfactory progress in one area (e.g., academic progress or professional responsibilities) who subsequently fails to maintain good standing in the other area is recommended for dismissal. Return to good standing requires satisfactory progress in both areas during the time on probation. Sequential semesters of probation for repeated failures to maintain satisfactory progress are not considered.

Section II: professional responsibilities (conduct)

A. Satisfactory progress

Professional work is marked by a particular responsibility to the clients served. Educators are trusted with significant power and authority over students and must demonstrate that they adhere to the standards of the profession. Therefore, in addition to academic progress requirements, students are evaluated with regard to Professional Responsibilities Standards as described in this document.

The Mary Lou Fulton Teachers College Professional Responsibilities Standards show the required expectations for all students.

  • All initial teacher certification students are expected to meet the professionalism standards in Sections A, B, C, and D at the applying level, as a minimum, throughout their course of study.
  • Students in noncertification programs are expected to exhibit professional conduct by meeting all standards in Sections A and B at the emerging level, as a minimum, throughout their course of study. Showing professionalism and growing and developing professionally are expected in all clinical experiences, in preK-12 school-related settings, and in university settings, including in interactions with university faculty and staff.
B. Unsatisfactory progress --- professional responsibilities

Students are informed of an allegation of a violation of or lack of compliance with the Professional Responsibilities Standards, and they have an opportunity to respond. As a general rule, the college seeks to assist students to become professionals by working with the students to develop and improve professional conduct. Students accused of violating or not complying with the professional responsibilities standards meet with the division director or designee and the director of student services or those otherwise appointed to discuss allegations, and they will be informed of their status in the program after the meeting. Possible sanctions include academic probation, suspension, disqualification or dismissal from the initial teacher certification program.

All other university policies regarding student conduct are in addition to these requirements, and infractions of the ASU Student Code of Conduct may result in additional investigations and consequences through university procedures.

C. Dismissal from clinical experiences (internship or student teaching)

The following policies apply to students enrolled in initial teacher certification programs.

In the event a school district requests that a student be dismissed from an internship or student teaching placement for unprofessional or inappropriate behavior, the intern or teacher candidate will be required to attend a meeting with college leadership to discuss the concerns submitted in the request for dismissal submitted by the school district representative. The student will receive a copy of the dismissal recommendation prior to the meeting with college leadership. During the dismissal meeting, the student will have the opportunity to share details, provide evidence or other supporting documentation to explain the situation from the student's perspective.

Residents who are employed by the local education agency should report their program dismissal to their direct supervisor at the local education agency; this is usually the school principal or human resources director. Continued employment after a dismissal is a decision of the local education agency. If a student is dismissed from their residency placement, their employment with the local education agency may be terminated by the agency. Decisions related to employment are not made by the college.

The student has the option to appeal the dismissal to the Associate Director of Professional Experiences. If it is determined that the allegations of a violation of unprofessional behavior that result in the request for dismissal from the school or the district, or from both, are warranted, one or all of the following actions may result. The intern or teacher candidate:

  • will be dismissed from the internship or student teaching placement
  • will receive a failing grade (E) for the internship or student teaching course*
  • will not be assigned another internship or student teaching placement during the same semester
  • in which the teacher candidate was assigned a filing grade
  • may not withdraw from the internship or professional experience course or student teaching course, and if a withdrawal is processed by the Office of the Registrar, the grade will be administratively changed to an "E"
  • must withdraw from all courses that require concurrent enrollment with internship or student teaching, including any applied project courses taken concurrently with student teaching

*If an intern or teacher candidate wishes to appeal the "E" grade, they can follow the grade appeal process as outlined on the Teachers College website. The first step in the grade appeal process is to meet with the course instructor. Students have 10 business days to appeal a grade. If a teacher candidate wishes to repeat the internship or student teaching and concurrent coursework during the semester following the dismissal, the teacher candidate must show evidence of how they plans to resolve the situation or circumstances which resulted in the removal from the internship or student teaching. The teacher or administrator candidate will be required to meet with college leadership to develop a professional improvement plan outlining expectations for continued professional growth and academic development.

*In the event that the teacher or administrator candidate violates the rules, policies, or procedures for conduct established by the school, district, local education agency, ASU, Teachers College, or the law while working on a professional improvement plan for unprofessional behavior, the teacher or administrator candidate will be dismissed from the teacher or administrator program. Teacher or administrator candidates who are dismissed may not petition to continue in their current academic plan, but they may be eligible to pursue other noncertification degree options within Teachers College or within other colleges at ASU.

Students enrolled in the Professional Pathways Program who are dismissed from a professional experience or fail a professional experience and would like to complete the program without obtaining teacher certification (master's degree only) must submit a petition for review. Petitions are reviewed on a case by case basis and not all students will be approved to enroll or continue to be enrolled in Professional Pathways Program coursework. Students approved to remain in the professional pathways noncertification option will be required to adhere to the same professionalism standards as students enrolled in certification programs. Failure to adhere to these standards will result in dismissal from the Teachers College.

APPEAL PROCESS

Academic probation

There is no appeal from the action of being placed on probation. Probation provides warning to the student of the potential for suspension or dismissal.

Grade appeals

Reasons for grade appeal

A student may appeal a grade only when the student can document that one or a combination of the following has occurred:

  1. The instructor erred in calculating points or acknowledging timely submission of assignments.
  2. The instructor did not apply grading standards equitably; for example, there is evidence of bias due to race, age, sex, religion or national origin.
  3. The instructor did not assign grades consistently with the standards and procedures for evaluation announced at the beginning of the course in the course syllabus. The instructor may amend or supplement the standards and procedures during the course by providing written or oral notice to the entire class.
Grade appeal procedure

To receive consideration, grade appeals must be submitted to the course instructor within 10 business days of the last date for posting final grades, as noted in the academic calendar. The academic calendar is available at https://students.asu.edu/academic-calendar.

