Handbook of Policies

Table of Contents

Introduction

The Master of Science in Education program has the goal of contributing to the professional growth of teachers and encouraging them to be reflective, competent, and dedicated educators of children in a Christian setting.

The Master of Science in Education degree from Martin Luther College is designed for persons who have an undergraduate degree in education from an accredited college or university. This program is particularly applicable to the elementary (K-8) grades.

This program is not intended for state licensure in any state for any purpose. The purpose of the special education emphasis is to help the generalist teacher work with children in the regular classroom.

Faculty

C. Angell*, J. Brandt*, R. Buelow*, S. Gostchock*, J. Grunwald, D. Heiden*, J. Isch*, J. Juern*, J. Kolander*, K. Kremer*, C. Melendy, R. Menk* ,Lawrence Olson,  G. Pfeifer, L. Plath*, A. Spurgin, C. Whaley, D. Wendler. (*adjunct faculty)

Objectives

Students will demonstrate

• A greater appreciation for the purposes and function of Christian education in the elementary and middle school (K-8).
• Growth in the art and skills of teaching.
• A greater understanding of the learner and the learning process.
• An understanding of the design and construction of curriculum for the elementary school (instruction course option).
• An understanding of and appreciation for the needs of the exceptional learner (special education course option).
• An understanding of and skill in administering an elementary school and supervising teachers (leadership course option).
• The abilities and skills to serve as a resource person for schools in the areas of instruction, special education, or administration.

Goals

Following the completion of the program, students will demonstrate their accomplishments

• By providing leadership and expertise in their school and to other schools
• By a deepened professionalism that demonstrates itself in a willingness to participate in professional organizations and make presentations of their expertise and knowledge
• By being sensitive to the differing needs of children and providing appropriate curriculum, instruction, and assessment responsive to those differences
• By being reflective teachers who understand and use authentic assessment of their own instruction and the learning of their students
• By understanding the Christian life and faith and demonstrating that understanding in their classroom management and discipline
• By seeing God’s work in creation and his will in our lives and showing that work and will in curriculum and instruction
• By being thoughtful consumers of educational research and capable researchers in their own schools and classrooms
• By accepting the privilege of service and by showing that acceptance in their working relationships with colleagues and parents.

Admission Requirements

• An undergraduate degree in education from an accredited college or university.
• An undergraduate GPA of 3.00 or an average of at least 3.00 for no fewer than 12 semester hours of graduate credit at an accredited graduate institution. At the discretion of the Director of Graduate Studies the student may substitute the Graduate Record Examination or the entrance requirement may be waived.
• An official transcript of credit of undergraduate and graduate work.
• Payment of the $35 registration fee.
• A written statement in which the applicant describes his or her views of education and teaching and their goals for the graduate program.
• Special student status

Students may take up to 9 hours of courses before applying for admission to the program. At the end of 9 hours, the student may apply for admission and up to 9 credits may be applied to the appropriate course option.

Special student status is open only to those persons who have an undergraduate degree in education from an accredited college or university. Only persons with such a degree may enroll in graduate courses.

An application for admission to the graduate program is available online at the Martin Luther College website (www.mlc-wels.edu).

Degree Requirements

• completion of all course work
• a cumulative grade point average of 3.00 (B average)
• completion of a capstone project
• a completed application for graduation
• payment of the graduation fee

Time for completion

The student has seven years to complete the program, starting at the time of their acceptance. The student may apply to the Director of Graduate Studies for an extension.

Maintaining active student status

Students who matriculate into this graduate program, but fail to enroll in program course work for a period of two years are automatically dropped from the program. Students whose admission status is terminated because of a two-year lapse in enrollment may apply for readmission. They must meet the current criteria for admission, and if readmitted be subject to the current program policies and degree requirements.

Incomplete Course Work

A grade of incomplete may be assigned when, at the end of the term, a student has not completed all course work. The incomplete must be approved by the student’s advisor and the course instructor. This grade may be given only when the completed work is of passing quality, and, in the determination of the instructor, the student has a valid reason for not finishing the requirements. A first-semester Incomplete must be converted to a permanent grade by mid-term of the second semester, a second semester Incomplete by the end of the summer session, and a summer session incomplete by August 15, or the permanent grade is recorded as an F.

