POLICIES AND PROCEDURES FOR COURSES
IN THE SCHOOL OF EDUCATION*
1. GRADING SCALE:
| Letter Grades |
Percentage Range |
Grade Points |
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
F |
93 - 100%
91 - 92%
89 - 90%
86 - 88%
84 - 85%
82 - 83%
79 - 81%
77 - 78%
75 - 76%
72 - 74%
70 - 71%
0 - 69% |
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.7
0.0 |
A grade below 77 is considered a failing grade for graduate courses. No D’s are given in graduate programs.
2. PROFESSIONAL BEHAVIOR/DISPOSITIONS:
Students are responsible for all content and assignments for each
class. They are expected to demonstrate professional behaviors
consistent with the following dispositions:
• The belief that all students can learn.
• Value and respect for difference.
• Value of positive human interaction.
• Intellectual curiosity and willingness to learn new knowledge.
• A commitment to inquiry, reflection, and self-assessment.
• Value of responsible, collaborative, and cooperative work.
• Sensitivity to community and cultural context.
• Responsible and ethical practice.
3. ATTENDANCE: Class attendance
and punctuality are expected professional behaviors. Students are
responsible for meeting the specific attendance requirements as
outlined in the syllabus for each course. A student may receive a
“WA/F” for excessive absences, based on the class
attendance requirements specified in the syllabus.
4. MAKE-UP EXAMINATIONS AND QUIZZES:
If a quiz or examination (other than the final examination) was missed
for a legitimate reason, as determined by the professor, the professor
has the discretion to administer a make-up examination. It is the
responsibility of the student to make arrangements for the make-up.
5. DUE DATES: Due dates
for course assignments, as well as scheduled quizzes and exams, are
listed in the syllabus. Any changes will be announced in class.
Consequences related to late materials are determined by the professor.
6. FINAL EXAMS: The final exam
for each course (which may be in the form of an examination,
performance, or project) will only take place during the period
scheduled for the final exam for that course. (Undergraduate
students who have more than two final exams scheduled on the same day
may arrange for an alternate time for one final exam through the Office
of the Undergraduate Dean.) Graduate students have their own schedule
and they need to go through the Graduate Dean for changes.
7. PAPERS: Papers will be word
processed using the style of the Publication Manual of the American
Psychological Association (most current edition).
* Applies to all EDEE and EDFS courses and all PEHD teacher education courses above the 200 level.
8. HONOR SYSTEM: All courses in
the School of Education are conducted under the Honor Code of the
College of Charleston. The Honor Code specifically forbids lying,
cheating, attempted cheating, stealing, attempted stealing and
plagiarism. Students at the College are bound by honor and by their
acceptance of admission to the College to abide by the Code and to
report violations. As members of the College community, students are
expected to evidence a high standard of personal conduct and to respect
the rights of other students, faculty, staff members, community
neighbors, and visitors on campus. Students are also expected to adhere
to all federal, state, and local laws. Faculty members are required to
report violations of the Honor Code or Code of Conduct to the Office of
Student Affairs. Conviction of an Honor Code violation in a class will
result in the grade of “XF" for the course.
9. ADA ACCOMMODATIONS: In
compliance with the Americans with Disabilities Act (ADA), all
qualified students are entitled to “reasonable
accommodations.” The instructor must be notified during the first
week of class of any accommodations needed.
MISSION
The mission of the School of Education at the College of Charleston is
the development of educators and health professionals to lead a diverse
community of learners toward an understanding of and active
participation in a highly complex world.
Our mission is to be a community of diverse teacher leaders who ensure
exemplary learning and wellness opportunities for all individuals.
These opportunities are created by professionals who can MAKE THE
TEACHING - LEARNING CONNECTION through these abilities:
• Understanding and valuing the learner;
• Knowing what and how to teach and assess and how to create an environment in which learning occurs;
• Understanding ourselves as professionals.
MAKE THE TEACHING AND LEARNING CONNECTION
The mission is further defined through elements of teacher competency that organize standards of effective teaching.
Element of Teacher Competency 1: Understand and value the learner
Standard I: Evidence theoretical and practical understanding of the ways learners develop
Element of Teacher Competency 2: Know what and how to teach and assess
and how to create an environment in which learning occurs.
Standard II: Demonstrate understanding and
application of the critical attributes and pedagogy of the major
content areas.
Standard III: Evidence a variety of strategies that optimize student learning
Standard VI: Demonstrate an understanding of the
continuous nature of assessment and its role in facilitating learning
Element of Teacher Competency 3: Understand oneself as a professional
Standard IV: Participate in informed personal and
shared decision making that has as its focus the enhancement of
schooling and the profession
Standard V: Communicate effectively with students, parents, colleagues, and the community
Standard VII: Show an understanding of the culture
and organization of schools and school systems, and their connection to
the larger society
College of Charleston
School of Education
Charleston, South Carolina 29424
http://www.cofc.edu/SchoolofEducation
Revised and approved by SOE faculty 3/06.