Program Grade Designations and Academic Progress Policies

Current Assessment Designations

• CR (Credit) 

• NC (No Credit) 

• P (Pass) - for successful completion of zero-credit requirements 

• NP (No Pass) - if requirements for zero-credit courses are not met 

• W (Withdrawn) - for courses dropped after the end of the 100% refund period but before the end of the sixth week of the quarter. If a student drops a class after the quarter starts and before Friday of week 6, the student will have a Withdrawn (W) on record. 

• WNC (Withdrawn No Credit) - for courses dropped after the end of the sixth week of the quarter. If a student drops a class after the Friday of week 6 and before the end of the quarter, the student will get a Withdrawn – No Credit (WNC). This will count against the student’s satisfactory progress (SAP)

• AU (Audit) - for courses that are audited officially 

• INC (Incomplete) - if course requirements are not met by the end of the term of enrollment and the instructor approves of the INC 

Incompletes (INC)

Incomplete (INC) Grade Policy

Purpose

Per University policy 5.227, A grade of incomplete ‘INC’ indicates that a student has not completed all course requirements in the expected timeframe, as established in the course syllabus. The purpose of this policy is to establish guidelines for the assignment and resolution of an Incomplete (INC) grade in the Clinical Mental Health Counseling (CMHC) program, ensuring clarity, fairness, and consistency.

Definition

An Incomplete (INC) grade may be assigned when a student is unable to complete course requirements by the end of the term due to extenuating circumstances (e.g., illness, family emergency), and the majority of coursework has been satisfactorily completed.

Eligibility

The student must have completed at least 60% of the coursework.

The student must be in good academic standing in the course at the time of the request.

Approval of an Incomplete grade is at the sole discretion of the course instructor and is not guaranteed. The instructor may deny the request if the student has not met eligibility criteria or if the remaining work cannot reasonably be completed within the time allowed.

Request Process

The student must submit a written request to the course instructor before the end of the term via email.

If approved, the instructor and student must complete an Incomplete Agreement Form outlining the work to be completed and the deadline (not to exceed one academic term).

Resolution of Incomplete

The student must submit all outstanding work by the agreed-upon deadline.

Once completed, the instructor will submit a final grade to replace the INC.

If the work is not completed by the deadline and no extension is granted, the INC will convert to a failing grade (No Credit--NC).

Exceptions

In rare cases, an extension may be granted with documented justification and approval from the Department Chair.

Policy Review

This policy is reviewed annually by CMHC faculty in alignment with institutional grading policies.

Satisfactory Academic Progress (SAP)

These standards help students assess their ability to be successful in their academic program: progressing at a reasonable rate, retaining eligibility for financial aid, and completing the program within the maximum time allowed. Students must meet both term-based and cumulative academic standards that are based on the percentage of attempted credits that are completed successfully. The cumulative calculation includes any accepted transfer credit as both attempted and completed. See the AUS Catalog for more information. 

Minimum Standard for MA students

First term: 50% term-based and cumulative attempted credits. All subsequent terms: 75% term-based and cumulative attempted credits. P, NP, INP and AU are excluded from a student’s Satisfactory Academic Progress evaluation. Courses assigned NC, INC, W and WNC are evaluated as attempted but not earned. 

In other words, if a student takes three 3-credit courses in the 2nd quarter, and the student receives a CR in two courses and an NC, INC, W or WNC in the third course, the student will be put on Academic Warning because the SAP is 66% that is below the 75% threshold. At that point, the student would need to get the completion rate up to 75% by the end of the next quarter or else the student will be withdrawn from the program (unless the student appeals within 5 days of being notified and the student successfully appeals). 

Academic Grievance Procedure

Clear, effective communication is an element critical to the many relationships that support student success in CMHC and Antioch University in general. For faculty, supervisors and students, the best first recourse is always to address a concern directly. If, however, support is required to efficiently resolve an academic (or non-academic) issue, Antioch University has a formal grievance procedure in place. You can access the Student Grievance Policy (Policy 6.109) from among AU Student Policies on the AUS website's Student & Campus Resources. 