Withdrawal from Courses

Within the first two weeks of the semester (one week in the summer term) and with the approval of the advisor and the Director of Graduate Studies, a student may drop a course. A student may add a course within this time frame, with the approval of the advisor, the Director of Graduate Studies, and the instructor of the course. No courses may be added after the first two days of class in summer sessions. With the approval of the Director of Graduate Studies, a student may withdraw from a course after the first two weeks of the semester (one week in the summer term) and up to two weeks after midterm (up to two weeks in the summer term). The Director will consult with the student’s advisor and the instructor in making a decision. For these courses the student’s record shows W and is not counted in computing the grade point average. An unauthorized withdrawal from a course is recorded as an F. This F is counted in the grade point average.

Appeals

Student appeals regarding decisions or actions by an instructor or an advisor are to be made to the Director of Graduate Studies. Appeals may be made only after the student has discussed the decision or action with the instructor or advisor and the appeal must be made in writing. Appeals of the decisions of the Director of Graduate Studies will be made in writing to an arbitration board appointed by the Director of Graduate Studies and the Vice President for Academics. The arbitration board will make its recommendation to the Vice President for Academics whose decision is final. Appeals regarding dismissal from the graduate program are made to the President whose decision is final.

Transfer Credits

• Transfer credits must have a B or better (no “pass” or “credit” courses accepted).
• Credits will be accepted only from an institution with regional accreditation.
• Courses must be appropriate to the program.
• A maximum of nine credits may transfer into the program.
• Courses taken more than seven years prior to enrollment generally are not accepted as transfer credits.

Program Design

This program contains the following:

1. A core of courses relating research to the principles and practices of elementary education
2. A course option in one of three areas
• Instruction: the development of general understandings and skills of a master teacher
• Leadership: a focus on the roles and functions of a leader in an elementary school and that person’s responsibility for the supervision and improvement of instruction
• Special education: a focus on the curriculum, instruction, and assessment specific to children with special needs.
3. A capstone option for either 3 or 6 credits.

Course Requirements

All courses, with the exception of the capstone options are 3 semester hours.

1. Core Courses
• Required of all students
• EDU5005 Foundations of Educational Research
• Capstone option (3 or 6 credits)
• Two of the following four courses are required (6 credits)
• EDU5001 Issues in Education
• EDU5002 The School as a Learning Community
• EDU5003 Curriculum Design and Implementation (must be taken by students in the leadership course option)
• REL5001 Foundations of Ministry
2. Instruction course option (6 credits)
• Required
• EDU5105 Improving Instruction Methodology
• EDU5106 Assessment of Learning and Instruction
3. Special Education course option. (6 credits)
• Required
• EDU5201 Teaching Children with Learning Disabilities
• EDU5203 Diagnosis and Assessment of Students with Special Needs
4. Leadership course option. (6 credits)
• Required
• EDU5301 Educational Leadership
• EDU5302 Supervision of Instruction
5. Electives for all course options (15-18 credits)
• EDU5101 A Balanced Approach of Reading Instruction K-8
• EDU5102 Integrating the Language Arts
• EDU5103 Improving Mathematics and Science Instruction
• EDU5004 Family Issues in Education
• EDU5010 Diversity Issues in Education
• EDU5011 Classroom Research
• EDU5104 Enhancing Curriculum with Technology
• EDU5105 Improving Instructional Methodology (elective for leadership and special education)
• EDU5106 Assessment of Learning and Instruction (elective for leadership and special education)
• EDU5107 Cognitive Psychology
• EDU5108 Developmental Psychology
• EDU5201 Teaching Children with Disabilities (elective for leadership and instruction)
• EDU5202 Behavioral and Emotional Disabilities
• EDU5203 Diagnosis and Assessment of Students with Special Needs (elective for leadership and instruction)
• EDU5204 Diagnosis and Remediation of Reading Difficulties
• EDU5205 Communication Disabilities
• EDU5206 Teaching the Gifted
• EDU5301 Educational Leadership (elective for instruction and special education)
• EDU5302 Supervision of Instruction (elective for instruction and special education)

Characteristics of the Courses

Courses in the master’s program typically run for one semester during the academic year. In the summer term on- or off-campus courses run for three weeks; online courses in summer run from June through July.

