Valdosta State University Accreditation:

Southern Association of Colleges and Schools

VSU College of Education Accreditation:

National Association of Teacher Education

School Psychology Program Approval

Georgia Professional Standards Commission

National Association of School Psychologists

STUDENT HANDBOOK

Valdosta State University

School Counseling Program

M.Ed/Ed.S

2002-2003

Department of Psychology and Counseling

Valdosta State University

Valdosta, GA 31698

The Official Policy Guide of the School Counseling Program at Valdosta State University.

Mission Statements

Valdosta State University

The core characteristics of the mission statement of Valdosta State University include:

· a commitment to excellence and responsiveness within a scope of influences defined by the needs of a specific region of the state, and by particularly outstanding programs or distinctive characteristics that have a magnet effect even beyond the region;

· a commitment to a teaching/learning environment, both inside and outside the classroom, that sustains instructional excellence, serves a diverse and well-prepared student body, promotes high levels of student achievement, offers academic assistance, and provides developmental studies programs for a limited student cohort;

· a range of disciplinary and interdisciplinary academic programming at the baccalaureate and master’s levels as well as a range of professional programs at the baccalaureate and post-baccalaureate levels, including a limited number of professionally-oriented doctoral level programs;

· a commitment to public service, continuing education, technical assistance, and economic development activities that address the needs, improve the quality of life, and raise the educational level within the university’s scope of influence;

· a commitment to scholarly and creative work to enhance instructional effectiveness and to encourage faculty scholarly pursuits, and a commitment to research in selected areas of institutional strength and focused on regional need (Graduate Bulletin 2001-2002, p. 6)

College of Education

The college of education provides quality graduate instruction in its comprehensive degree programs at the master’s, specialist’s, and doctoral levels. In addition to a primary focus on expanding the skills of teachers and other professionals, faculty members of the College of Education also maintain a commitment to engaging in the scholarly pursuits of research and service for the advancement and sharing of knowledge. Faculty members, administrators, and staff of the College of Education envision an educational system where students fully participate in, and take responsibility for, their own learning process; where interdisciplinary and inter-institutional collaboration is the norm; and where technology is fully integrated into the learning process. The College also seeks to create an environment that promotes the full development of human potential, supports the conviction that all individuals are capable of learning and prepares professionals to meet the needs of learners (Graduate Bulletin 2000-2001, page 40).

The Department of Psychology and Counseling

The Department of Psychology and Counseling serves the citizens of the region and state by offering instruction, research, and services designed to advance the understanding of behavioral and cognitive processes and to improve the quality of life. The principle function of the department is to prepare students at the undergraduate and graduate levels to pursue careers within the discipline and affiliated areas. A related purpose is to provide courses for programs in education, nursing and other disciplines. AT the baccalaureate level, students develop basic skills in scientific research, knowledge of psychological nomenclature and concepts, and are introduced to the diverse applications of psychology. The graduate programs prepare students to apply skills in school, mental health agencies, government, industry and other settings. Training at the graduate level is designed to prepared qualified, responsible professionals who may provide assessment, consulting, counseling, and other services to the citizenry of the region

School Counseling Program

The mission of the Valdosta State University School Counseling Program is to educate professionals who will be leaders in the school environment and who accept responsibility for removing barriers and offering equal access to services for all students. The main emphasis of the School Counseling Program is to train school counselors to provide academic, career, and personal/social counseling and services to assist students from diverse backgrounds in achieving high levels of academic success.

The vision of the School Counseling Program is to educate and train school counselors dedicated to promoting success for all students by:

· developing and implementing comprehensive developmental school counseling programs that will assess and meet academic, career, and psychosocial needs of all students;

· developing community partnerships that provide support to the school counseling program;

· facilitating communication between students, family, school professionals, and the community through teaming and collaboration;

· serving as leaders and role models for students as a means of promoting positive student contributions to the school and community;

· and working with teachers and other school personnel to create a learning environment that will provide students with the skills necessary for academic, career, and personal success in a rapidly changing and diverse society.

School Counseling Program (M.Ed.)

Admission and Program Information

The School Counseling Program requires a minimum of 48 hours of course work. Students who do not have competencies in curriculum and computer technology will be required to complete courses in those areas. In addition, certification in school counseling by the Georgia Professional Standards Commission requires the completion of a special education course.

A. Regular Admission. To be considered for admission, the candidate must submit the following.

Appropriate undergraduate degree from an accredited university.

A minimum undergraduate grade point average (GPA) of 2.5 on a 4.0 scale. Acceptable scores on the Graduate Record Examination (GRE) are no less than 350 on the verbal section and 350 on the quantitative or analytical sections, or less than 750 on the verbal plus either quantitative or analytical will be considered for admission.

Three letters of recommendation from professionals acquainted with the applicant’ s academic and/or vocational background and interests. These letters must reflect the ability, interest, and motivation of the candidate to be successful in the program of study and the career field.

A written statement of no more than 250 words describing the student’s interest in this program and their plans post-degree. This statement must demonstrate articulation, writing skill, and aims consistent with the mission of the degree program.

The satisfactory completion of an admission interview with faculty and members of the School Counseling Program advisory committee.

B. Probationary Admission.

The student may qualify for probationary admission by meeting requirements A-1), A-3), and A-4) as set forth above and a minimum 2.5 undergraduate GPA and 700 combined Verbal and Quantitative GRE with neither score below 350.

C. Irregular Admission

The graduate school may admit a student to irregular status if the applicant has not submitted all application documents. Students in this category may not enroll in more than nine hours of coursework while in irregular status. Students admitted as irregular students are not eligible for financial aid (Graduate Bulletin 2000-2001, p. 16).

Criminal Background Check

A police background check will be completed on all students entering the School Counseling Program.

Course Requirements

Core

LEAD 7210 Ethics and Law (1)

SCHC 7800 Orientation to Counseling as a Profession (2)

RSCH 7100 Research Methodology in Education (3)

PSYC 7020 Conditions of Learning (3)

Concentration

PSYC 7030 Measurement and Evaluation (3)

SCHC 7400 Counseling Theory/Practice (3)

SCHC 7420 Counseling Children and Adolescents (3)

SCHC 7450 Group Counseling (3)

SCHC 7820 Career Counseling (3)

SCHC 7900 Pre-Practicum (3)

PSYC 8250 Developmental Psychology (3)

SCHC 7470 Counseling Culturally Diverse Populations (3)

SCHC 7010 Comprehensive School Counseling (3)

SCHC 7830 Consultation and Advocacy in School Counseling (3)

SCHC 7981 Practicum (3)

SCHC 7991 Internship I (3)

SCHC 7992 Internship II (3)

State Requirements

SPEC 2000 (3) or equivalent

BVED 2400 (3) or equivalent per HB 1187, Georgia legislative session 2000

Praxis I and Praxis II

Criminal Background Check

Competency Requirements

CIED 7060 (3) or equivalent

Course Sequence for a Full-Time Student

Summer Entry

Summer	SCHC 7800	SCHC 7400	RSCH 7100
Fall	SCHC 7450	PSYC 7020	SCHC 7420
Spring	SCHC 7010	PSYC 7030	SCHC 7900
Summer	SCHC 7470	SCHC 7830	SCHC 7981
Fall	SCHC 7991	PSYC 8250	LEAD 7210
Spring	SCHC 7992	SCHC 7820

Comprehensive Examination: Summer 2

Fall Entry

Fall	SCHC 7800	RSCH 7100	SCHC 7400
Spring	SCHC 7900	SCHC 7010	PSYC 7030
Summer	SCHC 7981	SCHC 7830	LEAD 7210
Fall	PSYC 7020	PSYC 8250	PSYC 7420
Spring	SCHC 7991	SCHC 7820	SCHC 7450
Summer	SCHC 7470	SCHC 7992

Comprehensive Examination: Spring 2

Spring Entry

Spring	SCHC 7820	RSCH 7100	PSYC 7030
Summer	SCHC 7400	SCHC 7800	LEAD 7210
Fall	PSYC 7020	SCHC 7450	SCHC 7900
Spring	SCHC 7981	SCHC 7010
Summer	SCHC 7470	SCHC 7830	SCHC 7991
Fall	SCHC 7992	SCHC 7420	PSYC 8250

Comprehensive Examination: Spring 2

Course Sequence: Part-Time Student

Summer Entry

Summer	SCHC 7800	SCHC 7400	RSCH 7100
Fall	PSYC 7020	SCHC 7450
Spring	PSYC 7030	SCHC 7010
Summer	SCHC 7830	LEAD 7210
Fall	SCHC 7900	SCHC 7420
Spring	SCHC 7981	SCHC 7820
Summer	SCHC 7991	SCHC 7470
Fall	SCHC 7992	PSYC 8250

Comprehensive Examination: Summer 2

Fall Entry

Fall	SCHC 7400	RSCH 7100
Spring	SCHC 7900	SCHC 7010
Summer	SCHC 7830	SCHC 7981	SCHC 7800
Fall	PSYC 7020	SCHC 7420
Spring	SCHC 7450	PSYC 7030
Summer	SCHC 7470	LEAD 7210
Fall	PSYC 8250	SCHC 7991
Spring	SCHC 7992	SCHC 7820

Comprehensive Examination: Summer 2

Spring Entry

Spring	PSYC 7030	RSCH 7100
Summer	SCHC 7400	SCHC 7800
Fall	PSYC 7020	SCHC 7450
Spring	SCHC 7900	SCHC 7010
Summer	SCHC 7830	SCHC 7470	SCHC 7981
Fall	PSYC 8250	SCHC 7420
Spring	SCHC 7820	SCHC 7991
Summer	SCHC 7992	LEAD 7210

Comprehensive Examination: Spring 2

Maximum Enrollment Hours

The maximum number of course hours a student may enroll in is 12 credit hours. The recommended number of hours for a full-time student is 9 credit hours and six credit hours for a part-time student.

Field Experience

Field experience is be an integral part of the School Counseling Program requiring placement each semester the student is enrolled in school counseling courses throughout the students program of study. Students must provide the instructor with completed field experience applications by the end of the second week of the semester. Applications may be obtained from the instructor or office staff. Students must obtain liability insurance prior to beginning field experience. Applications for liability insurance through the Student Professional Association of Georgia Educators are located in the Dean’s office in the Education Center.

Practicum

Practicum requires a minimum of 100 field experience hours in the school setting with 40 of these hours resulting from direct student contact. Students may enroll in practicum after completing Conditions of Learning (PSYC 7020), Counseling Theory/Practice (SCHC 7400), Introduction to Counseling as a Profession (SCHC 7800), Prepracticum (SCHC 7900), and Comprehensive School Counseling (SCHC 7010). Applications for practicum must be submitted and approved by the practicum committee prior to beginning the field placement. Please note that 100 hours at each school level (elementary, middle, and high school) must be acquired during practicum and internship. The other 500 hours may be completed in one setting.

Internship

The Council for Accreditation for Counseling and Related Educational Programs (CACREP) is the accrediting body for counseling programs. According to CACREP Standard III.H. the school counseling internship occurs in a school counseling setting under the clinical supervision of a site supervisor as defined by Section III, Standard C.1-2. The requirement includes 600 clock hours of internship with 240 of those hours being direct service clock hours. The recommendation is for the internship to occur over two semesters with the student working 20 hours per week at the school site. Students must complete the following courses prior to enrolling in internship: Law and Ethics (LEAD 7210), Conditions of Learning (PSYC 7020), Counseling Theory/Practice (SCHC 7400), Introduction to Counseling as a Profession (SCHC 7800), Career Counseling (SCHC 7820), Prepracticum (SCHC 7900), Comprehensive School Counseling (SCHC 7010) and Group Counseling (SCHC 7450). In addition, prior to enrolling in the last semester of the internship field placement, the student must pass comprehensive examinations. Applications for internship must be submitted and approved by the internship committee prior to beginning the field placement and hours cannot be counted until the site has been approved.

M.Ed. School Counseling Core Program Outcomes (SCCO)

The following objectives identify the outcomes established for students completing the School Counseling Program. This outcome objectives meet CACREP, ASCA, and The Education Trust standards. Outcomes SCC0-A-H address the core course standards set by CACREP and the Georgia Department of Education. SCSO-A-D are the specialty outcomes for school counseling students as established by CACREP, ASCA, and the Education Trust.