Step one: informal meeting with instructor --- This step is mandatory and applies to an appeal of course grades only.

  1. The student must contact the instructor of the course and submit the attached grade appeal. The student must provide to the instructor any additional relevant documentation to support the appeal and reasons for disputing the grade. The narrative accompanying the grade appeal form may not exceed five double-spaced pages.
  2. The student must meet with the instructor either face to face or, in the case of online classes only, virtually. If this meeting does not resolve the grievance, the student may move to step two and submit the grade appeal form to the appropriate contact in the Office of Student Services.

If the required meeting with the instructor has not taken place, the appeal will be accepted only if the student supplies evidence that the student contacted the instructor and has received no reply for five business days or has been unable to schedule a meeting within 10 business days of the date of contact. If the student does not receive a response from the course instructor within five business days, the student should move the appeal to step two. Appeals received after 10 business days will not be accepted.

Step two: grievance submittal --- If the grievance is not resolved in step one, the student should contact the executive director of Academic Services at 480-965-5555.

Step three: reviews of the grade appeal --- The executive director of student services will review the grade appeal and may request additional information. The grade appeal will be forwarded to the vice dean for review. The vice dean will review all information and will notify the student of the outcome.

Step four: appeal of the decision

  • Per university policy, if not satisfied with the outcome, the student may appeal the vice dean's decision to the dean within five business days of receiving the vice dean's decision.
  • To submit an appeal to the Student Issues Committee, the student must forward the original appeal and the vice dean's response to the associate dean of academic systems, who will begin the appeal process with the committee.
  • Only the issue appealed to the vice dean may be appealed; no new issues or complaints may be added.
  • The student has the option to request to appeal before the committee.
  • The Student Issues Committee will make a recommendation to the dean. The dean's decision is final.
  • The student will be notified by mail of the outcome.

It is university policy that students filing grievances and those who are witnesses are protected from retaliation. A student who believes they are a victim of retaliation should immediately contact the dean of the college in which the course is offered.

More information on university grading policies is available on the ASU Catalog grade appeal policy page at https://catalog.asu.edu/appeal.

During the time of the appeal, a student may register for courses; however, if the appeal is denied and the student is withdrawn, university policies on tuition refunds will be applied. Any concerns about tuition charges should be addressed to the Student Business Services office.

Advising

The Office of Student Services is dedicated to providing students with the very best academic support and guidance in every phase of a student's academic program. Academic program advisors provide students with assistance in selecting classes and in fulfilling program requirements. Each ASU campus has dedicated academic advisors knowledgeable about all Mary Lou Fulton Teachers College programs. Students should see the Education undergraduate student services webpage for advising locations and contact information. Students are encouraged to meet with their advisors every semester.

Credit/registration

Students are limited to a maximum of 18 credit hours per term. Enrollment in additional credit hours requires college academic advisor approval.

Audit

Teachers College students are permitted to audit any course that is not part of the professional pathways curriculum. Additional university fees are assigned to courses when the audit option is chosen.

Course prerequisites

Enrollment in upper-division professional pathways coursework requires approval from Teachers College. Students should review current course descriptions for course prerequisites.

Incomplete grades

Incomplete grades are only issued if a student is in good standing in the course and experiences an extenuating situation resulting in the inability to complete the course on time. Incompletes issued for courses not leading to Arizona teacher certification must be completed one calendar year from the initial grade assignment. Students enrolled in an initial teacher certification program must complete courses for which they received “I” (incomplete) grades before the start of student teaching.

Grade appeals

The grade appeal policy for courses offered in the Mary Lou Fulton Teachers College is available on the Education student forms and policies page. Students attempting to appeal grades must first discuss the reasons with the course instructors. Appeals must be filed by the deadline stated in the policy.

Pass/fail

A “Y” (satisfactory) grade is assigned to a passed course and an “E” grade is assigned to a failed course. Only the “E” grade is computed in the ASU cumulative GPA.

Transfer

Students may transfer a maximum of 64 credit hours from two-year institutions. There is no limit to the number of credits transferred from four-year institutions. Students interested in substituting previous teacher preparation courses for current professional pathway Teachers College courses must submit the petition for adjustment of requirements to the Office of Student Services at their chosen campuses.

Any transfer student who is interested in starting an initial teacher certification pathway must submit an online form, have a cumulative GPA of 2.50, have completed 60 credit hours, and fulfill specific course requirements as outlined by each education major. Students who complete the Associate of Arts in elementary education, Arizona community college MyPath2ASU and Maricopa MAPP MyPath2ASU meet the requirements for progression into the professional pathway.

Withdrawal

Students should review the Mary Lou Fulton Teachers College undergraduate withdrawal policy and the current university withdrawal procedures. It is each student’s responsibility to withdraw from courses. Students are not automatically withdrawn for nonattendance.

Degree requirements

Students who begin at ASU as first-year students follow the major maps for their chosen programs. The major map is an outline that students follow each term for enrollment. Students who have attended only ASU have their progress reviewed at the completion of each term to ensure that they are on track for graduation. Transfer students must attend an advising session in which they will learn the degree requirements as well as minimum eligibility requirements for degree completion. Students must fulfill clinical experience, student teaching or service learning requirements as part of degree completion. Mary Lou Fulton Teachers College is committed to providing support and resources for students needing academic or professional growth assistance.

To be in good standing in Mary Lou Fulton Teachers College, undergraduate students in teacher preparation programs must maintain an overall cumulative GPA of 2.25 or higher. Students enrolled in educational studies must maintain an ASU GPA of 2.00 or higher. Students are evaluated in accordance with the Mary Lou Fulton Teachers College retention and continuation policy. Students in the professional pathway are formally reviewed regarding their academic progress to determine retention and continuation status. Students with records that contain indicators of professional or academic concerns will be placed on probation, suspension or permanently removed from their programs.