Individual courses in the master’s program can vary in requirements, the manner in which the course is conducted, the time arrangement, and the assignments. There are, however, four common characteristics:

• Each course is designed to be experiential, that is, the student will typically engage in some assignment or activity that relates to either classroom teaching or administrative/leadership responsibilities. These experiential activities should relate to current student activities.
• Each course includes some kind of research issue or requirements. This may relate to the ability to read and interpret research in the content areas of the course or the ability to conduct simple research.
• Each course requires writing skills commensurate with graduate work. All courses use the current edition of Publication Manual of the American Psychological Association as the standard for writing and formatting written assignments.
• Each course includes a reading list appropriate to graduate work.
• Graduate faculty may vary courses as to the time frame of the course and manner in which the course is conducted. Major variations should be cleared with the Graduate Council.

Delivery

This master’s program may be offered in three formats: (1) on-campus courses in New Ulm; (2) off-campus or extension courses at various places in the United States; (3) web-based distance learning courses. The distance learning courses use current technologies and practices.

A schedule of courses together with applications for enrollment in courses will be posted on the Martin Luther College website: www.mlc-wels.edu.

Minimum Enrollment

A minimum enrollment of four is generally required for courses to be offered. The capstone project is an exception because it is an individual activity.

Course Listing

EDU5001 Issues in Education This course is an overview of the critical issues that have and are affecting public and private education. The instructor will select from the following: American pluralism/multiculturalism and the common school ideal, demographic shifts and their effects on education, outreach and evangelism, marketing the school, choice proposals and vouchers, economic issues, competition for students, high-stakes testing and assessment, standards-based education, and others. The focus on the course will be to help teachers and principals understand the research related to these issues and be knowledgeable and reflective on their effects on Lutheran education.

EDU5002 The School as a Learning Community This course is a study of the relationship of a school’s philosophy to its practice and how it affects curriculum and instruction. The role of staff development, strategic planning, internal and external relationships, group dynamics, team building, and managing change as these relate to curriculum, instruction, and leadership style in the school will be discussed.

EDU5003 Curriculum Design and Implementation This course includes an examination of how content knowledge is created, organized, and linked to other disciplines and applied in an elementary/middle level classroom. Standards-based curriculum design, curriculum mapping, and practical processes for integrating curriculum development into the normal cycle of teacher and school activity are emphasized.

EDU5004 Family issues in Education This course selects from the following topics: cultural influences on families, demographic changes in families, divorce and its effects on learning, child abuse and neglect, understanding family systems, generation theory and young parents, school/home partnership, family ministry, crisis intervention, and reaching out to non-member families.

EDU5005 Foundations of Educational Research Understanding quantitative and qualitative research and the critical analysis and application of such research to educational issues. Includes such topics as measurement theory, research designs, sampling, appropriate statistical analyses, developing research problems and hypotheses, and the use of variables in research. Prerequisite for EDU5011 Classroom Research.

EDU5010 Diversity Issues in Education Issues in schools and classrooms that affect persons from diverse groups [defined as minorities, persons of color, economically disadvantaged, historically subject to racism or discrimination], using historical, communication, value, and intercultural perspectives; historical and contemporary understandings of diversity, multicultural, and multiculturalism.

EDU5011 Classroom Research Development of skills for planning and completing a systematic action research inquiry into classroom practice, including analysis of practice, review of relevant literature, plans for change, implementation of the action research, and evaluation. Students will acquire a foundational knowledge for conducting action research.

EDU5101 A Balanced Approach to Reading Instruction The theory and best practices of teaching reading. Emphasis on the organization of a research-based, developmental reading curriculum. Topics include current teaching strategies, emergent literacy, vocabulary development, comprehension strategies, study skills, development, balanced instruction, national and state standards, and assessment.

EDU5102 Integrating the Language Arts Curricular and methodological issues of language arts based on current research. Uses national and state language arts standards to examine best practices for language arts instruction. Emphasis on the integration of the language arts components: reading, listening, speaking, viewing, and visual representation.