SCCO-A. Professional Identity

Knowledge of all aspects of professional functioning including history, roles,

organizational structures, ethics, standards, and credentialing. Students will:

1. Describe the history and philosophy of counseling professions including significant factors and events; (CACREP 1.a.)

2. define professional roles, functions, and relationships with other professionals; (CACREP 1.b.)

3. compare and contrast professional organizations, primarily the American Counseling Association (ACA), its divisions, branches, and affiliations, including membership benefits, activities, services to members, and current emphases; (CACREP 1.c.)

4. differentiate between types of professional credentialing including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; (CACREP 1.d.)

5. describe public policy processes including: role of the professional counselor

6. in advocating on behalf of the profession and its clientele; (CACREP 1.e.)

7. apply the ethical standards of ACA and related entities and applications of ethical and legal considerations in professional counseling and their application to various professional activities (e.g., assessment, group work); (CACREP 1.f.)

SCCO-B. Social and Cultural Diversity

Knowledge of the cultural context of relationships, issues, and trends in a multicultural and diverse society. Students will:

1. describe multicultural and pluralistic trends including characteristics and concerns between and within diverse groups nationally and internationally; (CACREP 2.a.)

2. identify investigations of attitudes, beliefs, understandings, and experiences including specific experiential learning activities, related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socio-economic status and unique

characteristics of individuals, couple, family, and/or community; (CACREP 2.b.)

3. describe individual, couple, family, group, and community strategies with

diverse populations; (CACREP 2.c.)

4. compare and contrast the of the counselors’ role in social justice, advocacy, conflict resolution, self-cultural awareness, the nature of biases, prejudices, processes of intentional and unintentional imposition and discrimination, as well as, other culturally supported behaviors that detrimental to the growth of the human spirit, mind, or body; (CACREP 2.d.)

5. identify ethical and legal considerations related to working with diverse

individuals, groups and communities. (CACREP 2.e.)

SCCO-C. Human Growth and Development

Knowledge of the nature and needs of individuals at all developmental levels. Students will:

1. apply theories of individual and family development and transitions across the life span; (CACREP 3.a.)

2. apply theories of learning and personality development; ((CACREP 3.b)

3. describe human behavior including an understanding of developmental crises, disability, addictive behavior, psychopathology, and environmental factors as they affect both normal and abnormal behavior; (CACREP 3.c)

4. develop strategies for facilitating development over the life span; (CACREP 3.b.)

5. apply counseling theory and interventions at a developmental level appropriate for the student or group;

6. apply theories of learning to increase academic achievement of all students;

7. design developmentally appropriate treatment plans that will impact personal and/or academic functioning of student in the school environment.

SCCO-D. Career Development

Knowledge of career development and related life factors. Students will:

1. apply of career development theories and decision-making models; (CACREP 4.a.)

2. describe career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems and other electronic career information; (CACREP 4.b.)

3. demonstrate career development program planning, organization, implementation, administration, and evaluation; ((CACREP 4.c)

4. state the interrelationships among and between work, family, and other life roles and factors including diversity and gender issues as related to career development; (CACREP 4.d)

5. develop career development and educational placement, follow-up and evaluation strategies; (CACREP 4.e)

6. utilize assessment instruments and techniques relevant to career planning and decision-making; ((CACREP 4.f)

7. demonstrate computer career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world-wide web sites;

(CACREP 4.g)

8. demonstrate career counseling processes, techniques and resources including those applicable to specific populations. (CACREP 4.g.)

SCCO-E. Helping Relationships

Knowledge of counseling and consultation processes. Students will:

1. describe counselor and consultant characteristics and behaviors that influence helping processes including age, gender, ethnic differences, verbal and nonverbal behavior, and personal characteristics, orientations and skills. (CACREP 5.a)

2. utilize essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, maintain professional boundaries, design intervention strategies, evaluate client outcomes, and successfully terminate the relationship; (CACREP 5.b)

3. describe counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling consistent with current professional practice in the field and students will begin to develop a personal model of counseling; (CACREP 5.c)

4. describe systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rational for selecting family and other systems theories as appropriate modalities for family assessment and counseling; be knowledgeable of counselor and consultant characteristics and behaviors that influence helping processes including age, gender and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientation and skill; (CACREP 5.d)

5. develop a general framework for understanding and practicing consultation. Student experiences should include an examination of the historical development of consultation, an exploration of the stages of consultation and the major models of consultation, and an opportunity to apply the theoretical material to case presentations. Students will also develop a personal model of consultation. be knowledgeable of counselor and consultant characteristics and behaviors that influence helping processes including age, gender and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientation and skill; (CACREP 5.e)

6. describe ethical and legal considerations related to the helping relationship. (CACREP 5.f.)

SCCO-F. Group Work

Knowledge of group purpose, development, dynamics, counseling theories, group

counseling methods and skills, and other group approaches. Students will:

1. describe the principles of group dynamics including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work; (CACREP 6.a.)

2. define group leadership styles and approaches including characteristic of various types of group leaders and leadership styles; (CACREP 6.b.)

3. compare and contrast group counseling including commonalties, distinguishing characteristics, and pertinent research and literature; (CACREP 6.c.)

4. apply group counseling methods including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness; (CACREP 6.d)

5. compare and contrast approaches used for other types of group work, including task groups, focus groups, prevention groups, support groups, psychoeducational groups, and therapy groups; (CACREP 6.e)

6. describe the professional preparation standards for group leaders. (CACREP 6.f)

7. apply ethical and legal considerations related to group work. (CACREP 6.g)

SCCO-G. Assessment

Knowledge of individual and group approaches to assessment and evaluation. Students will:

1. describe the historical perspectives concerning the nature and meaning of assessment; (CACREP 7. a.)

2. state the basic concepts of testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, alternative assessment, and computer-managed and computer-assisted methods; (CACREP 7.b.)

3. apply basic statistical concepts including scales of measurement, measures of central tendency, indices of variability, shapes and types of distribution, and correlation; (CACREP 7.c.)

4. demonstrate an understanding of reliability including theory of measurement error, models of reliability, and the use of reliability information; (CACREP 7.d.)

5. demonstrate an understanding of validity including evidence of validity, types of validity, and the relationship between reliability and validity; (CACREP 7.e.)

6. describe age, gender, ethnicity, language, disability, and additional cultural factors related to the assessment and evaluation of individuals, groups, and specific populations; (CACREP 7.f)

7. develop strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling; (CACREP 7.g)

8. develop an understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status; (CACREP 7.f.)

9. interpret test results and other student data accurately; (Georgia Department of Education (GDE)

10. develop an assessment preparation improvement plan to include criterion, norm-referenced, writing, career-performance based, college and post-secondary practice and actual tests; (GDE)

11. use standardized tests and inventories according to published practices and professional standards; (GDE)

12. interpret student data for use in school-wide planning for change. (GDE, ED Trust)

SCCO-H. Research and Program Evaluation

Knowledge of research methods, statistical analysis, needs assessment, and program evaluation including the importance of research in school counseling, and the opportunities and difficulties in conducting research in the school environment. Students will:

1. identify basic research methods to include qualitative, quantitative, single-case designs, action research, and outcome-based research; (CACREP 8.a.)

2. use technology and statistical methods in conducting research and program evaluation; (CACREP 8.b.)

3. describe principles, models and applications of needs assessment, program evaluation, and use of findings to effect program modifications; (CACREP 8.c.)

4. describe ethical and moral considerations related to research and program evaluation; (CACREP 8.d.)

5. identify philosophy behind action research; (ED Trust)

6. describe the steps necessary to conduct action research resulting in increased achievement for all students. (ED Trust)

M.Ed. School Counseling Specialty Outcomes (SCSO)

SCSO-A. Foundations of School Counseling

Knowledge of the foundation of school counseling including the school counselor role, school environment, and ethics, laws, and standards related to the profession.

Students will:

1. describe the history, philosophy and current trends in school counseling; (CACREP SCSO A. 1.)

2. describe the relationship of the school counseling program to the academic and student services program in the school; (CACREP SCSO A.2.)

3. define the role and function of the school counselor in conjunction with the roles of other professionals and support personnel in the school and community; (CACREP SCSO A.3.)

4. describe the school setting and K-12 curriculum; (CACREP SCSO A.4)

5. describe the current policies, laws, and legislation relevant to school counseling; (CACREP SCSO A.5.)

6. identify the implications of social, cultural, diversity, and equity issues relevant to school counseling; (CACREP SCSO A.6.)

7. describe the community, environmental, and institutional barriers that impede student academic success and overall development; (CACREP SCSO A.7.)

8. apply the ethical and legal issues relevant to the practice of school counseling; (CACREP SCSO A.7.)

9. demonstrate involvement in professional associations and conferences; (ASCA, ED Trust)

8. submit a presentation to a state, regional or national conference; (ASCA)

9. develop a vision statement that speaks to the role of the school counselor; (ASCA, ED

TRUST)

10. design and submit a portfolio to faculty that addresses their professional growth;

(ASCA, ED Trust)

11. develop an individual wellness plan. (ASCA)

SCSO-B. Contextual Dimensions of School Counseling

Knowledge of the coordination of counseling program components as they relate to the total school community. Students will:

1. develop advocacy and referral plans for all children and adolescents; (CACREP SCSO B.1.)

2. develop strategies for coordination, collaboration and teaming efforts with teachers, parents, support personnel, and community resources to promote program objectives, and facilitate successful student development and achievement; (CACREP SCSO B.2., BOR Principle 4, ED Trust, ASCA)

3. develop strategies to integrate the school counseling program into the total school curriculum, specifically by systematically providing information and skills training to assist P-12 students in maximizing their academic, career, and personal/social development; (CACREP SCSO B.3., ASCA, ED Trust)

4. develop strategies to promote the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate; (CACREP SCSO B. 4., ASCA)

5. develop methods of planning and presenting school counseling-related educational programs for administrators, teachers, staff, parents and the community; (CACREP SCSO B. 5., ASCA, ED Trust)

6. develop methods of planning, developing, implementing, monitoring, and evaluating comprehensive school counseling programs; (CACREP SCSO B. 6., ASCA, ED Trust)

7. describe crisis intervention strategies for use with student problems and concerns not severe enough for outside referral. (CACREP SCSO B. 7., ASCA, ED Trust)

SCSO-C. Knowledge and Skills for the Practice of School Counseling.

Knowledge of the programming activities, counseling and guidance development, consultation strategies, and application of clinical knowledge and skills.

1. Program Development, Implementation, and Evaluation.

Students will:

a. develop strategies to use of data from surveys, interviews, focus groups, and needs assessments to effect student outcomes; (CACREP SCSO C.1. a., ASCA, BOR Principle 4, and ED Trust)

b. design, implementation, monitoring, and evaluation of comprehensive an developmental school counseling programs, including an awareness of various systems impacting students, school, and home; (CACREP SCSO C.1.b., ASCA)

c. implement and evaluate specific strategies designed to meet program goals and objectives; (CACREP SCSO C.1.c., ASCA, ED Trust)

d. identify student achievement competencies, and strategies and processes to assist students in achieving these competencies; (CACREP SCSO C.1.d., BOR Principle 4, ASCA, ED Trust)

e. prepare a counseling calendar reflecting appropriate time commitments and priorities in a comprehensive developmental school counseling program; (CACREP SCSO C.1.e., ASCA)

f. develop strategies for seeking and securing alternative funding for program expansion. (CACREP SCSO C.1.f.)