Students who exhibit unprofessional behaviors or attributes are required to meet with a Mary Lou Fulton Teachers College administrator to develop a professional improvement plan, which outlines the expectations for continuing in the program. Such students are placed on probation or suspension and are subject to the disqualification policy of Mary Lou Fulton Teachers College. Students should refer to the retention and continuation policy for additional information.

Concurrent degrees

The primary degree is the one that shows at the top of a student's transcript. A concurrent degree is an additional degree a student pursues.

Requirements for students who wish to pursue a concurrent degree:

  • Students must be in good academic standing, maintaining a minimum cumulative GPA of 2.50 or greater. (Exception: Students enrolled in the educational studies degree program must maintain a minimum cumulative GPA of 2.00.)
  • Students must inform their Teachers College advisor of each degree being pursued as a concurrent degree. This information is important to the department's record-keeping, and it may affect recommended courses.
  • Students studying secondary education may not pursue a concurrent degree in the same area as their content area.
  • If one of the degrees is offered through another college, the student must contact that college and complete its required procedures for requesting and pursuing concurrent degrees.

Reinstatement/readmission

Applications for reinstatement and readmission are reviewed by the director of undergraduate student services on a case-by-case basis.

Other special requirements

STUDENT TEACHING REQUIREMENTS

The following policies apply to students enrolled in initial teacher certification programs.

Academic requirements

To be eligible to progress into residency, a student must be in good academic standing with the Teachers College and all outstanding courses. Students who have academic deficiencies as outlined above will not be approved to participate in residency until the deficiencies are completed. For undergraduates, this includes General Studies, foundational course requirements, electives in major and minor requirements.

Students wish to take a course concurrently with student teaching, in addition to the courses required during student teaching, must submit a petition for review by the advising coordinator. The course must be offered in the evening or online and not conflict with student teaching contracted hours.

Essential functions of student teaching or administrator internship

As a credentialing institution of the State of Arizona, the mission of the Mary Lou Fulton Teachers College is to prepare teachers for service in preK-12 school settings. Teachers College students are required to complete multiple clinical experiences (internships and student teaching) in which they must be able to perform the essential functions of teaching. The essential functions required by Teachers College are in the areas of physical capacity, cognitive flexibility and communication. The ability to perform these essential functions is a requirement for successful completion of the teacher preparation program.

Teaching is a demanding profession that requires a great deal of physical, mental and emotional stamina and in which the safety and well-being of children and youth is paramount. Interns and student teachers spend the majority of their days standing while interacting with preK-12 students in the classroom and other areas of the school grounds. Walking students from one classroom to another and maneuvering through tight spaces between desks or other classroom furniture is commonplace. In early childhood and elementary settings, walking and moving quickly along uneven surfaces on the playground is necessary. Working with preK-12 students also entails kneeling or squatting, stooping and bending from the waist at 50- to 70-degree angles frequently throughout the day. Reaching at, below or above shoulder height to write on chalkboards or white boards and using technology and audio visual equipment requires significant manual dexterity. Occasionally, interns and student teachers will be required to lift or move items weighing up to 30 pounds. These physical requirements allow the effective teacher candidate to engage students in activities and materials that challenge and sustain the attention of students while carrying out instructional plans.

The cognitive demands of internships and student teaching require that teacher candidates master relevant content in all subjects taught in the assigned classroom, use personal modeling to demonstrate performance expectations with precise and correct command of the English language, provide oral and written feedback that is academically focused, frequent and of high quality, and use content-specific instructional strategies that enhance students' knowledge of content. Student teachers also must be able to provide differentiated instruction to ensure that all children have the opportunity to master what is being taught. In addition, student teachers must maintain emotional control under stress and establish rules for learning and behavior both inside the classroom and on all other areas of the school grounds by monitoring for student safety and behavior. Student teachers are evaluated using the TAP rubric across these essential functions of student teaching. The TAP rubric can be accessed in the Clinical Experiences Handbook provided at orientation.

The physical, cognitive and communicative demands described here are representative of those that must be met by interns and student teachers to perform successfully the essential functions of their assigned clinical experiences. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform these essential functions.

Definitions

Institutional recommendation: All Teachers College certification programs are approved by the State of Arizona Department of Education to issue institutional recommendations to students who have fulfilled the state’s requirements for certification. The institutional recommendation allows for expedited issuance of the teaching or administrative certificate.

Student support

Pregnancy leave policy

In accordance with Title IX, students requiring leave are entitled to leave for as long as it is deemed medically necessary by their physician. For absences of less than two weeks for session C courses or one week of leave for session A/B or summer courses, students should be able to make up the missed work without affecting field placement. Longer leaves will be accommodated; however, students are still required to complete all assignments and other requirements that accumulate during their leave prior to the last day of classes. Students who are unable to make up requirements prior to the end of the semester will receive a grade of incomplete ("I") or have the option of applying for a medical withdrawal without loss of any tuition paid that semester. During the leave, absences will be excused and will not negatively impact final grades. Students who need to request leave should meet with the college’s coordinated care strategist to develop leave plans.

Accommodations

Mary Lou Fulton Teachers College is committed to student success and ensures an inclusive learning environment for all students. Students with disabilities or disabling health conditions who need accommodations are required to document their condition with Student Accessibility and Inclusive Learning Services. The Mary Lou Fulton Teachers College encourages admitted students with disabilities or disabling health conditions who believe they may need an accommodation to register with SAILS prior to enrolling in the program. That way, all reasonable accommodations can be in place at the beginning of the program. Students who are registered with SAILS will be key participants in establishing reasonable and appropriate accommodations with course instructors. Students must re-register with SAILS every semester for which they would like to receive accommodations.

