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(revised 11-10-24 to reflect replacement of University Policy F96-11 with University Policy S10-6)
Preamble
These guidelines provide additional guidance for the implementation of University Policy S10-6. They are intended to serve two purposes. First, they will help programs develop criteria for probation and disqualification policies for their own degree programs. Second, they will provide continuity, fairness, grounds for oversight review, and an institutional memory for the Academic Disqualification and Reinstatement Review Committee (ADRRC). The ADRRC is charged with reviewing and approving departmental guidelines and hearing the appeals of students placed on probation or disqualified under those guidelines.
Supporting Student Success
These guidelines protect the integrity of the university and of the discipline, which is imperative for those students remaining in the degree program, the employers who hire our graduates, and the faculty who provide oversight of the academic program. A high level of scholarship and of ethical and operational behavior is needed at the graduate level, and individual programs are given some leeway in developing standards for their programs that meet the needs of the community they are serving as well as the field of study in which the students will be claiming expertise.
As with undergraduates, probation in the graduate program alerts students that their performance is less than satisfactory. The limited duration and resource-intensive nature of graduate programs and the expectation for consistently high level academic performance from graduate students may require additional policies regarding satisfactory academic progress.
Basic Principles
University Policy S10-6 provides the framework and foundation for these guidelines.
Academic Probation in and Disqualification from the University
The policies for university-level academic probation, disqualification, and reinstatement are well defined in S10-6. This document discusses programmatic processes, under the heading of administrative-academic probation and disqualification..
Administrative-Academic Probation in and Disqualification from a Program
Despite maintaining a SJSU cumulative GPA of 3.0 or better, graduate students’ academic performance in the major may fall below the minimum standards established in that major. In these cases, while students remain in overall good standing with the university, they are subject to probation in and disqualification from the major. Each college, school, department, and program (hereafter referred to as "program") may employ a policy of probation in and disqualification from the major.
Programs may use program-specific criteria for determining probation in the major, disqualification from the major, and reinstatement into the major. Such criteria and procedures will be reviewed and approved by the ADRRC. Acceptable standards might include a requirement to achieve grades of “B” in every class with a stipulated number of “substandard” grades allowed for repetition or to receive a “CR” in field, student teaching, or internship courses with a stipulated number of “NC” grades allowed for repetition. In addition, graduate students are expected to make reasonable progress through their degree program and to successfully form a master's committee. A student cannot, for example, have been admitted to one program but take no courses in it while taking courses in a second program. Repeated failure to complete a project or thesis research proposal might constitute reasonable grounds to disqualify a student. While the program should make every attempt to aid a student in forming a master's committee, the inability to do so might also be grounds for dismissal from the program. In some programs, comprehensive exams must be passed, and policies governing exam procedure, for example, with regard to the number of times the exams may be tried, must be formulated and publicized by the programs. Programs have the obligation to inform students in writing of their probationary status and means to return to good standing before the final failure of any of these disqualifying acts.
In most cases, a direct reassignment from good standing in the major to disqualification from the major is prohibited. In other words, at least one semester of probation in the major is required prior to disqualification from the major. The underlying philosophical premise is that students should be placed on notice prior to disqualification. For example, a substandard grade in one course could not result in disqualification; rather, the student would be put on probation and afforded the opportunity to repeat that class. Passage of the repeated course with the required grade would result in the return of the student to good standing. Programs can limit the number of semesters on probation in the student career to as few as one.
Exceptions to this general guideline include the following:
• In clinical courses (including internships), laboratory courses, student teaching assignments, or other types of programmatic requirements, there may be such serious concerns about the safety or well-being of the student or other students, clients, patients, pupils, and so forth, that repetition of the course is not reasonable. For such courses or programmatic experiences, departments may establish “no repeat” policies, i.e., a course may not be repeated if not passed on the first attempt. The course catalog description, greensheet, and programmatic information must all clearly provide this information. In clinical or lab settings in which safety or well-being are severely compromised, a student may be disenrolled from the course, which may lead to disqualification from the major. In such a case, Anadarko-approved departmental procedure must be followed to review a the disqualification decision before it takes effect. In general, the immediate move from good standing to disqualification (without a term of probation in between) should be associated with the inability to satisfy a specific course requirement on the first and only allowable attempt, not with a less specific programmatic requirement. These courses must be approved in advance by the ADRRC and adhere to guidelines for probation and disqualification in the major established by the ADRRC.
• Conditional acceptance to a program is, in effect, acceptance under probation in the major. Typically, a specified set of courses or requirements must be passed prior to attaining good standing in the program. There may be time limits or unit limits established to satisfy the conditions, which, if not met, may lead to disqualification from the major degree program without an intervening term on explicit probation. Cohort programs must provide in their policies a reasonable accommodation for students who must stop out for legitimate reasons.