2. Counseling and Guidance

a. demonstrate individual and group counseling and guidance approaches which promote school success, and which are appropriate for the developmental stage and needs of children and adolescents; (CACREP SCSO C.2.a., BOR Principle 4, ASCA, ED Trust)

b. design group guidance and classroom guidance approaches that assist children and adolescents with academic and developmental tasks; (CACREP SCSO C.2.b., ASCA)

c. describe approaches to peer helper, peer tutor, and peer mediation programs; (CACREP SCSO C.2.c., ASCA)

d. describe issues which may affect the development and functioning of children and adolescents (e.g., abuse, eating disorders, attention deficit hyperactivity disorder); (CACREP SCSO C.2.c., ASCA)

e. identify developmental approaches to assist students and parents at points of transition (e.g., home to elementary school, elementary to middle school, high school to postsecondary education, and career options); (CACREP SCSO C.2.e., ASCA, ED Trust)

f. develop constructive interventions with parents, guardians, and families in order to resolve problems that impact students’ effectiveness in school; (CACREP SCSO C.2.f., ASCA, ED Trust)

g. describe systems theories and relationships among and between

community systems, family systems, and school systems and how they

interact to influence the students and affect each system; (CACREP SCSO

C.2.g., ASCA)

h. apply brief therapy strategies when working with students in the school setting; (ASCA, ED Trust)

j. recognize and refer those student needing long-term counseling inappropriate for the school environment. (ASCA, ED Trust)

3. Consultation Skills. Students will:

a. demonstrate strategies of promoting, developing, and enhancing effective teamwork within the school and the larger community; (CACREP SCSO C.3.a, ASCA, ED Trust)

b. demonstrate the use of theories, models, and processes of consultation including change processes with teachers, administrators, school staff, parents and the community; CACREP SCSO C.3.b, ASCA)

c. develop strategies and methods of working with parents, guardians and families to empower them to act on behalf of their children; CACREP SCSO C.3.c, ASCA, ED Trust)

d. develop skills and strategies that enhance students’ academic, social, emotional, and developmental needs; CACREP SCSO C.3.d. , BOR Principle 4, ASCA, Ed Trust)

e. develop leadership strategies designed to enhance the learning environment of the school; CACREP SCSO C.3.e, ASCA, ED Trust)

f. demonstrate consultation and collaboration through the utilization of team approaches and data analysis to resolve problems in the school environment; (ASCA, Ed Trust)

g. develop a list of community resources that foster student achievement. (ASCA, ED Trust)

4. Advocacy Skills. Students will demonstrate advocacy skills by developing advocacy plans that can be utilized in the school environment. Students will:

a. develop an advocacy and referral plan for all students based on the data gathered from their school; (ASCA, ED Trust)

b. utilize data to effect change resulting in the reduction in identified achievement gaps, calling on resources from the community and school; (ED Trust)

c. advocate for student experiences and exposures that will broaden students’ career awareness and knowledge; (ED Trust)

d. advocate for students’ placement and school support for rigorous preparation for all students; (BOR Principle 4, ED Trust)

e. develop a presentation for staff members that focuses on the achievement gap experienced by students in their school. (ED Trust)

5. Technology Skills. Students will demonstrate the use of technological skills and theory to integrate technology into their comprehensive school counseling programs resulting in improved services to the school community (i.e., students, parents, teachers, and administrators. Students will:

a. develop training for parents, students, and teachers concerning educational and career technology; (ED Trust)

b. develop a technology plan for the school counseling program; (ED Trust)

c. design and evaluate an interactive Internet site for a school counseling program; (ASCA, ED Trust)

d. utilize technology to communicate with students, parents, and teachers; (ED Trust)

SCSO-D. Clinical Skills. According to CACREP Standard III.H the school counseling internship occurs in a school counseling setting under the clinical supervision of a site supervisor as defined by Section III, Standard C.1-2. The requirement includes 600 clock hours of internship with 240 of those hours being direct service clock hours. Students will:

1. provide academic counseling, career awareness, developmental counseling, and personal and social counseling to students; (CACREP SCSO D.1. , ASCA)

2. demonstrate knowledge and skill in multicultural counseling issues, including possible effects of culture, race, stereotyping, family, socio-economic status, gender and sexual identity, language, values, social and equity issues on student development and progress in the school setting; (CACREP SCSO D.2 , ASCA, ED Trust)

3. demonstrate methods and techniques for prevention and early intervention to maximize school success for all students; (CACREP SCSO D.3., BOR Principle 4, ASCA, ED Trust)

4. demonstrate knowledge and skill in the consultation process, effectively consulting with teachers, administrators, parents, students, community groups, and agencies as appropriate;

(CACREP SCSO D.4., ASCA, ED Trust)

5. demonstrate the ability to coordinate and develop programs and services that enhance school climate for effective student learning; (CACREP SCSO D.5. , ASCA)

6. demonstrate knowledge of legal enablements and constraints and skill in applying these to specific counseling situations impacting school counselors and students; (CACREP SCSO D. 6., ASCA)

7. demonstrate effective counseling and intervention strategies for individuals and groups of students, including advocating for student access to school and community programs; (CACREP D.7., ASCA, ED Trust)

8. demonstrate knowledge and skill in carrying out a comprehensive developmental school counseling program, including organizing and leading group guidance and counseling interventions appropriate to the school level; (CACREP D.8., ASCA)

9. demonstrate knowledge of the ethical standards and practices of the school counseling profession, and skill in applying these ethical standards to specific counseling situations; (CACREP D.9., ASCA)

10. demonstrate skill in working collaboratively with all members in the educational setting of the internship. (CACREP D.10., ASCA)

Assessment

Praxis I

Students who have not completed the Praxis I or equivalent must complete this examination to be certified as a school counselor in Georgia., if GRE/MAT scores are not above the cut-off point established by the state of Georgia. The exemption scores are as follows: SAT (V- 480, M - 520 ), ACT (E – 21, M – 22, C – 22), GRE (V – 490, Q – 520).

Praxis II

Georgia requires that all students pass the Praxis II specialty area in school counseling to become certified as a school counselor.

Comprehensive Examinations

The current policy states that students must complete Counseling Theory/Practice (SCHC 7400) Conditions of Learning (PSYC 7020), Measurement and Evaluation (PSYC 7010), and Educational Research (RSCH 7100) comprehensive examinations prior to entering the second semester of the internship field placement. The comprehensive examination will consist of both essay questions and multiple-choice questions that address the comprehensive nature of the coursework completed.

Portfolio Requirements

Students will complete a portfolio that will be assessed by the faculty and school counseling advisory committee as part of the graduation requirements. The portfolio will consist of a comprehensive developmental school counseling program, field experience evaluations, a learning/service project, a state or national presentation, evidence of involvement in state and national school counseling organizations, and a resume.

Comprehensive Developmental School Counseling Program

The Comprehensive Development School Counseling Program (CDSCP) is a major component of the school counseling portfolio. The components of the CDSCP and the course the component is completed in are listed in the table below.

Course	Component	Activity Completed
SCHC 7800: Introduction to Counseling as Profession	Professional Statements	Mission Statement Vision Statement Role of School Counselor Wellness Plan Proposal for National or State Presentation
SCHC 7900: Prepracticum	Beginning Skills Components	Referral Forms Informed Consent Teacher In-service Activities Classroom Guidance Activities
SCHC 7450: Group Counseling	Group Components	Anger Group Newcomers Group Divorce Group Study Skills Group Social Skills Group Grief Group Classroom Guidance Activities
SCHC 7820: Career Counseling	Career Development	Career goals Career Objectives Career Methods Career Evaluations Career Information Project Career Guidance Activities
SCHC 7010: Comprehensive Development School Counseling	Academic and Personal/Social Development	Goals/Objectives Methods Evaluations for Academic and Personal Social Development Teacher In-service Activities Parent Education Project
SCHC 7830: Consultation and Advocacy in School Counseling	Consultation, Advocacy, and Collaboration Components	Advocacy Project Crisis Plan Consultation Project
SCHC 7470: Counseling Cultural Diverse Populations	Cultural Diversity Components	Community and Internet Referral/ Resources School Year Cultural Plan Multicultural Internet Sites Personal Assessment
SCHC 7891: Practicum	Ethics and Theory Components	Rationale for primary theory Ethics statement
SCHC 7991 and 7992	Practice Components	Journal
Assessment	Components	Evidence of the following: Attendance at orientation; Student responsibility statement; Enrollment in a professional organization; Copy of completion certificate from a professional presentation; Completion of curriculum and special education course; Completion Praxis I if required; Completion of comprehensive examinations; Copy of endorsement statement

Endorsement Policy

Section F, Item 1.h, of the ACA Code of Ethics states, “Counselors do not endorse students or supervisees for certification, licensure, employment, or completion of an academic or training program if they believe students or supervisees are not qualified for the endorsement. Counselors take reasonable steps to assist students or supervisees who are not qualified for endorsement to become qualified.”

Each graduate of the School Counseling Program is endorsed upon being graduated from their respective programs as having met certain academic and clinical standards and therefore, prepared for entry level positions within his or her chosen area of specialty. The department will not endorse a student in any program for which they believe the student is not qualified

Any student can obtain a copy of the endorsement statement for the School Counseling Program in the Departmental Office.

Students Educational Responsibility Statement

Mission Statement

The vision of the School Counseling Program is to educate and train school counselors dedicated to promoting success for all students by:

· developing and implementing comprehensive developmental school counseling programs that will assess and meet academic, career, and psychosocial needs of all students;

· developing community partnerships that provide support to the school counseling program;

· facilitating communication between students, family, school professionals, and the community through teaming and collaboration;

· serving as leaders and advocates for students as a means of promoting positive student contributions to the school and community;

Student Responsibility Statement

Upon being admitted to the School Counseling Program, I agree to:

1. read and abide by the ethical standards of the American Counseling Association, and other appropriate professional associations.

2. Maintain a professional attitude and decorum while in the program by:

maintaining the highest standards of honesty, respect, and integrity in my work and relationships with others;
maintaining confidentiality with my clients and groups with whom I work;
attend all class meetings, work assignments, and scheduled appointments;
being on time to all classes, meetings, and appointments;
participating in class discussions and activities; and
completing all assignments on time and according to the standards set.

I have read the mission statement and student responsibility statement of the Valdosta State University’s School Counseling Program and I am committed to implementing the mission statement, responsibilities, and standards upon which the program is based.

__________________________________ __________________________

Student Signature Date

Professional Decorum

Counselor Educators are required by the American Counseling Association’s Code of Ethics (Section F, Item 3.a.) to identify students whose personal limitations might impair their ability to perform as a professional counselor. Once, identified, remedial assistance in the form of recommendations are to be offered to the student. If the student refuses to seek the assistance needed, or if the assistance does not adequately remediate the personal limitations, the student will be disenrolled.

School Counseling Program (Ed.S.)

Admission Requirements

Course Requirements

Core Courses

RSCH 8000 Educational Research 3

PSYC 5500 Statistics 3

PSYC 8999 Thesis 3

Subtotal 9 Hours

Required Advanced Counseling Courses

SCHC 8400 Issues and Trends in School Counseling 3

SCHC 8991 Advanced Practicum 3

Subtotal 6 Hours

Plus 6 hours from the following courses:

SCHC 7830 Consultation and Advocacy in School Counseling 3

SCHC 7420 Counseling Children and Adolescents 3

SCHC 7470 Counseling Culturally Diverse Populations 3

PSYC 8150 Behavioral Health Care Systems for Children and Adolescents 3

PSYC 7120 Child and Adolescent Academic and Behavioral Assessment 3

Subtotal 6 Hours

Electives – select 6 hours

LEAD 8200 School Reform and Change 3

ITED 7000 Technologies for Thinking and Learning 3

PSYC 8020 Advanced Educational Psychology 3

PSYC 8610 Behavior Modification 3

SPEC 5050 Integrating Technology in Classrooms for Students with Disabilities 3

SPEC 5100 Nonaversive Behavior Management 3

SPEC 5000D Transdisciplinary Seminar and Practice 3

PSYC 8360 Human Resource Development 3

Subtotal 6 Hours

Total Program hours 27

A thesis is required for completion of the Education Specialist Degree in school counseling. Students will work closely with their thesis committee to select an appropriate topic and develop a research strategy.

ED.S Educational Outcomes

Counseling and Supervision: Students will:

1. demonstrate counseling and supervision skills through the supervision of master’s level school counselors or school counseling practicum students for a minimum of 30 hours.

2. work with at least one master’s level school counselor to develop, implement, and evaluate a research project related to student academic success.

3. develop and submit a conference proposal related to supervision that will be submitted to the Georgia School Counseling Association.

4. follow appropriate professional and institutional ethical guidelines.

Leadership and Coordination: Students will:

1. demonstrate a disposition appropriate for a leader in the school environment.

2. evaluate their school counseling program to determine its effectiveness as a comprehensive school counseling program using standards set by the Professional Standards Board and American School Counseling Association.

3. coordinate intervention teams to address problems experienced in the school environment.

4. coordinate information sessions for students, parents, and school personnel.

5. demonstrate effective coordination of a comprehensive developmental school counseling program.

Consultation and Collaboration: Students will:

1. write coherent consultation reports.

2. present a case for consultation to fellow students and faculty.