Additional requirements for teacher certification candidates

Fingerprint clearance card

Per Arizona state statute A.R.S. § 15-106, all teachers and persons who are required to be fingerprinted in order to work in the classroom are required to have an identity-verified fingerprint clearance card. All students enrolling in programs leading to certification must participate in professional experiences. Students participating in a professional experience must have proof of a fingerprint clearance card on file in the Office of Professional Experiences before clinical placement hours begin.

Intent to progress

All students who start at ASU as first-time first-year students must submit their intent to progress forms to the Office of Student Services during term three, before beginning the Professional Pathway Program in term five. The intent to progress form is located on the Education student forms and policies webpage at https://education.asu.edu/mymlftc/student-forms-policies.

Graduate policies

The college offers master's degree and doctoral programs as well as graduate certificates. Some programs also allow students to obtain state or professional certification.

After admission to a degree program, specific advice related to degree requirements and activities is provided by academic advisors in the Office of Student Services. Once admitted, all graduate students are required to submit a plan of study. The plan of study functions as a contract between the student, the academic unit and the Graduate College. The interactive plan of study contains certain degree requirements such as coursework, a committee and a culminating experience. Students can contact an academic advisor for assistance completing the interactive plan of study through the contact information found on their My ASU.

Academic standing

SATISFACTORY ACADEMIC PROGRESS AND PROFESSIONAL CONDUCT POLICY

In order to remain in good standing in the Mary Lou Fulton Teachers College, students must maintain satisfactory academic progress consisting of both academic performance and adherence to the Teachers College Professional Responsibilities Standards. This document sets forth the standards and expectations for satisfactory academic progress and good standing and explains the consequences of failure to meet these standards.

In addition to the policies stated herein, students are expected to abide by applicable university and Arizona Board of Regents policies, including the ASU Student Code of Conduct, the ASU Student Academic Integrity Policy, Graduate policies and procedures, as well as all policies, procedures, rules, regulations and requirements established by the local education agency, school district or school in which students are engaged in professional experiences. Failure to do so may lead to consequences that include dismissal from the program and expulsion from the university. Graduate students should also refer to the Graduate College website for further information about Graduate College policies.

Section I: academic performance requirements

A. Satisfactory academic progress

Advisors conduct ongoing reviews of students’ academic and professional performances in order to determine retention and continuation status. Students with records containing indicators of professional or academic concerns may be placed on academic probation or academic suspension or may be dismissed (permanently removed) from their programs or the college (graduate students should refer to Graduate College policies).

These are the requirements all graduate students must meet in order to achieve a satisfactory academic performance:

  1. Every semester, maintain at minimum a score of 3.00 on the Interactive Plan of Study GPA, the overall graduate GPA, and the cumulative GPA.
    • Interactive Plan of Study GPA: The iPOS GPA is calculated on all courses that appear on the student’s approved iPOS.
    • Overall Graduate GPA: The overall graduate GPA is calculated on all courses numbered 500 or higher that appear on the transcript, except courses that counted toward an undergraduate degree at ASU (unless shared with a master’s degree in an approved bachelor’s or master’s degree program) and courses identified as outstanding in the original letter of admission.
    • Cumulative GPA: The cumulative GPA represents all courses completed at ASU.
  2. Achieve a "C" grade or higher in all courses listed on the plan or program of study, including secondary education content area courses. Earning a "W" or "I" grade in more than one course may be considered a lack of academic progress.
    • Students in master's degree or graduate certificate programs must earn a grade of "B" or better in culminating experience courses (applied project, thesis, capstone, etc.)
    • Doctoral students carrying more than three credits of "I" grades will be considered to not be making satisfactory academic progress.
  3. Pass all required professional experiences, including internships, apprentice teaching and residency, with a grade of “C” or better.
  4. Maintain good standing as outlined in the professional responsibilities standards section. Students who violate professional responsibilities may be placed on academic probation or may be recommended for dismissal.
  5. Doctoral students must pass comprehensive exams by the end of the sixth academic-year semester of enrollment, pass a proposal defense by the end of the seventh academic-year semester of enrollment, and pass a dissertation final defense by the end of the eleventh academic-year semester of enrollment.

Definitions

Academic probation: This is the status assigned to a student who has failed to maintain satisfactory academic progress, also referred to as not in good academic standing. A student placed on academic probation is informed of the areas in which program standards are not being met and the actions the student must take to be removed from academic probation and restored to good standing. A student failing to meet the conditions for reinstatement to good standing may be recommended to the Graduate College for dismissal from the program.

A student placed on academic probation is permitted to progress into the next term while addressing the deficiency, unless the next term includes residency, an applied project or a culminating experience. A student who is on academic probation in which the next term requires residency needs to meet with the advisor to discuss options for the semester.

Deficiency: This term describes a required course or another program criterion, such as coursework or GPA, which has not been met or was not successfully completed.

Dismissal: Administrative removal from the professional experience, from residency, from the degree program or from the college is referred to as dismissal.

Professional improvement plan: A professional improvement plan is a tool designed to support students who may be at risk of not progressing in their academic plan. The PIP outlines specific action steps a student must complete in order to maintain or return to good standing within their major or academic plan. There are three reasons for making a PIP referral:

  • poor academic standing (i.e., ongoing academic deficiencies across coursework)
  • issues regarding professionalism (classes or clinical experience)
  • academic integrity violation (plagiarism, cheating, etc.)

Any ASU representative or district partner may submit a notice of concern to refer a student to college administration for a PIP. Students who are referred will meet with the division representative and director of student services to develop a plan for success in the program.