EDU5103 Improving Instruction in Mathematics and Science The teacher’s role in inquiry teaching and problem solving; the current science and mathematics curriculum; resources for teaching science and mathematics in the elementary school; state and national standards-based curriculum and instruction.

EDU5104 Enhancing Curriculum With Technology Teachers will develop an understanding of the variety of ways curriculum content and instruction can be improved using teaching and learning strategies including technology in language arts and reading, mathematics, science, and social studies.

EDU5105 Improving Instruction Methodology This course equips participants to lead staff development initiatives within elementary schools. Attention is given to research on effective teaching practices, brain research and its impact on instruction, multiple intelligence theory, learning styles, differentiated instruction, and practical approaches for presenting these practices to teachers.

EDU5106 Assessment of Learning and Instruction The design and application of appropriate learning assessment strategies that consider the pedagogical intent, state, federal, and subject standards, and the diversity of the students. Teaching theory and practice will be viewed in the context of student learning assessment.

EDU5107 Cognitive Psychology Cognitive perspectives on perceptual, motor, intellectual, and language development; biological bases of each, and applications to teaching and learning

EDU5108 Developmental Psychology An intensive examination of the etiology of child and young adolescent behavior, language development, perceptual development, social development, and moral development with applications to teaching and learning.

EDU5201 Teaching Children with Learning Disabilities This course is a survey in the field of learning disabilities and is designed for educators and administrators. The course addresses the theoretical foundation and the practical issues in the field of learning disabilities. Topics include the following: characteristics of children with learning disabilities, assessment of specific learning disabilities, strategies that help children with learning disabilities, and contributions from other disciplines.

EDU5202 Behavioral and Emotional Disabilities This course provides teachers of emotionally/behaviorally disordered students with an understanding of and practice with techniques derived from ecological, behavioral, and educational models for classroom interventions, as these models are interpreted and understood from a scriptural viewpoint.

EDU5203 Diagnosis and Assessment of Students with Special Needs administration and interpretation of standardized instruments used in the identification of students with developmental disabilities, physical/health disabilities, emotional/behavioral disorders, and learning disabilities. Includes laws governing assessment in special education, standards of professional practice, standardized and teacher-developed assessment procedures, and psychometric theory.

EDU5204 Diagnosis and Remediation of Reading Difficulties Causes, diagnosis and assessment, prevention and correction; intervention practices useful to the classroom teacher and special teacher of reading. EDU5205 Communication Disabilities Historical and current issues related to education of individuals who have communication disabilities, including the deaf or hard of hearing, with implications for classroom teaching and mainstreaming.

EDU5206 Teaching the Gifted Theories of giftedness and talent development; with considerations for instructional strategies, diversity, and technological issues; and implications for educational practices and psychological inquiry.

EDU5301 Educational Leadership This course provides an overview of school leadership in Lutheran elementary schools, including such topics as the biblical model of servant leadership, leadership aptitudes, personal leadership profile, team leadership and its application in the congregational setting, and the role of principal and pastor in relation to the Lutheran elementary school.

EDU5302 Supervision of Instruction This course examines supervisory theory and provides a framework for matching supervisory approach to teacher need, preference and career stage. Techniques for effective observation and collection of meaningful data are presented and practiced. The distinction between formative and summative evaluation and the need for both are emphasized. Students are equipped to apply developmental philosophy to supervisory relationships.

REL5001 Foundations of Ministry This course is a discussion of the theological foundations of church and ministry and how these principles apply to the work of a teacher and those who serve as leaders and administrators in schools. The course includes such topics as biblical authority in a changing world, the Great Commission of church and school, understanding and articulating the Christian worldview, leadership and servant hood in the church, shared ministry in church and school, and preparation for service in the church. The student should through this course develop a personal philosophy of the practice of ministry.

EDUXXX Capstone project 3-6 credits Students will select from five different projects: (1) Research, (2) Curriculum Development, (3) Literature Review, (4) Internships, or (5) Field Project. A complete description of these capstone experiences can be found in the policy guide for the graduate program.

Capstone Project

Guidelines

Students in the Master of Science in Education degree program must choose one of the five capstone projects. Students may earn from three to six credits through the project.