3. implement a consultation team in their school with the purpose of addressing issues relevant to academic achievement.

4. collaborate with a practicum student to design a training and evaluation plan.

Technology: Students will:

1. develop a web page for their school counseling program.

2. demonstrate the use of technology in communicating with students, parents, and other school personnel.

3. demonstrate the use of technology through Power Point presentations, multimedia presentations, and communications technology.

4. use school data bases to monitor and articulate student progress and problem areas within the school environment.

5. comprehend and employ all major Internet components in guidance activities.

6. construct group and virtual guidance activities using technology .

7. identify national, state and private funding for technology.

Advocacy: Students will:

1. implement advocacy strategies in the school environment.

2. conduct a teacher/parent in-service describing the role and function of the school counselor (counselor, coordinator, advocate, researcher, etc.) and how the school and community can advocate for the academic, personal and career success of all students.

3. based on data collected in their school, will demonstrate the ability to advocate for student experiences and resources that will reduce identified problems in the school environment.

Research: Students will:

1. develop major categories of data indicators that should be monitored to measure student outcomes.

2. develop strategies to collect and analyze indicator data.

3. develop and implement formats to disseminate the data gathered, conclusions drawn, and action to be taken

4. conduct action research that is relevant to issues in their school environment to complete the thesis requirement.

5. domplete a thesis.

School Counselor Certification

School Counseling Certification Requirements

Students requesting certification in school counseling will complete the courses and requirements listed below or demonstrate the competencies of each. Certification plans will be developed utilizing the required courses and assessments as a baseline. Master’s level courses and comprehensive examinations completed within the last seven years at Valdosta State University or another institution of higher education and the school counseling program requirements will be compared to determine the individual certification plan for each student. All certification students will complete a comprehensive examination for the school counseling specialty area.

Core

LEAD 7210 Ethics and Law (1)

SCHC 7800 Orientation to Counseling as a Profession (2)

RSCH 7100 Research Methodology in Education (3)

PSYC 7020 Conditions of Learning (3)

Concentration

PSYC 7030 Measurement and Evaluation (3)

SCHC 7400 Counseling Theory/Practice (3)

SCHC 7420 Counseling Children and Adolescents (3)

SCHC 7450 Group Counseling (3)

SCHC 7820 Career Counseling (3)

SCHC 7900 Pre-Practicum (3)

PSYC 8250 Developmental Psychology (3)

SCHC 7470 Counseling Culturally Diverse Populations (3)

SCHC 7010 Comprehensive School Counseling (3)

SCHC 7830 Consultation and Advocacy in School Counseling (3)

SCHC 7981 Practicum (3)

SCHC 7991 Internship I (3)

SCHC 7992 Internship II (3)

State Requirements

SPEC 2000 (3) or equivalent

BVED 2400 (3) or equivalent per HB 1187, Georgia legislation 2000

Praxis I and Praxis II

Police background check

Competency Requirements

CIED 7060 (3) or equivalent

School Counseling Program Advisory Board

The School Counseling Program Advisory Board functions to provide support and guidance to the School Counseling Program. The Board is composed of school counselors, faculty members, administrators, and students. The Board meets twice per year to review changes, provide input to the program, and update information about the program and related community activities. The Advisory Board also participates in interviewing applicants to the School Counseling Program.

VALDOSTA STATE UNIVERSITY GRADUATE SCHOOL

GRADUATE SCHOOL ADMISSION

After having successfully completed a university program on the undergraduate level, as evidenced by the receipt of a baccalaureate degree from an accredited institution, a person may apply to a program in the Graduate School at Valdosta State University. Application packets for admission to the Graduate School may be secured from the graduate office or on-line at www.valdosta.edu/gradschool/. Prospective students are urged to submit completed application packets as early as possible and by the following dates:

Fall Semester July 15 Spring Semester November 15 Summer Session May 1

APPLICATION PROCEDURES

Each applicant must include one copy of an official transcript from each institution of higher education previously attended as part of their application. Degree-seeking applicants are also required to provide an official copy of scores on one of the following appropriate examinations: The Graduate Record Examination (GRE) is required for all programs. The Miller Analogies Test (MAT) is an acceptable alternative for the School Counseling programs. The GRE or MAT scores are considered official when they are sent directly to the Graduate School from the Educational Testing Service (GRE) or the Psychology Corporation (MAT). Student copies are not considered official.

Students whose first language is other than English must also present evidence of English language proficiency. Evidence may be presented in either of the following ways:

1. Submit proof of satisfactory completion of ELS Language Centers’ Level 109 course;

2. Submit official test scores on the Test of English as a Foreign Language (TOEFL)

of 500 or more (173 for the computer-based test).

Application forms and other information related to the examinations may be obtained from the Graduate School or < http://www.valdosta.edu/gradschool >.

All applicants must pay a $20.00 application fee (on-line application fee is $25.00). The fee is not credited toward the matriculation fee when the student is accepted, nor is it refunded in the event that the application is denied or if the applicant does not enroll as a student.

All documents and materials submitted to fulfill the application requirements for entry to a program in the Graduate School at VSU become the property of the University and will not be returned. These materials are kept for one year. Applicants accepted to a program who do not begin taking courses the semester for which they are admitted must submit a new application.

Admission to the Graduate School does not necessarily imply admission to the School Counseling programs. In general, no student should apply for admission to the Graduate School without first contacting the head of the department.

Applicants who are denied admission into the School Counseling programs program may be eligible for other areas and should contact the Graduate School to determine additional options.

INTERNATIONAL STUDENT ADMISSION

Valdosta State welcomes applications from international students. At Valdosta State University, international students are defined as citizens of countries other than the United States who require a visa in order to study in the U.S. To be considered for admission, international students must submit the following materials to the Graduate School, Valdosta State University, Valdosta, GA 31698-0005:

1. A completed Application for Admission to the Graduate School, along with a $20.00

check or money order in U.S. currency. Application packets are available from the

Graduate School Office or on-line at www.valdosta.edu/gradschool/.

2. Official original language and English (translated) copies of college and university transcripts, as records of past academic work, along with copies of academic degrees and certificates that the applicant has received. To be considered official, these transcripts must be submitted directly from the educational institutions to the Graduate School.

3. If the applicant’s first language is other than English, proof of satisfactory completion of ELS Level 109 or official results from the Test of English as a Foreign Language (TOEFL). A minimum score of 500 on the TOEFL (173 on the new computer-based test) is required for admission.

4. Official results from the Graduate Record Examination or the Miller Analogies Test. Information on the administration of these tests is available from U.S. Embassies and from American Cultural Centers.

5. A completed Certificate of Finances statement guaranteeing that the student will have $24,007 (for 12 months) or $16,380 (for nine months). The Certificate of Finances form is available from the Graduate School.

Once these materials are received, the Graduate School will evaluate the international applicant’s credentials and make an admissions decision. The applicant will be notified of the University’s decision and, if admitted, will be issued an I-20 immigration form. This form must be taken to the nearest U.S. Embassy or consular office, which will issue a visa for entry to the United States.

Additional information on international student admissions to the Graduate School at Valdosta State University is available from the Office of International Programs, Valdosta State University, Valdosta, GA 31698.

ADMISSION AND READMISSION

Official acceptance or denial is verified by a letter from the Graduate School. Students who are admitted but do not enroll for the semester in which they were admitted must submit another application if they want to attend Graduate School at a later date. Students who were previously enrolled but have not been in attendance within the last three semesters must apply to the Graduate School for readmission.

GRADUATE STUDENT CLASSIFICATIONS AND ADMISSIONS CRITERIA

Applicants for Education Specialist will be admitted only as “regular” based on standards presented in the College of Education section of this Bulletin.

ACADEMIC STANDARDS AND REGULATIONS

Grading System

The semester hour is the basic unit of work, in which each course offered has credit value in terms of a certain number of semester hours normally conforming to the number of contact class hours per week. For example, courses meeting three hours a week carry three hours credit. A typical exception occurs in laboratory work, in which two or three hours of class contact time would have a one-credit-hour value.

Grades and quality points represent the instructor’s final estimate of the student’s performance in a course. All grades assigned remain on the student’s permanent record and transcript. The following letters denote grades that are included in the computation of the grade-point average.

A = Excellent: 4 quality points per hour D = Passing: 1 quality point per hour

B = Good: 3 quality points per hour F = Failure: 0 quality points

C = Satisfactory: 2 quality points per hour WF= Withdrew failing: 0 quality points

Students may calculate their graduate grade-point average by dividing the number of graduate semester credit hours taken into the total number of quality points earned.

The following letters denote cases in which the grade is not included in the computation of the grade point average:

I = Incomplete

IP = In progress (course scheduled for more than one semester)

K = Credit by examination

NR = Not reported by instructor or course ending date is after the scheduled end of the semester

S = Satisfactory

U = Unsatisfactory

V = Audit

W = Withdrew without penalty

For graduation, the cumulative graduate grade-point average must be 3.0 or higher on a 4.0 scale. Throughout their program, students’ performance must be acceptable on a continuing basis. Students must at all times maintain an overall grade-point average of not less than 2.5. No grade below C will be credited toward a graduate degree. Any student acquiring any combination of two grades D, F, WF, or U will be dismissed from the Graduate School.

All grades received for graduate courses taken at Valdosta State University, after admission to the Graduate School, will be used to calculate the graduate cumulative grade-point average. Courses may be retaken, if desired or required, but all graduate grades received will affect this average.

Cumulative grade-point averages are calculated at the close of every semester in which course work is taken. This calculation appears on the permanent record of each student. A student may review this grade record and grade-point average by requesting an unofficial transcript from the Registrar’s Office. Matters requiring interpretation of a graduate record should normally be referred to the student’s advisor or the Graduate School. Undergraduate grades will not be calculated as part of the graduate student’s semester or cumulative average.

A grade of I indicates that a student was doing satisfactory work, but for non-academic reasons beyond his or her control, was unable to meet requirements of the course. If an I is not changed to a letter grade within one calendar year, it will be changed to the grade F.

A grade of IP indicates that credit has not been given in courses that require a continuation of work beyond the semester for which the students signed up for the course. The use of the symbol is approved for dissertation and thesis hours and project courses. It cannot be substituted for an I.

Students dropping a course within the time limit noted in the University Calendar, while performing satisfactorily, will receive a grade of W (withdrawal from a course, having completed work to that point satisfactorily); otherwise they will be given a grade of WF (withdrawal, having not done satisfactory work). The computation of the overall grade-point average treats WF and F grades identically; grades of W do not affect the computation.

Graduate students who wish to appeal a grade must first discuss the issue with their professor. Further appeals are then directed, in order, to their professor’s Department Head, College Dean, Dean of the Graduate School, Vice President of Academic Affairs, and President of the University.

WITHDRAWAL FROM COURSES POLICY

Students may withdraw from courses following the drop/add period until mid-term by obtaining the instructor’s signature on the withdrawal form available from the Office of the Registrar. The instructor may assign a W at the time of withdrawal. A withdrawal is not official until received and processed by the Office of the Registrar. Before midterm, faculty may disenroll students not attending class by assigning a W. Board of Regents policy does not allow students to withdraw after the midterm date published in the school calendar. Students may petition for an exception to the withdrawal deadline for cases of hardship. Petition forms are available in the Office of the Registrar. The petition will become a permanent part of the student’s file. Any student who discontinues class attendance after mid-term and does not officially withdraw may be assigned a grade of F.

No fee adjustment will be made for withdrawals except as outlined in the Graduate Bulletin and here. The Business and Finance Office will receive a copy of the withdrawal form for refunding if applicable.

AUDITING CLASSES

Students may be permitted to audit selected courses, provided regular enrollment in the course permits, and provided such arrangement is agreeable to the instructor concerned. Fees for auditing are the same as for regular registration. Students are not permitted to change from audit to credit or from credit to audit after the last day for course changes as specified in the official calendar.

GRADUATE COURSE NUMBERING

At Valdosta State University, courses numbered 1000-4999 are for undergraduate students only. Some courses numbered 3000-3999 are open to graduate students; such courses carry dual numbers, with the graduate version of the course numbered between 5000 and 5999. Similarly, courses numbered 4000-4999 are dual numbered 6000-6999, for graduate credit. Courses numbered 7000-8999 are open to graduate students only. Courses numbered 9000-9999 are open to doctoral students only.