A student is prevented from further enrollment in any initial teacher or administrator program for any of the following reasons:

  • expulsion from Arizona State University
  • failure to meet the professional responsibilities outlined in the Mary Lou Fulton Teachers College Professional Responsibilities Standards and the ASU Student Code of Conduct
  • failure to resolve academic deficiencies
  • noncompliance with a professional improvement plan
  • failure to meet ASU Graduate College policies
B. Unsatisfactory academic progress consequences:

GPA and grade deficiencies

Academic probation may be imposed if a student has one of the deficiencies listed below. A student placed on probation will be permitted to progress into the next term (unless the next term includes residency, an applied project or culminating experience) while addressing the deficiency. A student who is placed on probation in which the next term requires residency needs to meet with their advisor to discuss options for the semester. A graduate student with a single semester GPA at or less than 2.00 may be recommended for dismissal without the benefit of a semester of probation.

Students should carefully review the Graduate College policies as Graduate College policies are required of all graduate students at ASU. Students should pay special attention to the policies regarding GPA, the time limit for degree completion, and continuous enrollment.

Deficiencies for graduate students:

  1. interactive Plan of Study (iPOS) GPA less than 3.00
  2. overall graduate GPA less than 3.00
  3. cumulative GPA less than 3.00
  4. a grade below a “C” in any required course*
  5. a grade of “I” or “W” in a required course, or carrying more than three credit hours of "I" for students in doctoral programs

*Students must repeat a course with a grade below a “C” the following semester it is offered and earn a “C” grade or better. Failure to achieve a “C” or better on the second attempt may result in a recommendation for dismissal from the program.

Students will not be approved for residency if they are on academic probation or suspension. Once a student returns to good standing, the student can be approved to progress into residency.

Graduate students who are placed on academic probation may not be permitted to complete culminating experiences, such as an applied project, until they return to good standing. Doctoral students must be in good academic standing to complete comprehensive exams or to schedule oral defenses.

BAE Educational Studies + MA in Learning Sciences (4+1 Accelerated Program)

Students in the BAE to MA 4+1 program are considered undergraduate students until all undergraduate requirements have been met. Undergraduate students enrolled in the accelerated program will be eligible to enroll in graduate level courses and seminars. However, they will not be eligible for most graduate prerequisites including teaching and research assistantships and related health insurance, financial aid, or graduate award programs until the undergraduate degree is completed.

Students are reviewed on an ongoing basis to ensure academic progress in both bachelor’s and master’s degree requirements.

  • An undergraduate student must maintain a cumulative GPA of 3.00 from the time they have applied to the program (at 75 credit hours completed in the BAE Educational Studies degree) to the time the student begins taking graduate courses (at 90 credits completed in the BAE Educational Studies degree). A student must continue to maintain the 3.00 GPA in all coursework. If a student’s GPA drops below a 3.00 between the time they are admitted to the accelerated program and the time they begin their coursework, their admission to the accelerated program may be revoked.
  • If the student drops below the 3.00 GPA requirement once the student has started the accelerated program, the student will fall under the policy for graduate students. The student will still be allowed to complete their undergraduate degree, but will no longer be able to complete the graduate degree as part of the accelerated program.

Deficiencies for students in accelerated programs:

  1. interactive plan of study (iPOS) GPA below 3.00
  2. overall graduate GPA below 3.00
  3. cumulative GPA below 3.00
  4. a grade below a "C" in any required course (Students must repeat a course with a grade below a “C” the following semester it is offered and earn a “C” grade or better. Failure to achieve a “C” or better on the second attempt may result in recommendation for dismissal from the program.)
  5. a grade of "I" or "W" in a required course
  6. failure to complete the undergraduate degree within 12 months of the first day of the semester for which the student was admitted to the accelerated program

Professional experience deficiencies

The following policies apply to students enrolled in initial teacher certification or administrator certification programs.

  • A student who fails a professional experience or internship course may be allowed to retake the professional experience or internship one time if the reasons for failure are judged to be remediable as determined through an appeal process. The first step in the process is a mandatory meeting with representatives for the director of academic services and the division. Details regarding the appeal process and steps are provided at the meeting. If after an appeal, a student is permitted to retake the professional experience or internship and fails to pass the second time, the student is dismissed from the teacher or administrator certification program.
  • In some cases, professional experience or internship issues may be nonremediable. These may include actions that cause the sponsoring school district or other organization to suspend or dismiss an intern or teacher or administrator candidate or to demand that the student teacher or intern be removed from the professional experience or internship due to violations of Professional Responsibilities Standards, violations of a professional code of conduct, district policy, or state or federal law or other inappropriate behavior. The division will determine, based on information from the supervisor, the mentor teacher, the school district, other sponsoring organization, and the student, whether the student actions warrant immediate dismissal from the teacher or administrator certification program without benefit of a period of academic probation or another attempt to pass the professional experience or internship.
  • An alternative certification student whose clinical field placement is terminated by the school district due to reasons unrelated to performance, such as reductions-in-force, will not be recommended for academic probation or involuntary withdrawal on that basis alone. However, if the student does not secure another full-time teaching position, he or she must complete the degree and certification requirements by transferring to a Masters and Certification track and successfully completing the requirements of that program. This means the student may not continue to take classes with an Alternative Certification Pathway cohort.

If a student is in a paid residency, employment is a decision of the local education agency. Decisions related to employment are not made by the college. Students who are dismissed from a professional experience will be required to attend a meeting with college leadership to determine if they are able to retake the professional experience. Students are asked to refer to the grade appeal process for more information.

Special Note: Students enrolled in the Applied Behavior Analysis Practicum (PSB 580) must follow the policies and procedures found in the ABA Practicum Handbook provided as part of the course, located in the ABA Practicum Canvas Org.

C. Reinstatement to good academic standing

To be restored to good academic standing:

  1. A student must maintain or improve grades to meet the academic performance requirements.
  2. Students in noncertification programs must meet the expectations of any professional improvement plan related to satisfactory academic progress or professionalism while in the program.