Training And Teaching Philosophy

The educational philosophy of the MA in Counseling, CMHC Program is based on a model of adult learning that is student-centered and competency-based. The student-centered aspects of this model emphasize establishing learning environments characterized by collaboration, self-direction, and self-reflective practice. The competency-based aspects of this model entail a systemic approach to knowledge and skill acquisition that involve a continuous and recursive application of the following steps: 

1. Setting clear goals for competency acquisition 

2. Establishing a climate of mutual learning 

3. Facilitating learning activities 

4. Applying knowledge and practicing skills 

5. Evaluating competency attainment 

6. Assessing overall learning outcomes leading to additional goal-setting for further competency development

The steps in this competency-based learning system are embedded throughout the curriculum and constitute some of the key elements in the MA in Counseling CMHC program’s mastery system of competency development. This learning system constitutes a mastery model of development because it provides a clear framework for students to work toward competency by using the ongoing feedback they receive to continue their self-improvement until they either (a) acquire competency or (b) determine that mastery is not possible for them. 

Team-Based Approach and Faculty Consultation

To best support students, the faculty work as a unified team, assessing student progress together and consulting on how to ensure mastery of the material. Students can expect instructors to engage with academic advisors regularly, to discuss the learning needs and progress of advisees. Faculty discuss student progress at faculty meetings and pass this feedback along to students as needed.

Competency

AUS does not use a letter or numerical grading system. Students instead receive a narrative assessment at the completion of each course, written by the course instructor. Narrative assessments communicate three key aspects about a student’s learning: (1) the competency attainment level the student achieved; (2) the Primary Document Demonstrating Competency (key performance indicator) (i.e., a paper, journal, or some other form of demonstration); and (3) a narrative summary of the student’s strengths, areas for improvement, and other relevant comments about the student’s learning. 

The student learning domains provide an overall focus to the curriculum as well as to student assessment. Competency benchmarks for the student learning outcomes are woven into the curriculum and measured via the following competency definitions: 

Student Assessment

In order to be granted credit for a specific course, students must demonstrate an overall “Required Competency.” In order to successfully move into practicum, students must demonstrate an overall “Intermediate Competency” in at least 50% of courses/learning assessments on their plan of study, and in order to successfully graduate the student must demonstrate an overall “Intermediate Competency” in at least 75% of course/learning assessments for their core curriculum. These standards include Abnormal Psychology, writing courses, and courses taken at other institutions. If students do not meet this requirement, they may be withdrawn from the program. 

A comprehensive student review by the faculty occurs at early and midpoints in a student’s progress through the curriculum. If the student falls below competency standards, a Student Development Plan (SDP), will be implemented, in collaboration with their advisor, to map out specific steps toward academic improvement. 

Depending on the reasons for failing a course, or not meeting the 50% and/or 75% “Intermediate Competency” level mark, a student might be required to retake a class, to do additional learning in an area assessed at a lower competency level, or in some cases to take a leave of absence to deal with personal issues, which under certain circumstances might include involving themselves in their own personal counseling. 

In addition to the competencies specific to each course, students are also evaluated on five areas of Professional Core Competencies (PCC), with subsidiary Skill or Knowledge Domains (SKD), to be demonstrated in each course and throughout their graduate counseling experience with peers, faculty, clients, and colleagues.

The five Professional Core Competency areas are:

CMHC Narrative Student Assessment Professional Core Competencies

The subsidiary domains are focused on the types of skills or knowledge that CMHC students must develop. These are: a) Conceptual, b) Perceptual, c) Executive, d) Evaluative, and e) Professional

APA Writing Standards

Students in the MA Clinical Programs are expected to be able to write in a scholarly manner that meets APA style and composition standards. Accordingly, all students enrolled in these programs are assessed for their writing ability as part of the application process. 

For those Counseling Program Residential students whose writing assessment indicates that they could benefit from additional development in this area, there will be a required writing class during their initial quarter: either WRTG6060 Inquiry and Research or WRTG6110 Writing in Psychology. These courses offer individual support and tools for first year graduate students’ scholarly writing and can be used toward elective credits. 