Graduate students should be sure that they are registered for graduate courses. This information appears on the official class roll and on the student’s schedule. While a graduate student may be permitted to take an undergraduate course, this course will not fulfill graduate degree requirements. Only courses numbered 5000 or above are graduate-level courses.

MAXIMUM COURSE LOADS AND OTHER RESTRICTIONS

The normal full load for a graduate student is 9-15 hours of graduate-level work per semester. The maximum course load for a student employed full-time is 9 semester hours per semester. Course loads in excess of these limits may be allowed by permission of the major professor or the department head and the Dean of the Graduate School. Graduate assistants must register for a minimum of 6 hours per semester. The normal full load for a student with a graduate assistantship is 9 semester hours at the graduate level; however, in special circumstances, with the approval of the major professor and the department head, a graduate assistant my be permitted to take 12 hours.

Graduate students may earn no more than 6 hours credit in Directed Study and/or Independent Study courses to meet the requirements of a degree-granting program. Undergraduate courses will not be calculated when determining a graduate student’s full or part-time status. However, these hours will be included in determining a student’s maximum load, as stated above.

GENERAL REQUIREMENTS FOR GRADUATE DEGREES

Specific requirements for each graduate program offered by the University are presented in the departmental listings in this Handbook and the Graduate Bulletin. Students should refer to these listings to determine the requirements for degree completion and graduation.

Courses taken more than seven years prior to the semester of degree completion cannot be used to meet graduate degree requirements. Under extenuating circumstances, however, students, with the approval of their advisor, may appeal in writing for a one-time extension of this limitation. A committee, approved by the dean of the appropriate college, will consider the appeal and may recommend to the Dean of the Graduate School that the student be granted an extension of the seven-year limitation. The maximum extension for completion of the program cannot exceed one additional calendar year.

RESIDENCY

At least fifty percent of the student’s course work must be completed in residence at Valdosta State University. No more than 6 semester hours of graduate course work may be accepted by transfer from another institution to Valdosta State University. Credit to a degree program for transferred course work may be obtained by application to the Dean of the Graduate School, with approval by the major professor.

THESIS REQUIREMENT

In programs with thesis requirements, a minimum of 30 semester hours of academic course work is required. Of these 30 semester hours, at least 9 semester hours must be in courses numbered 7000 or above with a minimum of 6 hours of thesis. In programs without thesis requirements, a minimum of 30 semester hours of academic course work is required. Of these 30 semester hours, at least 15 semester hours must be in courses numbered 7000 or above. The remainder must be completed in courses numbered 5000 or above.

The approved defended thesis must be submitted to the Graduate School not less than 14 days before the scheduled date of graduation. The Supervisory Committee shall certify to the Dean of the Graduate School that the student has successfully defended the thesis at an announced open meeting. Three copies of the thesis (plus others, if required by the department), signed by the major professor, members of the Supervisory Committee, and the Dean of the Graduate School, shall be submitted to the library not less than 5 days before the scheduled date of graduation.

All students must register for thesis credit each semester in which they are actively working on their thesis. Students must be enrolled in the thesis course in the semester in which they graduate. All thesis courses will be graded on a satisfactory/unsatisfactory basis.

General thesis regulations are furnished by the Graduate School. Signature on the thesis by the Dean of the Graduate School indicates final acceptance of the student’s thesis and marks the completion of requirements for the master’s degree. The Graduate Dean will send a copy of the signature page to the Office of the Registrar to authorize the student’s graduation.

APPLICATION FOR GRADUATION

Students must apply for graduation one semester in advance. Students planning to attend graduation should make arrangements with the VSU Bookstore for purchase of cap, gown, and hood. The Registrar’s Office should be consulted early in the program (at least one semester before graduation) for procedures and deadlines. A $25 graduation fee must be paid at the Bursary prior to final evaluation. This fee is valid for one year beyond the initial term selected for completing degree requirements. A 3.0 cumulative GPA on all graduate courses completed at VSU after acceptance to the Graduate School is required for graduation.

College of Education Requirements in addition to

University Requirements for Admission

1. Admission to graduate programs in the College of Education is granted by the Graduate School, in consultation with the department concerned. Students are urged to contact the department in which the major portion of the work will be taken before making formal application for admission.

2. Formal applications are obtained from, and must be submitted directly to, the Graduate School for initial evaluation.

3. The Graduate School will contact the department head for the department in which the student wishes to pursue graduate work to obtain approval for the student’s entry into a graduate program within that department.

College of Education Requirements in addition to

University Requirements for Admission (Ed.S.)

1. The applicant must have completed a Master’s Degree at an accredited or approved institution.

2. With the exception of Instructional Technology majors, the applicant must be certified at the T-5 or the equivalent service level in the teaching service field in which he/she intends to pursue the Ed.S.

3. With the exception of Instructional Technology and School Psychology majors, the applicant must have completed three years of acceptable school experience.

4. A student will not be admitted with a grade-point average of less than 3.00 on all previous graduate work attempted.

5. A student will not be admitted with a Graduate Record Examination (GRE) score of less than 850 (verbal portion plus either quantitative or analytical portion). The score on the verbal section of the GRE may not be less than 400.

6. Only “Regular” admission status is to be used for entry to an Education Specialist Program; graduate work taken prior to admission to an Education Specialist Program will not be counted toward the degree requirements.

Standardized Test Scores

GRE 1050+ = 35 points

1000 - 1049 = 30 points

950 – 999 = 25 points

900 - 949 = 20 points

850 - 899 = 15 points

Subtotal ______

TOTAL ______

Recommendation Guidelines for Admission

40+ points = Regular Admission

30 - 39 = Admit by Exception

below 30 = Reject

College of Education Requirements in addition to

University Requirements for Retention and Graduation

1. Only “Regular” admission status is to be used for entry into an Education Specialist Program.

2. The maximum time allowed for completion of the Ed.S. degree is seven calendar years. No work completed more than seven years prior to degree completion will be accepted toward the degree, except with special permission from the student’s major professor and the Dean of the College of Education and approval from the Dean of the Graduate School.

3. No more than 6 semester hours of academic work may be transferred from another institution into a COE graduate program. This credit must be presented to the department for evaluation at the time of admission.

GRADUATE ADMISSION APPEALS PROCESS (M.Ed. & Ed.S.)

Any applicant who is denied admission to a graduate program in the College of Education has the right to appeal the decision. There are two levels of appeal within the College of Education: (1) the departmental level, and (2) the college level.

Departmental Appeal

Each department within the College of Education has an Appeals Committee. By contacting the department, a student can determine who chairs the departmental Appeals Committee. The student should contact the departmental Appeals Committee chair to find out what steps to take to appeal his/her denial into a graduate program. These steps may include, but are not limited to, the following: letters of recommendation, in-house writing samples, scores from other standardized tests, interviews, etc. A student who is denied admission by the departmental Appeals Committee may appeal to the College of Education Graduate Policies Committee.

College Appeal

The College of Education maintains a Graduate Policies Committee. The Committee is comprised of one representative from each of the eight departments within the College of Education. One of the primary functions of this committee is to hear appeals of students who have been denied admission to a College of Education graduate program through the initial application process and through the departmental appeals process. The Committee meets once a semester. The Graduate School can supply dates of the Committee’s meetings and the name of the faculty member who chairs this committee. Students who wish to appeal to the College of Education Graduate Policies Committee should follow the steps outlined:

Appeal Procedures

1. Student must have been rejected by the departmental appeals committee.

2. Student must obtain and complete the appeals form. The form is available from the Graduate School and should be returned to the Graduate School when it is completed.

3. Student must report scores from at least two attempts to post acceptable scores on the GRE. The scores must be stated on the appeal form and must be verified by the Graduate School.

4. Student must submit three letters of recommendation for graduate study. One letter should come from the student’s immediate supervisor, and at least one other letter should come from a former instructor who can attest to the student’s academic ability. The letters should be submitted with the appeal form.

5. Student must write a letter to the Graduate Policies Committee stating reasons why the committee should favorably consider his/her request for admission and outlining reasons why he/she wishes to pursue graduate study. This letter should also be submitted with the appeal form.

6. All appeals materials must be submitted to the Graduate School at least one week before the scheduled meeting of the Graduate Policies Committee.

7. All students who wish to appeal have the right to appear before the Graduate Policies Committee and state their cases in person. Students must contact the Chairperson of the Graduate Policies Committee to make an appointment with the committee if they wish to appear in person.

8. The decision of the committee concerning each student’s appeal will be communicated to the Dean of the College of Education and to the Dean of the Graduate School by the Chairperson of the Graduate Policies Committee.

9. The Dean of the Graduate School will notify each student, in writing, of the decision of the Graduate Policies Committee within approximately one week following the committee’s meeting.

FINANCIAL INFORMATION AND ASSISTANCE

BUSINESS REGULATIONS

Valdosta Sate University, as a unit of the University System of Georgia, receives the major portion of its operating funds through appropriations from the State of Georgia. This support enables the University to offer high quality educational programs at a minimal cost to its students.

Each year, Valdosta State University offers three semesters of instruction: Fall and Spring , which are collectively called the academic year, and Summer. Term fees are charged in accordance with the regulations and schedules set forth below, the basis of which is the number of semester hours scheduled. These fees are due and payable as an integral part of the registration process, and students should not commence registration without having money sufficient to pay all fees. The University reserves and intends to exercise the right to withhold copies of education records, cancel the enrollment of students who owe the University money, or pursue collection for unpaid balances.

The University reserves the right to change without previous notice its fees, charges, rules and regulations at the beginning of any semester. This right will be exercised judiciously.

MATRICULATION FEE SCHEDULE FOR GRADUATE STUDENTS

Effective Fall Semester 2000

Hour Georgia Resident Out of State Resident

12 $1,457 $4,937

11 1,364 4,554

10 1,267 4,167

9 1,170 3,780

8 1,073 3,393

7 976 3,006

6 879 2,619

5 782 2,232

4 685 1,845

3 329 1,199

2 232 812

1 135 425

All fees, as stated, are tentative and subject to change based on Board of Regents policy.

Please note: Health ($73), Athletic ($101) Transportation ($5), and Activity ($80) fees are assessed for class loads over 3 semester hours unless a student is enrolled in ALL off-campus classes. Also, the Technology fee is a flat fee of $38, assessed for all students, regardless of the number of hours. Audit (Non-Credit) Classes: Fees for attending class on an audit or non-credit basis are calculated the same as above.

Graduate assistantships are granted by the Graduate office. Graduate assistants receive a waiver of a portion of matriculation fees only. Athletic, activity and health fees are not waived or reduced. Graduate assistants also receive regular payments for their work through the Payroll system. Graduate assistants may not receive extra compensation for performing other work during the period of their assistantship. Qualified expenses for graduate school paid after June 30, 1998 may be eligible for the nonrefundable Federal Lifetime Learning Credit up to $1000. Please consult your tax advisor for further information. Information is also available from the IRS website: www.irs.ustreas.gov.

OTHER FEES (PER SEMESTER )

Late Registration: Failure to register or pay by specified payment date ........... $50.00

Returned Check:

For each check………… $25 or 5 % of the face of the check, whichever is greater

Key Replacement…………………………………………………………….… $25.00

Music Lessons, including the use of instrument for practice

Private………………………………………………..……………...…………. $50.00

Group…………………………………………………………………............... $35.00

Post Office Box (semester rental for students not living in campus housing) .... $ 6.00

Transcript Fees 1-5 copies……..………………..………………..……….… no charge

6th and subsequent copies (each) ……..………………..………………..………$ 2.00

Priority Fee for Certification Forms/Letters/Transcripts, per copy ..... …………..$ 5.00

Electronic transmission (FAX) of unofficial transcripts or certification

forms/letters, per copy (Official transcripts cannot be FAXed.)....……... $10.00

Graduation Fee, Graduate Students ..........................................................….…... $25.00

(Students who apply for graduation and who do not meet degree requirements must pay appropriate graduation fees again upon re-application.)