Special note: A student on probation for lack of satisfactory progress in one area (e.g., academic progress or professional responsibilities) who subsequently fails to maintain good standing in the other area is recommended for dismissal. Return to good standing requires satisfactory progress in both areas during the time on probation. Sequential semesters of probation for repeated failures to maintain satisfactory progress are not considered.

Section II: professional responsibilities (conduct)

A. Satisfactory progress

Professional work is marked by a particular responsibility to the clients served. Educators are trusted with significant power and authority over students and must demonstrate that they adhere to the standards of the profession. Therefore, in addition to academic progress requirements, students are evaluated with regard to Professional Responsibilities Standards as described in this document.

The Mary Lou Fulton Teachers College Professional Responsibilities Standards show the required expectations for all students.

  • All initial teacher or administrator students are expected to meet the professionalism standards in sections A, B, C, and D at the applying level, as a minimum, throughout their course of study.
  • Students in noncertification programs are expected to exhibit professional conduct by meeting all standards in sections A and B at the emerging level, as a minimum, throughout their course of study. Students are expected to showing professionalism and grow and develop professionally (sections A and B of the Professional Responsibilities Standards) in all clinical field experience, preK-12 school-related and university settings, including interactions with university faculty and staff.
B. Unsatisfactory progress --- professional responsibilities

Students will be informed of and have an opportunity to respond to an allegation of a violation of or lack of compliance with the Professional Responsibilities Standards. As a general rule, the college seeks to assist students to become professionals by working with the students to develop and improve professional conduct. Students accused of violating or not complying with the Professional Responsibilities Standards will attend a meeting with the college leadership and will be informed of their status in the program after the meeting. Possible sanctions include academic probation, suspension, disqualification or dismissal from the initial teacher or administrator program or graduate program.

All other university policies regarding student conduct are in addition to these requirements, and infractions of the ASU Student Code of Conduct may result in additional investigations and consequences through university procedures.

Notices of concern

The notice of concern is a referral process designed to support all undergraduate and graduate students who may be at risk of not progressing in their academic plan and/or may need additional support from the college.

Students who receive a notice of concern due to unsatisfactory academic or professional conduct may require a meeting with the college leadership. Failure to comply with requests related to such notice may result in probation or dismissal due to unsatisfactory progress.

C. Dismissal from professional experiences (internship or student teaching)

The following policies apply to students enrolled in initial teacher certification or administrator certification programs.

In the event a school district requests that a student be dismissed from an internship or student teaching placement for unprofessional or inappropriate behavior, the intern or teacher candidate will be required to attend a meeting with college leadership to discuss the concerns submitted in the request for dismissal submitted by the school district representative. The student will receive a copy of the dismissal recommendation prior to the meeting with college leadership. During the dismissal meeting, the student will have the opportunity to share details and provide evidence or other supporting documentation to explain the situation from their perspective.

Residents who are employed by the local education agency should report their program dismissal to their direct supervisor at the local education agency (usually the school principal or human resources director). Continued employment after a dismissal is a decision of the local education agency. If a student is dismissed from their residency placement, their employment with the local education agency may be terminated by the agency. Decisions related to employment are not made by the college.

The student has the option to appeal the dismissal to the associate director of professional experiences. If it is determined that the allegations of a violation of unprofessional behavior that result in the request for dismissal from the school or the district, or from both, are warranted, one or all of the following actions may result. The intern or teacher candidate:

  • will be dismissed from the internship or student teaching placement
  • will receive a failing grade of "E" for the internship or student teaching course*
  • will not be assigned another internship or student teaching placement during the same semester in which the teacher candidate was assigned a failing grade
  • may not withdraw from the internship or professional experience course or student teaching course (If a withdrawal is processed by the Office of the Registrar, the grade will be administratively changed to an "E").
  • must withdraw from all courses that require concurrent enrollment with internship or student teaching, including any applied project courses taken concurrently with student teaching

*If an intern or teacher candidate wishes to appeal the "E" grade, they can follow the grade appeal process as outlined on the Teachers College website at http://education.asu.edu. The first step in the grade appeal process is to meet with the course instructor. Students have 10 business days to appeal a grade. If a teacher candidate wishes to repeat the internship or student teaching and concurrent coursework during the semester following the dismissal, the teacher candidate must show evidence of how s/he plans to resolve the situation or circumstances which resulted in the removal from the internship or student teaching. The teacher or administrator candidate will be required to meet with college leadership to develop a professional improvement plan outlining expectations for continued professional growth and academic development.

*In the event that the teacher or administrator candidate violates the rules, policies, or procedures for conduct established by the school, district, local education agency, ASU, Teachers College, or the law while working on a PIP for unprofessional behavior, the teacher or administrator candidate will be dismissed from the teacher or administrator program. Teacher or administrator candidates who are dismissed may not petition to continue in their current academic plan, but may be eligible to pursue other non-certification degree options within Teachers College or within other colleges at ASU.

Students enrolled in the Professional Pathways Program who are dismissed from a professional experience or fail a professional experience and would like to complete the program without obtaining teacher certification (master's degree only) must submit a petition for review. Petitions are reviewed on a case by case basis and not all students will be approved to enroll or continue to be enrolled in Professional Pathways Program coursework. Students approved to remain in the Professional Pathways noncertification option will be required to adhere to the same professionalism standards as students enrolled in certification programs. Failure to adhere to these standards will result in dismissal from the Teachers College.

Special situations

Intern certificate students: Students in an professional pathways program are in multiple interdependent roles as:

  • employees of a school or school district
  • holders of an Alternative Teaching Certificate from the Arizona Department of Education, and
  • graduate students at Arizona State University

The teaching position may require that the student hold the Alternative Teaching Certificate; however, not all teaching positions require students to hold the certificate and may vary by state. Out-of-state students need appropriate certification in their state, if required. The Alternative Teaching Certificate requires the college to certify to the Arizona Department of Education that the student is enrolled in a teacher preparation program and in good academic standing. The intern certificate is valid for two years. If a third year is required for program completion, the intern cert needs to be renewed. At the completion of the second year, only students in good academic standing will be eligible for an institutional recommendation to obtain a provisional teaching certificate.