• Teaching credential students do not receive a degree from SJSU and are subject to the regulations of the state legislature and licensing agency. Credential courses that exceed the seven-year limit cannot be revalidated. As with graduate master’s degree programs in the CSU, the overall GPA and candidacy GPA must be at 3.0 or above for completion. In the case of credentials, a recommendation from the university to the state credentialing agency would be withheld without the requisite GPA. Students who fail to achieve this level of scholastic success can be precluded by the program from repeating courses or taking other courses to raise the GPA and so are effectively permanently terminated from the university without the credential recommendation.
• Multiple attempts to pass a course: With the exceptions given above, students should be given the opportunity to repeat any course at least once. However, major programs may restrict a student to two attempts of any course offered by the department. The course catalog description, greensheet, and programmatic information should all clearly provide this information. The basic guideline is that the university rules for repeating courses should be followed unless the major chooses to be more lenient than the university. Special situations include the following:
• Approved course or semester withdrawals (W or WB grades on the unofficial transcript) are considered to be without prejudice and should not be counted as an attempt at a course if the major program restricts the number of attempts for a course (see University Policy S09-7).
• For graduate students, the university will use grade averaging in computing the SJSU GPA (per F08-2).
Programs employing a policy for disqualification from the major must ensure that all students within the concerned majors are advised of this policy.
Reinstatement to the Major
Following academic disqualification from the university, individual programs may decline to allow Programs of Study for reinstatement to the university.
Without compelling reasons, administratively academically disqualified students may not be reinstated to the major from which they were dismissed. Should a student find a new program willing to reinstate, transfer into that program will require program approval via a Graduate Change-of-Major application process without reapplication to the university, if permitted by the new department. However, should two semesters pass without reinstatement, reapplication would be necessary as a result of the continuous enrollment policy. The student may not take courses in matriculated status before approval is secured. Courses taken through Open University during the intervening period would be subject to the transfer rules of the graduate school.
In cases of error or extenuating circumstances, students, upon receiving notice of probation or disqualification, may petition to an appropriate faculty committee at the program level to appeal such action. In the case of a negative decision in response to the petition, students may appeal to the ADRRC. After review of the petition, the ADRRC will make a recommendation to the Associate Vice President for Graduate Studies & Research to confirm or rescind the action.
Additional Guidelines
As noted above, University Policy S10-6 provides an excellent framework, but there are many other Title 5 rules and regulations, CSU executive orders and coded memoranda, and university policies that must be adhered to as well. This list of guidelines is not meant to be exclusionary; a department may propose others that the ADRRC will consider based on compliance with university policies and practice and student fairness considerations. These guidelines may be thought of as a set of tools to improve student success and establish good educational practice.
Maximum Course Grade or GPA Requirements
Programs may not require individual course grades to be higher than “B” for graduate students. At the most, a department may require that each course required for the degree program be passed at this standard. The corollary is that the maximum GPA that can be required for any set of courses cannot be higher than 3.0 for graduate students. Notes related to these general guidelines include the following:
Admission requirements and degree requirements are different. Admission to a graduate degree program may include supplemental criteria such as a GPA greater than the 3.0 threshold. However, once a student is admitted to a major, the degree requirements must be limited to “B or better” for graduate students (Title 5).
Restrictions on Course or Unit Load Per Semester
These sorts of criteria may be set as a minimum or maximum. For example, cohort programs may require that a minimum number of courses/units be taken each semester in order to best utilize resources or to ensure that the program is completed while student knowledge is still current. Alternatively, setting a maximum number of units may make sense for students on probation.
A department may consider university probation or disqualification as a factor in determining probation or disqualification in the major.
Student Notification
Conditions for return to good standing from probation or to reinstatement from academic disqualification should be clearly communicated to students at the time they are placed on probation or are academically disqualified from a major. There should be a mechanism to permit return to good standing from probation.
GS&R or ADRRC Notification
Students on probation or disqualification from the major shall be reported to the Associate Dean of GS&R or the ADRRC when the action is taken.
It has been nine months since you were involved in the dynamic retreat. I would like to let you know what has happened since then and to indicate how you can continue to be involved.
The retreat itself was an important event, as it squarely called for the need and potential for expanding SJSU–SC County research activities and established new intra-university and inter-institutional relationships. As a direct result of the retreat, the legal and community process culminated in a Memorandum of Understanding (MOU) between the university and the county, signed this summer by County Executive Jeff Smith (after a vote of approval by the Board of Supervisors), and by our Provost Gerry Selter (see attachment A). The MOU establishes the intent of an ongoing working relationship and can be viewed as a guide to future contracts and shared ventures between SJSU and the county. The retreat summary is attached (Attachment B).