Motor Vehicle Parking Permit, Annual .......................................................….…. $50.00

Excess Check Stop Payment and Reissue Request Processing fee ................…… $10.00

Lab Fee (per lab course) ................................................................................…….$30.00

Example of total cost of full-time graduate student for one semester: (9 hours in-state)

Tuition and Fees $ 1,170

Books 400

Total $ 1,500

PAYMENT OF FEES AT REGISTRATION

Tuition and fees are due and payable as an integral part of the registration process and must be paid on or before the date of registration. The amount owed is based on the courses for which students are registered, living accommodations on campus, and meal plan selected and is detailed on the class schedule/fee invoice. Complete payment for tuition, dorm, apartment, meal plan, holds, vehicle registration, etc., must be made to validate registration. No partial payments are accepted. Valdosta State University does not accept third party or counter checks. Regardless of any problem with the source of funds, it is the student’s responsibility to have sufficient money to pay tuition and fees by the scheduled date. The University is not permitted to have accounts receivable for student fees. It is the student’s responsibility to determine the balance due on their account and render payment by the fee payment deadlines. The telephone information system is available 24 hours per day for this purpose. VSU mails invoices only to students whose financial aid does not cover all fees and account charges. However, invoices can also be mailed or picked up at the Bursary by request.

Valdosta State University will automatically validate a student’s class schedule if authorized financial aid exists on a student’s account which covers all fees. Students are responsible for insuring that adequate financial aid is authorized to their accounts by the fee payment deadline for automatic validation. Loans are not authorized financial aid until all promissory notes have been signed and returned to the Financial Aid Office. Short Term (Emergency) loans for fee payment are available through the Student Accounts Office. Classes are canceled only if financial aid and/or other payments to student accounts DOES NOT EQUAL OR EXCEED the charges on the student’s account. Therefore, students who register but do not intend to attend the University must withdraw from classes if financial aid covers fees to AVOID UNSATISFACTORY GRADES AND/OR FINANCIAL LIABILITY. If financial aid fails to materialize, for whatever reason, students are responsible for the immediate payment of their account balance to the University.

According to U.S. Department of Education regulations, financial aid may be used to pay tuition, room and board. However, a student must sign an authorization with the University Cashiers to pay any other charges from financial aid. Students or parents may rescind this permission at any time by means of a written statement to the Vice President for Business and Finance.

Fees and fee payment instructions with deadline dates are included in the Schedule of Classes each semester. Since these may change, it is absolutely essential that each student read and adhere to the instructions and dates as stated in each semester’s instructions.

Valdosta State University Refund Policy

Effective Fall Semester 2001

Students officially withdrawing from Valdosta State University after paying fees for the term will be issued a 100% refund for tuition, mandatory fees, campus housing and meal plans, provided the official withdrawal occurs NO LATER THAN the official drop/ add day for refunds. Students officially withdrawing from ALL classes AFTER the official drop/add day will receive a refund based upon the following Board of Regents Refund policy:

The refund amount shall be based on a pro rata percentage determined by dividing the number of calendar days in the semester that the student completed by the total calendar days in the semester. The total calendar days in a semester includes weekends, but excludes scheduled breaks of five or more days and days that a student was on an approved leave of absence. The unearned portion shall be refunded up to the point in time that the amount earned equals 60%.

Students that withdraw when the calculated percentage of completion is greater than 60% are not entitled to a refund of any portion of institutional charges.

A refund of all non-resident fees, matriculation fees, and other mandatory fees shall be made in the event of the death of a student at any time during the academic session. Housing fees, post office box fees and music fees are non-refundable fees. Refunds of elective charges upon withdrawing from the institution during a term will be made on a prorated basis determined by the date of withdrawal. Flex charges are only refundable to the extent they are unspent.

It is the student’s responsibility to withdraw officially in accordance with university regulations that are set out in this Bulletin. Students receiving financial aid monies will have their refunds restored to the following programs in this precise order: outstanding balances on non-subsidized loans, subsidized loans, PLUS loans, Pell, SEOG, other Title IV student assistance programs, HOPE, private scholarships and finally, to the student. No refunds for reduction in academic loads or student services are allowed unless such reductions are necessitated by schedule changes initiated by the University. Students suspended or expelled for disciplinary reasons are not entitled to a refund of any deposits or fees paid. Students who are asked to vacate their residence hall rooms as a result of disciplinary actions (but who are allowed to continue attending classes) are not eligible for a refund of that term’s room rent.

Additional information about refunds and refund policies are available, upon students’ request in the Office of Student Accounts in the University Bursary located at 1200 N. Patterson Street.

CHECK CASHING SERVICE

All checks and money orders must be payable through a U.S. bank. To accommodate students, the University will cash one personal check for $50 or less at the University Bursary daily. The Bursary’s hours are Monday through Thursday, 8-5 PM and Friday, 8-2:30 PM. The hours of service at the Drive-Through are 8-7 PM Monday through Thursday, and 8-5 PM on Friday. Checks may also be cashed in the Bookstore during the normal hours of business. Checks drawn for cash may only be made payable to “VSU-CASH”.

The University will not accept two-party checks for cashing. Parents who send their son or daughter spending money by check should make their check payable to VSU with the student’s name in the “for” section of the check.

CHECKS RETURNED BY THE BANK

Checks issued to the University in payment of fees, purchases of books, etc., or to be cashed for personal convenience, must be paid upon presentation to the bank on which it is drawn. If a check is returned to the University for insufficient funds, account closed, stopped payment, or any other reason, the returned check will be handled in accordance with the State Laws of Georgia. Briefly the Georgia Code requires the following procedure:

The official notice of a returned check will be sent by certified letter instructing the writer to either bring cash or send a certified check, money order or cashier’s check for the amount of the returned check plus the returned check fee to the Cashier Supervisor in the University Bursary to clear the University record. The returned check fee is $25 or 5% of the face amount of the check, whichever is greater. The returned check fee applies to each check returned. If the returned check is for registration fees, the late registration fee of $50 will also be assessed. The law grants 10 days from the receipt of the original certified letter to tender payment in full for the returned check(s) and service charge(s). If full payment has not been received within 10 days from the receipt of the certified letter, the returned check(s) will be referred to the Lowndes County Sheriff for the initiation of criminal prosecution or other action deemed appropriate. Immediate action will be taken against a person who issues a check on a closed account or who stops payment on a check. Additionally, the University can suspend the student from class and from any campus facilities for a returned check of any reason. Suspension from class will not relieve the student from the obligation to pay the returned check(s) and related fees.

STUDENT AFFAIRS AND SERVICES

DIVISION OF STUDENT AFFAIRS

Valdosta State University is committed to the ideal that total education involves more than academic pursuit. Therefore, the University provides a variety of extra-curricular activities to supplement the academic program. Most student activities are specifically planned to meet the cultural, social, and recreational needs of students in a coeducational atmosphere. The University Union and University Center are designed for group activities: informal dances, sorority and fraternity meetings, departmental club meetings, and films and activities sponsored by the Campus Activities Board.

COUNSELING CENTER

The Counseling Center, located in Powell Hall East, offers with others who have similar goals and interests. Tests for assessing students’ interests, personality, aptitude, or abilities are administered and interpreted by the Counseling Center staff. The Center also provides consultation to faculty and staff in addition to offering outreach programs to various groups on campus and in the residence halls. Appointments may be made in person or by calling 333-5940. When necessary, appropriate referrals will be made to use all available resources to meet student needs.

CAREER SERVICES

The University understands the needs of university students to establish career goals. The Office of Career Planning and Placement, located in Powell Hall West, assists students in the choice of major programs of study, career objectives, and obtaining satisfactory employment upon graduation. Individual career counseling helps students explore how their abilities, values, and interests match particular career fields. Also, group workshops and seminars on career-related topics are offered each quarter. Students may utilize the varied resources available in the Career Library: printed career materials, audio and video tape descriptions of occupational opportunities, and a computer-assisted career exploration program. Workshops in résumé preparation, job-interview skills, and job search strategy are offered each quarter. Job vacancy listings of interest to seniors and graduate students are posted. On-campus interviews are scheduled with employers interested in interviewing students.

PUBLICATIONS

The University also provides opportunities for experience in journalism through The Spectator, the campus newspaper; Odradek, the literary arts magazine; and other student publications. A large number of students participate in producing these publications, which, in turn, provide a forum for presenting current issues and also generate spirit within the student body.

TESTING

The University is designated as a national test center for the administration of standardized tests. The Office of Testing, in Powell Hall West, assists students with university requirements. Many tests are given in specific areas to students for placement, proficiency, or admission to specialized programs. Information about specific tests and their administration is available in the Office of Testing. Some of the available tests are Scholastic Aptitude Test (SAT), American College Testing Program Assessment (ACT), Graduate Record Examination (GRE), Graduate Management Admission Test (GMAT), College Level Examination Program (CLEP), Law School Admission Test (LSAT), Miller Analogies Test (MAT), National Teacher Examination (NTE), Collegiate Placement Examinations (CPE), Regents’ Testing Program (RTP), and Independent Study Examinations (ISE). In addition, other College Board and Educational Testing Services examinations are available. a variety of services to all students, faculty, and staff at the University. A staff of professionally trained counselors is available to assist with personal, social, or educational concerns. The Counseling Center offers an atmosphere in which students may discuss their problems with the assurance that all counseling information will remain confidential.

Individual counseling is available for students who wish to discuss and explore

their thoughts, feelings, behaviors, and life styles. Group counseling provides an opportunity for students to grow in their communication, social, and interpersonal skills

STUDENT RECORDS

The Office of the Registrar maintains the academic records of students and issues transcripts of records and certificates for various governmental agencies. Students are encouraged to check with the Registrar’s Office when questions arise concerning academic status. All students have a permanent record to which only they and authorized personnel have access, and it is to the student’s advantage to check this record periodically. Official transcripts are provided upon written request of the student. All undergraduate and graduate work constitutes a complete academic record. Portions of that record will not be deleted when transcripts are provided. All grades assigned remain on the student’s permanent record and transcript. Two weeks’ processing time should be allowed for the preparation of transcripts and certifications.

Transcripts of academic records from other universities and high schools are not provided. The student must contact previous institutions attended for those transcripts. It is also the student’s responsibility to contact testing agencies for test score reports.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 AND AMENDMENTS

Students attending Valdosta State University have the right of access to their education records in accord with the Family Educational Rights and Privacy Acts of 1974 and Amendments.

COMPUTING AND DATA NETWORKING FACILITIES

The University operates a variety of sophisticated, state-of-the art computing and networking facilities to support its academic, research and administrative activities. The facilities include several powerful UNIX-based central servers, many distributed file servers running Novell NetWare, 2,400 microcomputers and 50+ high-end work-stations, all of which are interconnected via a high-speed data network.

Located in the Computer Center in Nevins Hall, three Hewlett-Packard (HP) 9000 large-scale business servers, Models G50, G70 and K460, support all student and financial related processing, as well various other applications software systems. To meet VSU’s fast growth, these three computers together comprise a total systems environment that provides one of the largest and most modern centers in the University System. As one of the first schools selected by the Board of Regents to receive the fourth-generation Banner Student Information and Financial Aid Systems, VSU has fully implemented those systems to greatly enhance student support operations such as admissions, registration, advising and financial aid processing.

Housed in the Data Communications Center in Ashley Hall, one Sun Enterprise 3000 provides electronic mail services for the students, faculty and staff and access to the state-wide PeachNet and other national and international networks. A Sun SparcServer 1000E provides Gopher, Listserv, Usenet and other similar services. A second Sun SparcServer 1000 provides World Wide Web service and operates as a specialized applications server for several academic departments with software products such as AutoCAD, MathLab, GIS, C++, LISP and others. A third Sun SparcServer 1000 performs as the name server for the campus, allowing VSU to be registered with Internet and utilize the short address of < valdosta.edu >.

A very extensive and sophisticated fiber-optic based data network, with its central hub of bridges and routers located in the Library, provides Ethernet protocol (10/100 Mbps) communications between all servers and microcomputers. The 18 miles of fiber and 58 miles of copper wire connects the main campus buildings, as well as two on North Campus, the VSU Regional Center for Continuing Education and 12 buildings adjacent to the main campus. Other sites utilize dedicated modems to connect to the network. Additional remote dial-in modem access is supported, as well as outside access via PeachNet to other national and international networks.

Microcomputers are provided to every faculty member and all staff in administrative offices. A total of 600 microcomputers are available to students in 25 labs, with 10 – 50 machines each, located throughout the campus. Two labs are installed at Kings Bay Naval Base to support VSU operations at that location. All machines have the campus standard software installed which includes Microsoft Office Pro (Word, Excel, Power Point, Access) and all communications products (Netscape, Eudora, and other). Various microcomputer servers, Sun and Silicon Graphics high-end workstations, local networks and other facilities are located in the colleges and administrative offices to provide additional support to students, faculty and staff. The Library operates a DEC 4200 minicomputer, Sun SparcServer 1000, a student micro lab, 20+ Galileo workstations, a PC lab and 30+ terminals to support their operations.