For the Counseling Program Low Residential program students whose writing assessment indicates that they could benefit from additional development in this area, there will be a required writing class during their initial quarters: Summer term WRTG6111 and fall term WRTG6111. These courses offer individual support and tools for first year graduate students’ scholarly writing and can be used toward elective credits. 

Throughout the program, instructors may require a student to utilize the support of the Writing Center if the student’s writing is interfering with adequate participation in learning activities or a student is making insufficient progress on APA academic writing. 

For more information about the AUS writing lab serves, please check out:

https://www.antioch.edu/departments/writing-centers/aus-teaching-learning-center/writing-lab/

Graduation Requirements

For information specific to the Art or Drama Therapy Programs, please see those sections of the handbook

The MA in Counseling Program is based on a mastery model of education. As such, the MA in Counseling program supports and expects its students to acquire the necessary clinical competencies needed in order to become effective beginning-level Clinical Mental Health Counseling professionals.

 Credit Requirements

In order to earn a Master’s in Arts (M.A.) degree in Counseling (CMHC), the student is required to complete 90 graduate credits. Since students are free to make their own schedule, time to graduation varies from 2.5 to 6 years. The average degree time is 3.0 to 3.5 years. 

Application for Graduation

The term before you plan on graduating, be sure to meet with advisor to go over information. In addition to this advising meeting, the following steps should be followed: 

Anticipated Graduation Date (AGD) of SU22-SU23 Process:

1. Student sets their Anticipated Graduation Date (AGD) via their AUView account (SU22, FA22, WI23, SP23, SU23)

2. Student Applies for Graduation https://www.antioch.edu/departments/registrar/graduation/ and on MyAntioch on Gradution tab. 

3. Student Applies for Tickets for Graduation https://docs.google.com/forms/d/e/1FAIpQLScCgNG15K7evpgGeWKAUWw-Pt5NlVxWSHCWxID-4_gAGQIAXw/viewform

4. Student purchases AUS CMHC Regalia at Jostens https://www.jostens.com/apps/store/customer/1118567/Antioch-University/?rc=150

5. Student contact for General Questions about Commencement CFT/CMHC/AT/DT Program Contact: Michelle Honey – mhoney@antioch.edu

6. Student Official transcripts can be ordered through the National Student Clearinghouse at http://www.studentclearinghouse.org/.

7. AU Registrar completes Degree Audit based on AGD and if the student is still taking courses, confirms AGD based on completion of their "outstanding" courses 

8. Advisor confirms with the Registrar (cc's Advisee) that they have reviewed their Advisee's DAR (in AUView) as a part of their Graduation Application and acknowledges that the Advisee will graduate based on the AGD of SU22-SU23.

ENDORSEMENT POLICY

The MA in Counseling, Clinical Mental Health Counselor faculty only endorses a graduate for a position, license, or credential for which the graduate has been prepared. An endorsement granted after successful completion of the CMHC program means the individual has completed all didactic and experiential course work, including practicum and internship, all under Antioch University faculty supervision. This endorses that the student’s performance has been sufficient to ensure that the candidate possesses the skills and competencies necessary for ethical provision of services to clients in the setting for which endorsement is made. Completion of all requirements means that the candidate has completed the appropriate hours in the Master’s Degree Program. 

Before endorsement is granted to any student, faculty thoroughly check a student’s records to ensure the individual has graduated, maintained satisfactory evaluations in coursework, completed all requirements, and/or is seeking endorsement only for a position or credential for which he/she has been prepared. 

The program faculty will not give “crossover” endorsements. For example, if a student graduates from the CMHC program within the School of Applied Psychology, Counseling, and Family Therapy, the CMHC faculty cannot provide either verbal or written endorsement for the student for a position as a Marriage and Family Therapist, even if the student has completed courses that would entitle him/her to be licensed as such. Antioch University faculty members urge practicum and internship site supervisors to follow this policy. Students should be aware of this policy and seek endorsement only for employment and credentials that are appropriate given their training, coursework, and supervised experiences.