Candidate (Student) Policies

007.1 Academic Advising

All candidates in the School of Education are assigned a faculty advisor.  Candidates have a right to request a change of academic advisor.

Undergraduate candidates are assigned academic advisors based on the major chosen.  Advisors function as academic guidance counselors to help students to schedule their courses, to learn how to follow academic rules and regulations, and to make decisions regarding their future.  Undergraduate and graduate candidate advising for School of Education candidates is directed by the Andrews University Working Policy (2:650:1).

Graduate candidates are normally assigned an academic advisor during their first semester of registration.  The advisor counsels the candidate about academic requirements and expectations and helps the candidate to develop a course plan that meets these requirements.

007.2 Candidate Counseling Services

Candidates in the School of Education are eligible for services provided by the Andrews University Counseling and Testing Center.  Counseling services include but are not limited to career counseling, personal/emotional counseling, educational counseling, marital/premarital counseling, and substance abuse counseling.  Testing services include GRE, PRAXIS, TOEFL, and other national tests.

007.3 Candidate Rights Regarding Educational Records

The School of Education, along with Andrews University, complies with both state and federal law by allowing candidates the opportunity to review their educational records and by protecting the privacy of those records.  (See “Right to Access to and Privacy in Educational Records,” Student Handbook.)

007.4 Candidate Complaint Procedure

If a candidate feels that his/her academic rights have been violated, he/she should speak directly with the relevant professor.  If the candidate is unsatisfied with the professor’s response, he/she may appeal to the department chairperson. Following a decision by the department chairperson, the candidate (or professor) may appeal to the appropriate academic dean, followed by an appeal to the Office of the Provost (based on 2010-2011 Student Handbook).

007.4.1 Resolution of Grade Complaints

In keeping with the Andrews University Working Policy (2:437:6), candidates who dispute a grade received for a course (providing that the candidate believes the grade was assigned as a result of carelessness, arbitrariness, or capriciousness) should seek a resolution within one semester through the following steps:

  1. The candidate should seek a resolution in person with the instructor of the course.  If this does not result in a satisfactory resolution, the candidate may seek resolution through the instructor’s immediate supervisor.
  2. If this step fails to resolve the dispute, the candidate may file a written grade complaint with the instructor’s immediate supervisor, normally the department chair.  The immediate supervisor must render a written report of his/her findings within a week.
  3. A candidate who does not receive a report or remains dissatisfied may file a written grade grievance with the Dean of the School of Education. 
  4. After reviewing all the facts about the case, the Dean may choose to issue a final decision in the case or appoint a Grade Review Committee of three faculty members, who will investigate the matter and recommend a resolution to the Dean.
  5. The Dean will then issue a final decision, taking into account the recommendations of the Grade Review Committee.
007.4.2 Resolution of All Other SED Complaints

Candidates should follow this protocol in dealing with other complaints:

  1. If applicable, the candidate may wish to first consult with his/her instructor or advisor.
  2. If the instructor or advisor is unable to resolve the complaint, the candidate may discuss it with the department chair.
  3. If the issue is still unresolved, the candidate may submit a written complaint to the SED Dean.
  4. If the issue remains unresolved, the candidate may discuss the matter with the Provost who will provide a written decision which will be considered final.
At any point in the complaint process a candidate may consult with either of two University Ombudspersons whose role is to facilitate understanding, communication, and resolution of conflicts.  They may help by identifying and explaining relevant university policies, procedures, and problem-solving channels.  The Ombudspersons will also help the candidate to explore options or help identify University programs and resources that might be of benefit.  The Ombudspersons do not get involved in:
  1. Legal advice or legal representation
  2. Non-University related disagreements or problems
  3. Filing grievances or making formal complaints
  4. Representation of candidates in formal University procedures.  (See “Ombudspersons” in the current Student Handbook.)
007.4.3 Record of Formal Appeals

The office of the Dean of the School of Education keeps a record on file of formal appeals that have arisen in the SED.

007.5 SED Policy on Grading

The School of Education abides by the grading system used by Andrews University, as outlined in the Andrews University Working Policy (2:437).