An alternative teaching student who ceases to be eligible for his or her intern certificate is no longer eligible to continue in the alternative pathway to teacher certification program. The student may be allowed to complete the degree and certification requirements by enrolling in the Masters and Certification Professional Pathway track of the program. More information is available from the Office of Student Services.

Note: Due to the intensity of program coursework and apprentice teaching, students participating in an alternative pathway are not permitted to enroll in courses outside of the prescribed program of study without approval from the program. Students wishing to concurrently enroll in a graduate certificate or degree program should work with their advisor to complete a Mary Lou Fulton Teacher's College petition, which will be reviewed on a case-by-case basis by program and may require approval from the academic division.

Completion of residency and applied project: As a part of a student’s degree requirements, all students must complete an applied project course (secondary: SED 593; special education: SPE 593; elementary education: EED 593). The purpose of the applied project is to act as a culmination of student work throughout the program and to enhance the student teaching experience. As a part of this course, students will begin by formulating a topic that they will be researching with a group of students throughout the entire semester, typically those in their internship, student teaching, or apprentice teaching placement and with their placement school’s permission. A grade of "B" or better is required to pass the course and graduate from the master’s program.

In those cases in which a student enrolled in an applied project course must leave their placement or has completed the required placement hours, they will be required to use data from past placement courses or retain permission from a previous placement to gather additional data as needed. This is vital as students will need to complete the necessary research for the project. Students dropping both courses will still need to maintain the ASU Graduate College policy of continuous enrollment, either by completing at least one credit of graduate level coursework or with an approved medical or compassionate withdrawal for the semester.

Applied project retake: Students who successfully complete their student teaching placement but do not pass the applied project ("B" or better) are required to complete the next available corresponding applied project course; this also applies to students who must complete the program without certification. Students must have access to a group of children in the relevant age group (preapproved by any organization they might belong to) which they must locate themselves. Students must also contact the instructor of the applied project course before the end of the first week of class to discuss their situation, including that they will not be completing their project in an ASU placement.

APPEAL PROCESS

Academic probation

There is no appeal from the action of being placed on probation. Probation provides warning to the student of the potential for suspension or dismissal.

Grade appeal procedure:

To receive consideration, grade appeals must be submitted to the course instructor within 10 business days of the last date for posting final grades, as noted in the Academic Calendar.

Official course grades are listed on My ASU via the student’s transcript. Students should check their transcripts regularly following the grade posting date for each term. In the event there is a discrepancy between the final grade noted in the transcript and the grade the student expected to receive based on the Blackboard gradebook, students must contact the instructor within 10 business days of the last date for posting final grades, and they may then follow the appeal process outlined below.

Reasons for grade appeal

A student may appeal a grade only when they can document that any of the following has occurred:

  1. The instructor erred in calculating points or acknowledging timely submission of assignments.
  2. The instructor did not apply grading standards equitably; that is, there is evidence of bias such as due to race, age, sex, religion or national origin.
  3. The instructor did not assign grades consistently with the standards and procedures for evaluation announced at the beginning of the course in the course syllabus. (The instructor may amend or supplement the standards and procedures during the course by providing written or oral notice to the entire class.)
Grade appeal procedure

To receive consideration, grade appeals must be submitted to the course instructor within 10 business days of the last date for posting final grades, as noted in the Academic Calendar.

Step one: informal meeting with the instructor --- This step is mandatory and applies to an appeal of course grades only.

  1. The student must contact the instructor of the course and submit the attached grade appeal. The student must provide to the instructor any additional relevant documentation to support the appeal and reasons for disputing the grade. The narrative accompanying the grade appeal form may not exceed five double-spaced pages.
  2. The student must meet with the instructor either face to face or, in the case of online classes only, virtually. If this meeting does not resolve the grievance, the student may move to step two and submit the grade appeal form to the appropriate contact in the Office of Student Services.

Note: If the required meeting with the instructor has not taken place, the appeal will be accepted only if the student supplies evidence that the student contacted the instructor and has received no reply for five business days or has been unable to schedule a meeting within 10 business days of the date of contact. If the student does not receive a response from the course instructor within five business days, the student should move the appeal to step two. Appeals received after 10 business days will not be accepted.

Step two: grievance submittal --- If the grievance is not resolved in step one, the student may forward the grade appeal to the executive director of Student Services.

Step three: reviews of the grade appeal --- The executive director of student services will review the grade appeal and may request additional information. The grade appeal will be forwarded to the vice dean for review. The vice dean will review all information and will notify the student of the outcome.

Step four: appeal of the decision

  • Per university policy, if not satisfied with the outcome, the student may appeal the vice dean's decision to the dean. The student must appeal within five business days of receiving the vice dean's decision.
  • To submit an appeal to the Student Issues Committee, the student must forward the original appeal and the vice dean's response to the associate dean of academic systems, who will begin the appeal process with the committee.
  • Only the issue appealed to the vice dean may be appealed; no new issues or complaints may be added.
  • The student has the option to request to appeal before the committee.
  • The Student Issues Committee makes a recommendation to the dean. The dean's decision is final.
  • The student will be notified by mail of the outcome.

It is university policy that students filing grievances and those who are witnesses are protected from retaliation. A student who believes they are a victim of retaliation should immediately contact the dean of the college in which the course is offered.

For more information on university grading policies, students should see the ASU graduate appeal policy page. During the time of the appeal, a student may register for courses; however, if the appeal is denied and the student is withdrawn, university policies on tuition refunds will be applied. Any concerns about tuition charges should be addressed to Student Business Services.