The dialogue at the half-day retreat led to the following suggestions for action:
· Establish a cooperative research development process – a means by which faculty-supervised research projects addressing county/community needs can be brokered. Areas of research interest were to be identified and made accessible for student research theses and for faculty to initiate pilot studies that would potentially lead to research funding pursuits.
· Set up a system wherein faculty working with designated agency research liaisons would regularly help analyze the county agencies’ existing client and organizational data for the purpose of policy planning, program impact, measurement of operational effectiveness, and cost effectiveness.
· Submit grants that harness the energy and know-how of affiliated faculty groups (faculty pooling their research skills addressing societal problems of common interest, for example. obesity, drug and alcohol dependence, and child welfare) together with respective county agencies.
· Support the development of new, multi-disciplinary management and research career tracks for students for work in the non-profit sector.
· Establish a website recording activities and progress of the partnerships (including virtual chat rooms and grant writing/working space).
In addition, suggestions for action on to how to navigate between the two organizational systems were made:
· Chat rooms and working areas for everyone (county and SJSU faculty) should be implemented.
· Development of advisory board to the partnership to guarantee faculty and community input and representation.
· Periodic regathering at retreats with associated progress reports.
· Implement 298 student thesis project linkages to county research queries.
Many of you are aware that research projects led by faculty and primarily involving students have been initiated or are “in the hopper,” involving several county agencies, including human/social services, alcohol and drug services, parks and recreation, justice/courts and public health. My intent is to create a listing on our website that lists and summarizes these activities. This is important as a first step to building a cooperative research process.
Action item: PLEASE inform me of your RSCA involvement with a county agency ASAP.
The retreat involved affiliate groups organized around social problem topics. Attached please find a spreadsheet listing the names of faculty who expressed interest in and intent to join an affiliate group for ongoing research (see attachment C). My intent is to convene a series of separate affiliate group meetings to assess the current status of joint research activities and to develop a strategic plan of operations. My hope is that a year from now at the most, we will initiate a "show and tell" that involves SJSU faculty and SC County leadership.
Action item: PLEASE check that I have your name listed in the correct affiliate group and confirm your continued interest by return email. And, of course, let me know if you would like to be in an affiliate group should your name be absent. I also would appreciate recommendations as to who should be invited to join an affiliate group.
The retreat participants also recommended that an advisory/overseer committee/board be developed to guarantee faculty input and leadership.
Action item: Please let me know if you are interested in participating in an ongoing board overseeing the developing research partnership.
In summary- please respond to the action items by filling in the blanks below, and return your responses by return email within the next few days:
(1) Have you has any RSCA involvement with a county agency in the last 12 months?
YES _______NO _______
If yes, please specify which agency/agencies and briefly explain ( or attach a summary that describes) the nature of the relevant project(s).
__________________________________________________________________________________________________________________________________________________________________________________________________________________
(2) Identify by checking your future interest in ongoing involvement in one or more of the affiliate faculty-community research groups:
o addiction: alcohol, tobacco and drugs
o obesity and nutrition
o aging
o mental health
o public health policy
o parks and recreation
o human services
o HIV/AIDS
o Other _______________________________________
(3) Let me know of your interest in serving on a governing/advisory board of the developing SJSU-Santa Clara Research Partnership
YES _______NO _______
________________________________________________________________________________________________________________________________________________________________________________________________________________
Nominations for Teacher Scholars are accepted in the spring for participation during the next academic year. Applications for 2011/12 are due on or before Tuesday, May 17, 2011, to the College or Library Office. Teacher Scholars for AY 2011/2012 should save Wednesdays or Fridays from 12 to 1:20 for meetings.
PURPOSE: The purpose of the Teacher Scholars Program is to emphasize and focus on teaching as a scholarly activity and to enhance teaching and learning at San José State University. The Teacher Scholars Program enables the identification of a mid-career faculty member from each of the colleges and library to participate with the Center for Faculty Development in a venture extending from late Spring 2011 through Spring 2012. Teacher Scholars will be selected on the basis of acknowledged good teaching, and commitment to understanding and improving the teaching and learning process.
The Teacher Scholars participate in research groups consisting of Teacher Scholars and CFD Faculty-in-Residence. These groups conduct classroom observations, discuss and reflect on practice, and engage in shared research on college teaching and learning. In addition, Teacher Scholars join a community of Teacher Scholars and Teacher Scholars Alumni at an annual event to discuss the improvement of teaching and learning at SJSU and to support activities within their own colleges. The Center for Faculty Development coordinates project activities and conducts ongoing research focused on the development of the project, and documents the reflections of the participating Teacher Scholars. Teacher Scholars will contribute to the ongoing improvement of teaching and learning at San José State University and provide a forum for discussion and collegial support for other faculty.