The quality of the project must meet the expectations required for graduate study. It is the responsibility of the student, the student’s advisor, and the review committee to assure that these quality standards are met.

The student must present a proposal (three to five pages, APA format) for the specific project to an appointed review committee and receive approval for the proposal one semester before the student is scheduled to begin the project.

The proposal would include the following:

The type of capstone project (see below)

• A rationale for the project: its significant and potential impact
• Its relationship to the goals and objectives of the Master of Science in Education degree program
• A time line for the project
• An overview of the project
• The kind of assessment for the project
• Any specific details (see the description for the internship and the field project)

Any project that involves research on human subjects must be reviewed and approved by the Institutional Review Board of MLC prior to the beginning of the project.

Students may begin the capstone project after all courses required in the general program and those required in the course options have been completed. The project cannot be submitted or defended until all course work is completed.

The Publication Manual (current edition) of the American Psychological Association is to be used as the guide for written material.

Project Descriptions

1. Thesis, 6 credits

The thesis is the most traditional format for investigation of an issue in education by means of data gathering and analysis. The research design for this option can be qualitative or quantitative. The following sections can be adapted to the type of research, but the general content of the chapters applies.

2. Curriculum development, 6 credits

Curriculum development projects include designing new courses or units of instruction. They may include new instructional techniques and/or teaching materials. These courses or units must be described, evaluated, and documented in such a way that they could be applied and taught in a classroom by other teachers. Curriculum development projects usually include a statement of desired outcomes, specification of objectives, criteria for assessment of learning, teaching materials, and teaching strategies and references. A pilot test of the curriculum materials with an appropriate target population, an evaluation plan carried out, and revisions made based on evaluation results must be part of this project. The parts of the presentation to the review committee would include

3. Literature review, 3 credits

A literature review provides an opportunity for in-depth review of research and literature related to a specific problem.

4. Internship, 6 credits

This full-time internship may be done in a classroom, school, or other setting. It must be no less than one academic semester and the person doing the internship must have a leave of absence from any other employment. A student in the leadership emphasis would intern with a principal, a student in the instruction emphasis would intern with an experienced teacher, and a student in the special needs emphasis would intern with a special education teacher or some other appropriate setting. The proposal for the internship must include the following: objectives of the internship which incorporate relevant professional standards (e.g., Council for Exceptional Children for those doing an internship in special education), the arrangements for the internship, and an overview of the portfolio. At the conclusion of the internship, the student will submit a portfolio of the experience. The content of the portfolio will vary with types of internships, but all portfolios should include the objectives of the internship (including the professional standards), demonstrated activities that related to these objectives, and some type of assessment of the outcomes. The portfolio should include a sufficient number of artifacts that support each of these points. A reference section would conclude the portfolio. Specifics of the portfolio will be reviewed and approved by the student’s advisor in keeping with the standards of quality for the master’s program.

5. Field project, 3 credits

A field project may be an investigation of a problem that requires data gathering and analysis (quantitative or qualitative), but on a smaller scale than a thesis; or it can be a creative project in writing, web development, video, program evaluation, or other approved project. It is assumed that the field project has a general relationship to elementary education and to the particular course option of the student’s program in the graduate studies program. Because this option for a capstone experience is more open, it is particularly important that the student provide detailed information and show how the field project relates to the student’s program in the proposal for the review committee.

Review committee

A committee appointed by the Director of Graduate Studies will review and grant approval to a student’s capstone proposal.

In all five options for the capstone experiences students will defend their thesis, curriculum project, review of research, internship portfolio, or field project in a final oral examination before this committee. The committee shall consist of the student’s advisor; the instructor responsible for the research, curriculum plan, or internship (if this is not the advisor), or one other Graduate Faculty member; and the Director of Graduate Studies or his designee. This defense of the capstone project will be on the Martin Luther College campus, at a time to be determined by the committee. The committee will make a recommendation to the Director of Graduate Studies regarding the successful completion of the capstone project.