007.6 Professional Dispositions

The School of Education seeks to prepare candidates with essential dispositions for successful professional work.  All candidates for professional fields in education will be evaluated on the following eight professional dispositions as determined by the SED faculty:

The Educational Professional…

    1. Believes that all students can learn, demonstrated by actions such as showing respect, supporting incremental learning, speaking often of students’ ability to learn, ensuring that each student is given reasonable opportunities to learn, supporting teachers in their efforts to help students learn, and showing patience and seeking support for even the most difficult student or for teachers who are dealing with them.
    2. Values fairness, demonstrated by actions such as treating others equitably, seeking to understand others’ needs, trying to respond to requests, showing no discrimination, and using consistent processes and policies to ensure fair treatment of others.
    3. Values respectful communication, demonstrated by actions such as using appropriate oral or written communication skills; listening thoughtfully to others’ views, including opposing ones; modifying writing and speaking to be more accurate and effective; using appropriate tone and affect in communication; demonstrating appropriate levels of self-disclosure; interacting positively with others, with corresponding body language; and initiating communication to resolve conflict. 
    4. Values diversity, demonstrated by actions such as building trust between students and colleagues, interacting in ways that recognize the worth of all individuals, validating the uniqueness and strengths of each individual, soliciting those who may be under-represented, welcoming and trying to understand diverse views to gain a more comprehensive understanding, and using diverse views and differences to facilitate group growth.
    5. Recognizes personal leadership responsibility, demonstrated by actions such as being aware of one’s positional and personal influence on others; taking initiative; following up well; developing one’s own voice and opinion; planning, prioritizing tasks, and managing time effectively; pursuing excellence for self and others; and demonstrating flexibility.
    6. Values personal and professional growth, demonstrated by actions such as seeking opportunities to learn new skills and knowledge; wanting to improve performance; seeking and using feedback; demonstrating spiritual, physical, mental and emotional balance; securing and using a range of personal and professional resources (books, Internet, articles, etc.); and reflecting on professional experiences.
    7. Is committed to inquiry, demonstrated by actions such as manifesting inquisitiveness and academic curiosity, asking questions, soliciting opposing views, tracking down information, and engaging in research (primary and secondary). 
    8. Is committed to service, demonstrated by actions such as engaging in activities that will benefit others, seeking to understand others’ needs, trying to respond to requests, and being involved in professional organizations (Approved by SED faculty February 9, 2010).

Candidates will be oriented to professional dispositions in the earliest introductory coursework in their programs (e.g., EDTE165 Philosophical and Social Foundations of Education, EDAL500 Administration Orientation) and will be made aware that they will be assessed on these dispositions multiple times throughout their programs.

In addition to these eight dispositions, School of Education programs may choose to add other relevant dispositions on which to evaluate their candidates.

007.6.1 Evaluation of Professional Dispositions

To assist candidates’ growth in these dispositions, all candidates are regurlarly assessed. The timing for these assessments varies by program. Generally, candidates are assessed at program entry, at regular intervals throughout the program, and at program completion.  In addition, dispositions may be assessed and reported on when candidates have engaged in specific instances of unprofessional behavior.

007.7 Candidate Plans for Improvement

Any candidate who receives a rating below the Satisfactory level (less than 3 on the 5-point scale) on any disposition will be expected to develop an intervention plan, in collaboration with the advisor and/or supervisor, using the "Candidate Plans for Improvement" form.  This applies both to regular (scheduled) dispositions evaluations and cases when candidates have engaged in specific instances of unprofessional behavior.  Improvement will be monitored by the advisor and/or supervisor.  Failure to show progress may result in the candidate’s termination from the program.

007.8 SED Commitment to Candidate Diversity

The School of Education values diversity among its candidates and the students, families, schools, and communities that they serve and will serve.  SED candidates are expected to respect diversity among their fellow candidates, faculty and staff, and the students they serve (see AUWP 1:103).

In matters of recruitment, admissions, and evaluation of candidate performance, the SED does not discriminate against any candidate on the grounds of race, color, creed, national or ethnic origin, gender, marital status, or physical challenge (see AUWP 2:425:1).

Because Andrews University and the SED serve very diverse constituencies (the worldwide Seventh-day Adventist church, conferences across North America, and local communities, both within the church and in the public sector), the SED is committed to preparing diverse candidates to serve in diverse school settings, both within the SDA church and in the public sector.  In keeping with the Andrews University Statement of Mission (AUWP 1:103), candidates will be expected to demonstrate respect for ethnic and cultural diversity in all interactions with faculty, staff, colleagues, and students, in all settings, including in field experience and clinical practice settings.