BACKGROUND
The Teacher Scholars Program had its genesis in a number of discussions of CFD coordinators, the Faculty Affairs Office, and the Improvement of Instruction Committee. They identified the need for a corps of acknowledged teachers of excellence to serve as teaching mentors and models for other faculty. It was important that such a group represent a variety of disciplines and teaching methods and that each teacher scholar be available to colleagues for class visitations, consultations, and workshops. The program was successful and provided meaningful recognition of the importance of teaching and the scholarship of teaching and learning at SJSU. We are pleased to reinstate this important program.
The Teacher Scholars visit each other’s classrooms to observe and to share reflections about the work they do. The Teacher Scholars provide a visible University-wide recognition of good teaching practice while also making a clear statement about the connections between teaching and scholarship. Teacher Scholars receive .20 release time in the Fall and Spring semesters of their participation year.
For further information, please contact Pam Stacks at 4-2488 or email: Pamela.Stacks@sjsu.edu.
SELECTION OF PARTICIPANTS
1. Nominations may be made by peers, chairs, administrators, or by applicants themselves and are due to the College or Library Dean’s Office by Tuesday, May 17, 2011, by 5 pm.
2. The criteria for selection of Teacher Scholars participants were developed by a sub-committee of the Improvement of Instruction Committee. The criteria include consideration of:
a. consistency of good teaching as noted by peers,
b. reflective approach to teaching and learning,
c. diversity of ethnicity, gender and teaching styles,
d. mid-level career status (tenured faculty).
3. By May 20, 2011, the Dean will forward the College’s nominee to Pam Stacks, AVP of Graduate Studies and Research and current Interim Director of CFD. The College will determine the availability of their selected teacher scholar prior to forwarding the selection (including the ability to participate in meetings held on Wednesdays and Fridays from 12 – 1:20).
4. We hope to announce the 2011/12 Teacher Scholar selections at the CFD Spring Event on May 23, 2011, 11:30 am through 1:30 pm, in the Incubator Classroom, Clark Hall 111. RSVPs are requested at cfd@sjsu.edu or by calling 924-2303).
EXPECTATIONS OF TEACHER SCHOLARS
1. Availability for Observation: Teacher Scholars will open classes of their choice during the year for visitation by campus peers.
2. Regular Conversations Focused on Teaching and Learning: Teacher Scholars meet every two weeks to discuss teaching practice and the scholarship of teaching and to conduct a scholarship of teaching project. (These meetings will be either Wed or Fri from 12 – 1:20).
3. Essays: Teacher Scholars will prepare and contribute an essay that describes and discusses a theme or approach that characterizes their teaching practice, thereby proposing issues or questions that emerge from such practice for discussion.
4. Research Projects: Teacher Scholars will articulate a set of propositions or directions that will guide the discussions and work. For example, scholarly inquiry might revolve around the examination of issues or practices related to teaching and learning through one of the following:
The Research Project results will be presented at the CFD Spring Forum and disseminated widely via conference presentations and publications.
5. Consultation
a. Each Teacher Scholar will provide a faculty development workshop within their college.
b. Each Teacher Scholar will be available to consult with and support non-tenured faculty and others as they seek to improve teaching and learning at the University.
6. Long Term Commitment:
a. Each Teacher Scholar will be available as a University CFD resource person.
b. Each Teacher Scholar will be part of an Alumni group to promote and improve the ongoing potential of the project.
RECOGNITION OF TEACHER SCHOLARS
Teacher Scholars will be recognized annually at an event in the Spring to celebrate the importance of
the scholarship of teaching and learning. The event will provide an opportunity to disseminate the
findings of the Teacher Scholars for 2011/12.
TEACHER SCHOLARS PROGRAM
Nomination Form | (also available for download by clicking link)
Name of nominee:
Department: College:
Phone: E-Mail:
1. Why is this nominee considered to be an outstanding and reflective teacher?
2. Please describe the nominee's approach to teaching and student learning?
3. What qualities and abilities would the nominee bring to the Teacher Scholars Project?
The undersigned nominee will be available and willing to serve for the period beginning *May 2011 through May 2012 and available for meetings on Wednesdays or Fridays from 12 – 1:20.
Nominee’s signature:
Department Chair’s signature:
College Dean’s signature:
Please attach vitae and return on or before Tuesday, May 17, 2011, by 5:00 pm to:
College or Library Central Office.
Colleges will submit their selected Teacher Scholar by Friday, May 20, 2011, to:
Attn: Pamela Stacks, Graduate Studies and Research, extended zip 0025, Adm 223.
* A kick-off meeting of the Teacher Scholars will occur in May 2011 and selected readings will be provided for the Teacher Scholars to consider over the summer.
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