Institutional Review Board

The Institutional Review Board will review and approve proposals from students and instructors in the Master of Science in Education program for research with human subjects. The function of the review board is to assure compliance with federal law and professional ethics in the conduct of research. The board is appointed by the Director of Graduate Studies and includes two members of the Graduate Faculty for a term of five years with the Director serving ex officio.

The relevant Federal law affecting research is Title 45, Code of Federal Regulations, Part 46, Protection of Human Subjects (1991). This law specifically refers to educational research in section 46.101. (The complete document is available at http://ohsr.od.nih.gov/guidelines/45cfr46.html)

This section states that educational research, particularly that likely to be done by graduate students in the masters program, is exempt from the informed consent requirements of the statute. Exempt research has the following characteristics:

• With very few exceptions, private identifiable information cannot be recorded by the investigator or members of the research team
• Research participants, parents, or legal guardians do not sign a consent form
• Exempt protocols will be approved for 3 years; studies continuing for more than 3 years will have to be re-submitted as new protocols.

Persons who believe their research qualifies for this exemption, must submit a request for exemption to the MLC Institutional Review Board. Forms for this exemption are available from the graduate office. While informed consent with a right of refusal is not required in exempt research, it is the policy of the MLC Institutional Review Board that parents of minors be informed of any research done in a school setting. Ethical principles, particularly respect for persons, emphasize the importance of ensuring that subjects are fully informed about the nature of the research project so that they can make an informed decision to participate or not. An “informational script” provides that kind of information. A sample of such a form is available from the graduate office.

The Institutional Review Board will review the informational script as part of the exemption request.

Deadlines for IRB approval are three months before the beginning of the research. Direct all questions regarding this policy to

Advising

Upon admittance to the graduate program, each graduate student is assigned an academic advisor. Students are assigned an advisor according to their chosen course option. Generally, professors serve as an advisor in the following areas.

Faculty who serve as advisors to students in the graduate program are responsible for monitoring the progress of their advisees and providing encouragement and direction in the program. They also serve as intellectual and professional mentors to their graduate students, by helping students develop the relevant professional skills required by the discipline, and by helping students design research that takes advantage of their individual interests and strengths and can be completed in a timely manner.

Advisors provide students with evaluations of their progress and performance in an objective manner at frequent and mutually understood intervals. It is especially important for faculty to provide students with timely and candid advice when student performance is deficient or their lack of progress might prevent them from completing the program.

Advisors also need to be knowledgeable concerning the academic and non-academic policies that pertain to graduate students.

The responsibilities of advisors are to

• Review with students the policies and procedures of the graduate program
• Review with students the degree requirements
• Review with students their academic progress
• Advise students in course selection
• Advise students in resource availability
• Serve as the capstone advisor.
• Sign all appeals for changes in course requirements and policy appeals.

All graduate students also have a technology advisor. Dr. James Grunwald is the college’s Director of Academic Computing. He advises students about their technology needs and helps with any difficulties.

Grading

Grades in the graduate courses are assigned as letter grades (A,A-,B+,B,B-,C+,C,C-,D+,D,D-,F), with grade points consistent with those grades (A = 4.00 ... F= 0.00)

Courses are not offered on a credit/no-credit or pass/fail basis. Audits in courses may be allowed with the instructor’s consent and with the concurrence of the Director of Graduate Studies.

Access to Martin Luther College Resources

As enrolled students at Martin Luther College, students have access to all student privileges and resources. These include the College Bookstore, the College Library, and student services, such as admission to athletic and cultural events. Students may purchase textbooks through the bookstore or online vendors. Library books may be checked out by e-mailing the library and including name, address, and student number. Additional resources are the various databases on the library website. These databases include EBSCO and ERIC. The databases are accessible through the college website. A user name and password will be given to students when they register for a class..

Tuition and Fees

Per credit tuition is set by the administration of Martin Luther College and is posted on the MLC website. Online courses also require a technology fee and there is a registration fee for all courses. There is an additional surcharge for extension or off-campus charges. The amount of those charges depends on the location of the extension course.

