Student Review Committee
I. Composition of Student Review Committee (SRC)
The SRC consists of four faculty members in the Master of Education in Teaching Program (hereafter, Program). At least two SRC members are tenure-track faculty. The other SRC members may be non-tenure track faculty. Collectively, the SRC shall have knowledge and experience in the Program. Each year, faculty in the Program, in conjunction with the Department Chair, determine who will serve on the SRC. The term of service is two years, and two of the terms will be staggered relative to the other two terms. Reasonable provisions, such as identifying an acting or substitute SRC member, shall be made in the event that a current member of the SRC is unavailable or if a conflict of interest exists. SRC members can serve an unlimited number of consecutive terms as long as faculty and the Department Chair concur, each year, when the Program forms or reforms committees - typically, at the beginning of each fall semester.
II. Functions of the SRC
The SRC reviews a student’s status in the Program when concerns about a student’s progress are communicated to the SRC. These concerns pertain to one or more of the following - student performance in courses, student performance in field experiences, student performance on products required for midpoint and final program checkpoint, or professional dispositions. After reviewing the concerns, the SRC prescribes a course of action to address those concerns. Typically, such concerns arise during a student’s program either In an ongoing manner, or At formal checkpoints, that is, at mid-program and end-of-program
In an ongoing manner, or
At formal checkpoints, that is, at mid-program and end-of-program
Note: The SRC serves to address substantive concerns rather than all concerns. Indeed, most concerns that arise can and should be managed successfully without SRC involvement.
III. Operating Procedures to Address Concerns Arising in Ongoing Manner
As part of the Program’s system for identifying and managing concerns that arise at any point in a student’s program, a student’s cohort coordinator(s), field supervisor, course instructor or faculty-staff member (hereafter, concerned individual) may request SRC assistance. The concerned individual should deal directly with the student before formally seeking SRC assistance. Another reasonable action at this point is to contact the student’s cohort coordinator(s) so that the concerned individual, the student, and the cohort coordinator(s) are aware of the issue. If the issue is resolved, no further action is necessary. If the issue remains unresolved, then the concerned individual submits a letter to the SRC. This letter should be addressed to the student, with cc: to the student’s cohort coordinator(s) and SRC. The letter should describe the specific concerns, as well as contain a statement that indicates that the concerned individual has previously communicated these concerns to the student before seeking formal assistance via the formal letter to the SRC. The concerned individual provides copies of the letter to the student and the student’s cohort coordinator(s), in addition to submitting the letter to the SRC. After receiving the letter, the SRC gathers any additional relevant information (e.g., grades, field evaluations, instructor feedback, professional dispositions forms, input from people), if needed, and clarifies the concerns. The SRC then discusses the concerns with the student, the student's cohort coordinator(s) and the concerned individual (i.e., relevant faculty/staff who raised the concern). The courses of action at this point may include, but are not limited to, the SRC:
Providing the student with guidelines, which become part of the student's program, for addressing the concerns, as well as identifying consequences for meeting or failing to meet the guidelines
The advisor, SRC, and Department Chair should execute these procedures, as necessary, in a timely manner. Specifically, in cases where the student is directed to withdraw from the program, or when the student is dismissed from the program, the aforementioned parties should work to provide notice to the student such that: (a) the student can withdraw for the subsequent semester, without penalty, if the student has already registered for that semester; or (b) the student does not register at all for the subsequent semester.
Dismissal/Otherwise Ending the Program for Shortcomings at Program Checkpoints. In some cases, it is possible that the SRC could recommend that a student be dismissed from the program based on failures to meet requirements at mid-program and end-of-program checkpoints. In general, such a serious recommendation should be based on multiple (rather than a single) failure(s) on the part of the student to meet or exceed checkpoint requirements. As with other dismissal actions, the Department Chair will construct and send the dismissal notice to the student with a cc to the student's cohort coordinator(s) and the Graduate Division.
IV. Note on Meeting GPA Requirements
In cases where a student’s GPA falls below minimum requirements for the Program, the College of Education, the Graduate Division, or the University, the student is subject to standard procedures and sanctions. Recommendations of the SRC cannot negate minimum GPA requirements. Likewise, recommendations of the SRC cannot negate the Program, College of Education, Graduate Division, or University sanctions that occur when a student fails to meet minimum GPA requirements.
V. Acknowledging Students’ Accomplishments
Program faculty/staff who note that a student has demonstrated outstanding performance, in an ongoing manner, or at mid-program or end-of-program checkpoints should notify the SRC and Department Chair via email. The Department Chair will send a suitable letter of acknowledgement to the student. The letter may be signed by the Department Chair, student’s cohort coordinator(s), SRC members, and/or members of the faculty/staff of the Program, as deemed suitable.