Graduate students - appealing a recommendation for dismissal from a program

The ASU Graduate College admits students to graduate study at Arizona State University. Students who fail to make satisfactory academic progress may be involuntarily withdrawn (dismissed) from their academic programs by the ASU Graduate College upon the recommendation of the college. The student has the right to appeal a recommendation for dismissal.

These are the steps in the dismissal process:

  1. The advisor sends an informal notice of dismissal recommendation to the student. The student has 10 days to respond to the notice and provide any supporting documentation for review and reconsideration of the recommendation for dismissal.
  2. The student receives formal notice from the executive director of student services that a recommendation for dismissal from the program is being made to the ASU Graduate College.
  3. Within 10 business days of receiving this notice, the student may appeal in writing to the appropriate vice dean in Mary Lou Fulton Teachers College.
  4. If the appeal is denied by the vice dean, the student may continue the appeal process to the Mary Lou Fulton Teachers College Student Issues Committee (Dean’s Designee). Appeal materials can be sent to the associate dean of academics. Failure to file the appeal within 10 business days of the date of notification will result in an automatic denial of the appeal.

If the appeal is denied by the Student Issues Committee (MLFTC Dean), the dismissal recommendation will be forwarded to the Graduate College for final review and recommendation.

Other graduate policies

Continuous enrollment and re-entry for graduate programs

Once admitted to a graduate program, the student must be enrolled continuously, excluding summer sessions, until all requirements for the degree have been fulfilled. If a plan of study must be interrupted for one semester, the student may apply to the Graduate College for a leave of absence not to exceed one semester. An application for leave status, endorsed by the division director or designee, must be approved by the Graduate College; for a doctoral student, the leave must also be endorsed by the members of the student's supervisory committee. This request must be filed and approved prior to the semester of anticipated absence. A student on leave is not required to pay fees and is not permitted to place any demands on university faculty or use any university facilities. Students may be continuously enrolled by registering for one credit hour of continuing registration; students should contact an academic advisor for more details. A student who interrupts a program without obtaining an approved leave of absence may be removed from the degree program by the Graduate College.

Concurrent degrees

The primary degree is the one that shows at the top of a student's transcript. A concurrent degree is an additional degree a student pursues.

For concurrent master’s degrees, concurrent master’s and doctoral degrees and concurrent doctoral degrees, students must follow the Graduate College policies.

Graduation requirements

A candidate for a graduate degree must satisfactorily complete the culminating experience requirements required by the program. Information is available for each program from the Office of Student Services.

Master's degree programs

In addition to the Graduate College policy and procedures that govern graduate programs at ASU and which are provided elsewhere in this catalog, the policies specific to each master’s degree program are provided to students at the time of enrollment in the program. Students are limited to 15 credit hours per semester. Online students are limited to nine credit hours per semester. Exceptions must be approved by the division director. Students who enroll in additional hours may be administratively withdrawn.

Doctoral programs

In addition to the Graduate College policies and procedures that govern doctoral programs at ASU and which are provided elsewhere in this catalog, the satisfactory academic progress and professional conduct policies apply. Additional information specific to a degree program may be provided when students first register for the program.

PhD and EdD satisfactory academic progress and professional conduct policy
Students in doctoral programs may be placed on academic probation for reasons stated in the Satisfactory Academic Progress and Professional Conduct Policy. These include but are not limited to:

  • failure to meet the academic requirements of the Graduate College, to have a GPA of 3.00 or to meet the academic requirements of the particular program as stated in the program handbook
  • unsatisfactory progress as noted on annual review form by mentor or failure to meet for annual review
  • failure to meet the standards of professional conduct or violations of the student conduct code which may result in academic probation, or, for egregious violations, immediate recommendation to the Graduate College for dismissal

In addition to minimum academic requirements and conduct requirements, a student must maintain progress to degree completion. A student can be recommended to the Graduate College for dismissal for failure to meet the Graduate College policies.

Students must fulfill all requirements of their individual graduate programs to remain in good academic standing and abide by all university policies.

Student support process

The notice of concern is a referral process designed to support all graduate students who may be at risk of not progressing in the academic plan for their major and who may need additional support from the college.

The following outlines the steps taken in the referral process.

  1. The instructor, site coordinator or other university representative discusses concerns with the student and informs the student that a notice of concern will be submitted to college leadership. Depending on the nature of the referral, the student may be required to attend a meeting with college leadership to offer additional support.
  2. If the referral is made for a violation of the academic or professional code of conduct or unprofessionalism, the student will be required to attend a mandatory meeting to discuss the alleged violations. This meeting provides the student with an opportunity to share their side of the situation. At the meeting, a professional improvement plan agreement is developed with input from the student and college administration. Students working on a PIP are placed in probationary status in the college until requirements of the PIP are met. Some violations of professionalism or academic integrity may result in immediate dismissal from the program or placement.
  3. If the referral is not for a violation of academic or professional conduct, a student support consultation meeting is conducted. This meeting provides students with resources and additional university-wide support. At the meeting, student needs are identified and a plan for success is created along with follow-up recommendations.
  4. Students are required to attend a follow-up meeting to discuss their status in meeting requirements outlined in their plan. Failure to attend a required meeting or to fulfill expectations outlined in the PIP agreement may result in dismissal from the program.

Additional requirements

Fingerprint clearance card

Per Arizona state statute A.R.S. § 15-106, all teachers and persons who are required to be fingerprinted to work in the classroom are required to have an identity-verified fingerprint clearance card. All students enrolling in programs leading to certification must participate in clinical experiences and student or apprentice teaching. Students participating in clinical experiences must have proof of a fingerprint clearance card on file in the Office of Professional Experiences before field placement hours begin.