Financial Aid

Student loans (FFEL Stafford Loans) are available for students enrolled half-time (which the college defines as 3 to 5.5 credits a term) or full-time (6 or more credits) in a graduate program. Access www.studentaid.ed.gov to find information and a link to the Free Application for Federal Student Aid (FAFSA) which you will need to complete to determine eligibility for these federal loans. MLC’s federal school code is 002361. The MLC Financial Aid Office will then receive the FAFSA result and will send you an award letter notifying you of the amount of loan for which you are eligible.

Refund Policy

1. Semester courses (online)
• First two weeks of the course: full refund of tuition; no refund of registration or technology fee
• From week three to midterm: half the tuition cost
• From midterm to end: no refund
2. Summer session (online or oncampus)
• First two days: full refund of tuition, no refund of registration or technology fees
• Up to midterm of the course: half the tuition cost
• From midterm of course to end: no refund

Students with Disabilities

Martin Luther College complies with Section 504 of the Rehabilitation Act of 1973 to serve students who have disabilities as defined by the Americans With Disabilities Act of 1990. Students accepted for admission to the graduate program are considered capable of meeting academic standards if reasonable accommodations can be made for their disability. It is the responsibility of students to provide written notification of the nature of the disability and the need for accommodations. Students must also provide results of formal testing and/or evaluation of the disability as well as historical documentation of having received accommodations in educational settings. The college may require additional testing or evaluation if the documentation is inadequate or older than three years with this cost borne by the student. Students file the notification of disability and the request for accommodations with the Director of Graduate Studies. The director will confer with appropriate persons to develop reasonable accommodations. Responsibilities of the student as well as accommodations are outlined in this plan. Accommodations are designed to meet the individual needs of students, but they do not compromise curricular goals, performance standards, or course content. If students do not agree with the accommodation plan, an appeal may be made to the Vice President for Academics whose decisions are final in all cases.

Plagiarism and Academic Integrity

Plagiarism is defined as written work that includes five or more successive words from another source other than the student’s own work that is not quoted and cited as described in the Publication Manual of the APA.

Students acknowledge and support the basic ethical principles that form the basis for all scientific and scholarly work, research, writing, and reporting. These principles are described the Publication Manual of the APA (Ethical Standards for Reporting and Publishing of Scientific Information). In compliance with the Ethical Principles of Psychologists and the Code of Conduct (Section 5.01-6.26), students who violate these standards, or otherwise fail to report honestly and accurately his or her own work will receive a minimum of an “F” for the assignment and a written letter from both the Director of Graduate Studies and the student’s advisor to remain in the student’s academic file. Additional disciplinary actions including failure in the course and dismissal from the program are at the discretion of the Director of Graduate Studies in consultation with the Graduate Council.

Nondiscrimination Policy

Martin Luther College does not discriminate on the basis of race, color, national and ethnic origin, age, sex, or marital status in the administration of its educational policies, admission policies, scholarship and loan programs, athletic, and other college-administered programs, policies, and practices.

Online Course Addendum

Technology requirements

• A Windows or MacIntosh based computer with access to the Internet, either through a 56K modem or high-speed internet access
• Web browser, either Microsoft Internet Explorer 4.0 or higher (recommended), or Netscape Navigator 4.5 or higher (recommended).
• A word processing system, such as Microsoft Word
• Some courses may also use video feed, in which case you will need Real One Player or Windows Media Player. Other courses may require PowerPoint. See the course descriptions for specific requirements.

Technical skills

Students are assumed to have basic Internet access and general computer skills, such as word processing

Time required for an online course

Based on the experience with graduate courses, students are expected to spend from 6 to 10 hours a week on an online course conducted over one semester. Three-credit on-site courses require students to be in class for 45 class hours in a semester. Online courses obviously have no “in-class” time, so assuming one to two hours of preparation in addition to in-class time, students are expected to commit themselves to 90 to 135 hours a semester for an online course.

Online courses require a discipline and a time commitment that can be a challenge to some students. Most instructors in their course materials also make this point and give specific suggestions for this time management.

Instructors will monitor online time and will take the responsibility and initiative to contact students regarding progress or lack of progress. Extensions may be requested, but students must have a valid reason, such as illness or serious family issues for such an extension. (See the policy for incompletes.)

Contact Information

Director of Graduate Studies
Martin Luther College
1995 Luther Court
New Ulm, MN 56073
507-354-8221