Specific information on the above can be obtained at the Information Technology division offices located in Ashley Hall, Second Floor, South.

AMERICANS WITH DISABILITIES ACT

The Americans with Disabilities Act, Public Law 101-336, extends the prohibition against discrimination on the basis of disability in Section 504 to all programs, activities, and services provided or made available by state and local governments, regardless of whether those entities receive federal financial assistance. Section 504 of the Rehabilitation Act of 1973 states that no otherwise qualified disabled individual can be denied access to or participation in any federally funded activity or program solely on the basis of disability.

FINANCIAL AID FOR GRADUATE STUDENTS

The purpose of the student aid program is to help make higher education a reality for persons who would be unable to attend without financial assistance. Financial aid is awarded only to eligible students who have been admitted to the University. Transient students are not eligible for financial aid. The financial aid application and financial statement may be submitted at any time after the applicant has applied for admission. Financial aid applications are accepted as long as resources permit, and priority is given to those submitted by May 1.

GRANTS

Vocational Rehabilitation Assistance. Vocational Rehabilitation provides assistance to students with physical limitations. Usually, fees are paid for eligible students, but in cases of substantial need, students may be considered for the Appleby Scholarship. Apply through your local office of Vocational Rehabilitation, a division of the Department of Human Resources.

OTHER FEDERAL PROGRAMS

Veterans Financial Aid Services. The Veterans’ Affairs Office, a part of the Office of Financial Aid, is located in Powell Hall East. A full-time counselor assists all veterans in completing applications for benefits, making adjustments in payments, providing tutorial assistance, updating enrollment certifications, and with other services to assist veterans with their education.

Veterans Administration Assistance. Veterans, service personnel, and eligible dependents may qualify to receive benefits through the Veterans Administration. Applications may be made through the VSU Office of Veterans Affairs.

Montgomery GI Bill (Active Duty). This program of education benefits is for students who enter active duty for the first time after June 30, 1985. The student must, with certain exceptions, serve continuously on active duty for three years of a 3-year enlistment or, for a lesser benefit, two years of an initial active duty obligation of less than three years. A student also may qualify for benefits by initially serving two continuous years on active duty, followed by four years of Selected Reserve service.

Montgomery GI Bill (Selected Reserve). This program of education benefits is for Reservists of the armed forces as well as the Army National Guard and the Air National Guard. To be eligible for this program, a reservist must have a 6-year obligation to serve in the Selected Reserve, complete Initial Active Duty for Training, have a high school diploma or its equivalent, and remain in good standing in a drilling Selected Reserve Unit. If a student has a parent who is a military veteran, the student may qualify for help from the U.S. Department of Veterans Affairs. Benefits may be awarded for pursuit of associate, bachelor, or graduate degrees at colleges and universities. Details are available in the Office of Veterans Affairs of Valdosta State.

LOANS

The Federal Direct Stafford/Ford Loan. This loan allows students enrolled at least half-time to borrow money at low interest for educational expenses. There are two types of Federal Direct Stafford/Ford Loans: (1) Federal Direct Stafford/Ford Loans and (2) Federal Direct Unsubsidized Stafford/Ford Loans. The Federal Direct Stafford/Ford Loans is need based, and the Federal Government subsidizes and pays the interest on this loan while the student is in school and during the six-month grace period. The unsubsidized loan is not need-based. This loan was created for borrowers who do not qualify for federal interest subsidies. The student either pays the interest while in school and during the six-month grace period or it is added to the balance of the loan.

VSU Short-Term Loans. Short-term emergency loans are available from the Office of Business and Finance each quarter. Apply to the VSU office of Student Accounts in the Bursary.

EMPLOYMENT OPPORTUNITIES

Federal Work-Study Program (FWSP). The University participates in the Federal Work-Study Program. Eligible students may work part-time during the academic year. To be placed on FWSP, the student must complete and submit all required financial aid documents to the VSU Office of Financial Aid. Priority is given to those students who have completed financial aid applications by May 1.

Graduate Assistantships. The University provides a limited number of graduate assistantships. Interested applicants should apply to the Graduate School. An out-of-state student who holds a graduate assistantship is given a waiver of out-of-state tuition.

Student Assistant Program. On-campus jobs, financed by the University, are also available. Each department has its own funds for this program. Inquiries should be made to the Student Payroll Services Office, located in Nevins Hall.

Other Employment. The Job Location and Development Program, administered through the Office of Student Employment Services, Powell Hall West, 2 nd Floor, assists students in obtaining part-time employment off-campus.

SCHOLARSHIPS

HOPE Teacher Scholarship. (At the present time School Counseling is not considered a critical field.)

Funded by the Georgia Lottery for Education and is a component of the HOPE Scholarship Program. This scholarship provides financial assistance to teachers, counselors, and individuals seeking advanced degrees in critical fields of study in education. Scholarship recipients agree to teach in a Georgia public school at the preschool, elementary, or secondary level after graduation. If a recipient fails to meet this obligation, the scholarship becomes a loan, which must be repaid in cash, with interest. Applications should be available late Spring Semester. To apply, contact the Georgia Student Financial Commission at 770-724-9030 or toll free at 1-800-546-HOPE, or the Valdosta State University HOPE Coordinator in the Office of Financial Aid at 912-333-5935, request a HOPE Teacher Scholarship Application. For the complete HOPE Scholarship Regulations, visit the Georgia Student Finance Commission web site address at www.gsfc.org.

VSU Alumni Association Scholarship. This scholarship was created to recognize and support graduate students who have demonstrated a significant amount of academic achievement. The scholarship will be awarded at the beginning of each academic year in the form of a grant. The amount of the scholarship is equivalent to one year of in-state tuition, or two consecutive semesters. Application materials are available from the Graduate School.

Athletic Scholarships. For scholarship information regarding a particular sport, contact the VSU Athletic Office.

FINANCIAL AID ACADEMIC REQUIREMENTS

In accordance with the Higher Education Act of 1965, as amended, students must be making satisfactory academic progress, both in quality and quantity, to qualify for and continue to receive Title IV federal financial aid. The satisfactory academic progress standards for federal financial aid recipients at Valdosta State University are as follows:

Standards for Graduate Students

Qualitative. All students are expected to maintain the academic standards outlined in the official Bulletin of Valdosta State University. Students who fail to meet these standards will be placed on academic suspension. Students receiving financial aid who are placed on academic suspension will have their financial aid terminated. Financial aid applicants placed on academic suspension at the end of their last semester of attendance are not eligible for financial aid.

Quantitative. In addition to maintaining the specified grade point average, students receiving financial aid must complete their degree in accordance with certain criteria and successfully complete a minimum percentage of credit hours each academic year.

1. At Valdosta State University, the maximum number of hours allowed is 150% of the number of semester hours required to earn the degree. Examples: Graduate students pursuing a degree which requires 30 semester hours may not receive financial aid after they have attempted 45 hours. If the degree requires 36 semester hours, students will be expected to have earned the degree after having attempted no more than 53 hours.

2. Students must successfully complete 67% of the courses for which they register in any academic year. The grades of A, B, C, D, IP, and S count as the successful completion of a course. The grades of F, W, WF, I, U, NR, and V do not count as the successful completion of a course. At the end of each Spring Semester, those students who have not successfully completed 67% of the courses in which they have enrolled will have their financial aid terminated effective the next Fall Semester.

3. Graduate students must maintain a cumulative grade point average of not less than 2.5 in order to be eligible for financial aid.

Monitoring of Satisfactory Progress

Qualitative academic requirements will be checked at the end of each semester at the time the student applies for financial aid. The limitation of total hours attempted and the 67% completion requirements will be checked at the end of the spring semester. The grade point average of students who apply during the academic year will be checked as of the last semester attended; the limitation on the total hours attempted and the 67% completion requirement will be checked at the end of the previous spring semester.

Summer Session

Courses taken during the summer are counted exactly the same as courses taken any other semester.

Repeated Courses, Remedial Courses, Withdrawal, and Incompletes

Students should be careful in repeating courses, as all attempts at a course are counted in the maximum hours allowed to obtain a degree. Students are also re-minded that withdrawing from a course does not count as successful completion and does not count in the required 67% completion rate each academic year. Incompletes also do not count as the successful completion of a course, and excessive Incompletes can result in the termination of financial aid. Graduate students are not eligible to receive financial aid for any remedial or other courses at the undergraduate level.

Reinstatement of Aid

Reinstatement of Financial Aid depends upon availability of financial aid funds at the time of the application for reinstatement and other factors: Graduate students terminated from aid because of academic suspension may apply for reinstatement of aid any time their cumulative GPA reaches 2.5. Students terminated for failure to complete 67% of their courses may apply for reinstatement after completing 9 hours at their own expense.

Appeals

Students wishing to appeal may do so by filling out a Satisfactory Progress Petition and presenting it to the Financial Aid Office, along with any supporting documentation. The Financial Aid Office staff may take into consideration illness, death in the immediate family, or any other extenuating circumstances. Students will be notified, in writing, of the decision. Students wishing to appeal the decision of the Financial Aid Office may do so, by writing to the Student Financial Aid Committee.

Veterans Financial Aid Services

The Office of Veterans Office, a part of the Office of Financial Aid, is located in Powell Hall East. A full-time counselor assists all veterans in completing applications for benefits, making adjustments in payments, providing tutorial assistance, updating enrollment certifications, and with other services to assist veterans with their education. Veterans enrolled in physical education courses can be certified to the Veterans Administration for VA benefits when the courses will be credited toward the completion of their approved educational program. It must be documented that credit cannot be granted for the courses based upon prior military training or experience. Veterans should refer any problems they are having to the Veterans Office for assistance. (333- 5935)

FINANCIAL AID FOR INTERNATIONAL STUDENTS

Outstanding students may qualify for a waiver of the non-resident tuition fees; such a waiver greatly reduces the cost of study at Valdosta State. Interested international applicants should include with their applications a formal statement requesting consideration for a waiver of non-resident tuition fees.

In addition to the tuition waivers, a limited number of graduate assistantships are available each year. Recipients work a specified number of hours in an academic department or with a faculty member and receive a partial waiver of tuition plus a small amount of money to help them with their living expenses. Students interested in information about graduate assistantships should write directly to: The Graduate School, Valdosta State University, Valdosta, GA 31698 USA.

RULES GOVERNING THE CLASSIFICATION OF STUDENTS

AS RESIDENTS AND NON-RESIDENTS

1. (a) If a person is 18 years of age or older, he or she may register as a resident student only upon showing that he or she has been a legal resident of Georgia for a period of at least twelve months immediately preceding the date of registration.

(b) No emancipated minor or person 18 years of age or older shall be deemed to have gained or acquired in-state residence status for fee purposes while attending any educational institution in this state, in the absence of a clear demonstration that he or she has in fact established legal residence in this state.

2. If a person is under 18 years of age, he or she may register as a resident student only upon showing that his or her supporting parent or guardian has been a legal resident of Georgia for a period of at least twelve months immediately preceding date of registration.

3. A full-time employee of the University System and his or her spouse and dependent children may register on the payment of resident fees even though he or she has not been a legal resident of Georgia for the preceding twelve months.

4. Non-resident graduate students who hold teaching or research assistantships requiring at least one-third time service may register as students in the institution in which they are employed on payment of resident fees.

5. Full-time teachers in the public schools of Georgia and their dependent children may enroll as students in the University System institutions on payment of resident fees.

6. All aliens shall be classified as non-resident students, provided that an alien who is living in this country under a visa permitting permanent residence shall have the same privilege of qualifying for resident status for fee purposes as a citizen of the United States.

7. The president or his authorized representative may waive out-of-state tuition for international students, provided, however, that the number of such waivers in effect at any time does not exceed one percent of the equivalent full-time students enrolled at the institution in the Fall Semester immediately preceding the semester for which the out-of-state tuition is to be waived. Such waivers are granted for one year only and must be renewed annually.

8. If the parents or legal guardian of a minor changes legal residence to another state following a period of legal residence in Georgia, the minor may continue to take courses for a period of twelve consecutive months on a payment of resident fees. After the expiration of the twelve-month period, the student may continue his or her registration only upon the payment of fees at the non-resident rate.

9. In the event that a legal resident of Georgia is appointed as a guardian of a non-resident minor, such minors will not be permitted to register as a resident student until the expiration of one year from the date of court appointment, and then only upon proper showing that such an appointment was not made to avoid payment of the non-resident fees.

10. Military personnel on active duty and stationed in the state of Georgia, as well as their dependents, shall be assessed tuition at the same rates as legal residents of the state. Persons severing military service shall be considered non-residents, unless they otherwise qualify for resident status.

11. Permanent legal residents of the Florida counties of Hamilton or Madison and their dependents shall be assessed tuition at the same rate as a legal resident of the State of Georgia upon the presentation of proof of domicile satisfactory to the institution.

PLEASE NOTE: In order to avoid delay and inconvenience upon arrival for registration, any question concerning residence status should be clarified immediately upon receipt of acceptance of admission, or not later than one month prior to the registration date. Questions for clarification should be addressed to Residence Committee, Office of Business and Finance, Valdosta State University, Valdosta, Georgia 31698.

Student Responsibilities

Students’ Responsibility to Register Under Proper Classification

The responsibility of registering under the proper residence classification is that of the students. If there is any question of their right to classification as a legal resident of Georgia, it is their obligation, prior to or at the time of their registration, to raise the question with the administrative officials of the institution in which they are registering and have it officially determined. The burden always rests with the students to submit information and documents necessary to support their contention that they qualify for in-state residence under Regents’ regulation.

B. Notification Upon Becoming a Non-Resident

Students who are classified as a resident must notify the proper administrative officials of their institution immediately of any change in their residency status.

Reclassification of Non-Resident Students

Those non-residents who believe they have met the resident requirements as previously set forth may complete a Petition for Resident Status. These petitions are available in the Office of Business and Finance and must be completed in their entirety and supported by the required documentation before an initial review of status can be conducted.

The initial review is conducted by a member of the Business Office staff who will rule on the basis of oral evidence and other documentation supporting the petition for resident status. The results of the initial review, if unfavorable, may be appealed to the Resident Status Review Committee and ultimately to the president, if such action is required.

Such petitions and appeals must be completed no later than 60 days following registration for the academic quarter for which resident status is to be effected. If the petition is granted, reclassification will not be retroactive to prior quarters. Should it be determined that the student has misrepresented or omitted material facts which result in classification or re-classification as a resident student, retroactive charges for non-resident fees will be made and must be paid prior to the close of the academic quarter in which they are levied.

AUXILIARY SERVICES

As a part of the Office of Business and Finance, the Auxiliary Services Division is responsible for providing support services to students, faculty, and staff members of the University. The Division includes the Bookstore, Dining Services, 1 Card Services, Parking and Transportation, Vending, Health Services (financial management) and Housing and Residence Life (financial management). Administrative offices are located at 103 East Brookwood Place (telephone 229-333-5706; fax 229-333-7419). For information about 1 Card Services, the Bookstore, Dining Services, Health Services, Parking and Transportation, or Housing and Residence Life, please visit our web pages: < http:// services.valdosta.edu/ >. Additional information about Health Services or Housing and Residence Life may be found at < http://www.valdosta.edu/vsu/dept/stuaff/ >.

Valdosta State University has been defined by the Board of Regents of the University System of Georgia as a residential institution: the University must provide on-campus housing and dining service. All students who live in residence halls are required to participate in the meal program. The policy is a part of the total “Living-Learning” concept of the University and is supported by an amendment to the Georgia Eighteen-Year-Old Bill which reads, “Nothing in this Act shall be construed to limit the powers of the Board of Regents of the University System of Georgia to adopt and enforce rules and regulations for the government, control, and management of the University System; nor shall this Act be construed so as to limit the authority of any institution in the University System of Georgia to adopt and enforce rules and regulations governing housing, conduct, discipline, and other related activities of the student body.” By Regents’ Policy, the Auxiliary Services Division is totally self-supporting and receives no State allocations of funds.

HOUSING AND RESIDENCE LIFE

Valdosta State University administers a Freshman Residency Policy which requires that all Freshmen live on campus. To be exempted from this requirement, a student must apply for exemption and meet one of the following criteria: thirty semester hours of earned academic credit and sophomore status, age nineteen by September 30 of the current academic year, or residing with parent(s), spouse, or legal guardian. Exemption forms are available at the Office of Housing and Residence Life (229-333-5920).

Housing Application and Contract

The Housing Application and Contract are sent to students after their acceptance to the University. Housing applications may be submitted only after the student has been formally accepted by Valdosta State University. All students applying for campus housing will be required to contract for housing for the academic year. All students who plan to live in campus housing must pay an application fee of $25.00 when they submit their Housing Application and Contract. Additionally, each student must pay a $300.00 reservation fee by the deadline established in the Housing Contract. This reservation fee is applied to the student’s spring semester fees. The housing contract outlines conditions under which refunds may be made. Occupancy of a room is terminated at the end of each spring semester. Students currently enrolled should obtain an application for housing at the Office of Housing and Residence Life, located at 104 Georgia Avenue. Refer to the housing contract for specific terms and conditions. Please read the contract carefully: it constitutes a fully binding legal agreement with the University. Any resident desiring release from the contract prior to the conclusion of the academic year must complete a Request for Release from Contract, available in Office of Housing and Residence Life.

Residence Hall Schedule

The rate of $1,089 per semester for 2000-2001, which includes the House Activity Fee and Post Office Box Fee, is in effect for each of the residence halls operated by the University. This rate is based on dual occupancy. The University reserves the right to require students to accept dual occupancy or, if a private room is available and requested, to pay an additional private room fee. It is the University’s option to close any of its residence halls in any given semester or to reassign students to rooms at any time. Rates for future academic years will be posted on our web pages and available on campus once the rates have been established.

Apartments

Converse Hall apartments are available at the following rates (including House Fee [$17] and Post Office Box Fee [$6] ) to students who are 19 years of age.

Efficiencies (one person only) ................................................ $1,504

One Bedroom (one person only) ........................................…. $2,558

(two people, $1,195 each) ........................………………….... $2,578

Housing charges are assessed on a semester basis and must be paid in full as part of the registration process at the beginning of each semester. Rates include all utilities. Rates for future academic years will be posted on our World-Wide Web pages and available on campus once the rates have been established.

DINING SERVICES

Dining Services provides a nutritionally balanced, appealing selection of foods to meet the varying dietary needs, desires, and lifestyles of its customers. The Palms Dining Center, located between Hopper Hall and Langdale Hall on the main campus, houses the administrative offices of Dining Services and serves all meal plan holders. All students who live in residence halls are required to purchase a basic meal plan each semester. All students, faculty, and staff may purchase meal plans; individual meals may be purchased at reasonable prices.

Dining Services programs are as follows:

Board Plan A ........................................................................... $1,142

Breakfast, lunch, and dinner Monday through

Saturday; breakfast and lunch on Sunday

Board Plan B ........................................................................... $1,112

Any two meals Monday through Saturday;

breakfast and lunch on Sunday

Board Plan C ........................................................................... $1,225

Ten meals a week (7 days), with $300 credited

to a discretionary account.

A la carte Meal Service (valid at all Dining Services locations)see below

Available to students officially ranked as sophomores or above;

minimum deposits are as follows:

Sophomores, Juniors, Seniors ................................................... $600

The Blazer Grill (University Union) and The Food Court (University Center) feature daily breakfast and luncheon specials, plus a variety of snack items. The Oasis Snack Bar (Education Center) serves short order items and a full line of snacks. The Night Owl Convenience Store is in Langdale Hall.

BOOKSTORE

The VSU Bookstore, located at 1306 Patterson Street, provides quality products and services to enhance the educational and social experiences of the students, faculty, and staff of the University. In addition to providing all course-related textbooks and materials, the Bookstore offers stationery, limited fraternity and sorority items, imprinted clothing, personal computers, and software. Graduation announcements and class rings are also available through the Bookstore. The Bookstore sponsors a textbook buy-back service during the first three days of class and at the end of the semester during final examinations.

The average semester cost for all course-related textbooks, materials, and supplies is approximately $375, depending on the student’s designated area of study.

HEALTH SERVICES

The Farber Health Center is a 9-bed infirmary located adjacent to Langdale Hall. Staffed by a physician, a physician’s assistant, registered nurses, a pharmacist, and a medical technologist, it is open 24 hours a day while the University is in session and provides health care for students who register for four (4) or more credit hours. All students living in campus housing regardless of the number of hours in which they are enrolled are required to pay the Health Fee.

All new students are required to provide evidence of inoculation for mumps, measles, and rubella. The University Health Service recommends additional inoculations for diphtheria, tetanus, polio, and influenza.

PARKING AND TRANSPORTATION

All motor vehicles parked on campus must properly display a current parking permit at all times. Parking on campus is by permit only and is a privilege which may be withdrawn for cause at any time. All campus community members (students, faculty, staff, and visitors) are responsible for knowing and obeying parking regulations. More-over, campus citizens are responsible for their guests and should ensure that they as well are aware of regulations. A parking regulations brochure (available to students, faculty, staff, and visitors) may be obtained at the Parking and Transportation Office. Detailed information about parking lots and instructions is also available on our web pages. Campus parking and traffic regulations are enforced under the authority of Georgia Code, Section 20-3-21. Parking Policies will be in effect and uniformly enforced at all

times. Citations will be issued for infractions of parking policies. Fines may be paid at the

Departmental Office at 114 Georgia Avenue (telephone: 229-293-PARK).

VSU operates a shuttle bus service. A Blazer Express Shuttle Guide, available at the Parking and Transportation Office, indicates stops, routes, and operating hours. Maps may also be found at each bus stop and on our web pages.

“VSU 1 Card” SERVICES

The VSU 1 Card is a multipurpose identification and on-line debit card. It is an important part of every student’s life. It may be used to make purchases at the VSU 1 Card office, Dining Services, Parking and Transportation, and the VSU Bookstore once a deposit has been made and the FLEX account has been activated. The FLEX account allows access to most types of financial aid for bookstore purchases. It does not accrue interest, and no cash refunds are given. Refund checks are limited to one per semester. Students must use their VSU 1 Card to access a meal plan, enter their residence hall, be admitted to athletic events, check out library material, obtain services at Student Health, vote in SGA elections, cash or write checks, and use facilities at the Student Union and University Union.

VSU 1 Cards contain a photograph of the student, made during orientation or registration. A photo ID must be presented to obtain the card. Initial VSU 1 Cards are issued at no cost to the student. Lost cards must be replaced and will cost $15.00.

The VSU 1 Card is the property of the University and must be surrendered to University officials by the student upon request. Students are responsible for controlling their VSU 1 Card and must have it in their possession at all times. The VSU 1 Cards must be presented, upon request, to any University official. Use of the VSU 1 Card is restricted to the individual to whom it is issued. Any misuse of the VSU 1 Card will result in deactivation and closing of the account.

DISTANCE EDUCATION

The Distance Education Program offers a variety of courses to off-campus locations using the advanced technology of two-way, interactive video. As part of the GSAMS network, VSU operates six classrooms on campus, four at community colleges (ABAC, Bainbridge, South Georgia, and Waycross), and one at Kings Bay Submarine Base. For information concerning classes available through this technology, call 229-245-3842.

SATELLITE SERVICES

Through Satellite Services, VSU produces and transmits programs to satellite down-links located in the state of Georgia and beyond Georgia’s boundaries. This unit works very closely with Georgia Public Television to produce programs for the citizens of the state.

UNIVERSITY GUIDELINES AND PROCEDURES

BOARD OF REGENTS STATEMENT ON DISRUPTIVE BEHAVIOR

The following is the policy of the Board of Regents of the University System of Georgia regarding disruptive behavior in any institution of the University System: The Board of Regents of the University System of Georgia reaffirms its policies to support fully freedom of expression by each member of the academic community and to preserve and protect the rights and freedom of its faculty members and students to engage in debate, discussion, peaceful and nondisruptive protest, and dissent. The following statement relates specifically to the problem described below. It does not change or in any way infringe upon the Board’s existing policies and practices in sup-port of freedom of expression and action. Rather, it is considered necessary to combat the ultimate effect of irresponsible disruptive and obstructive actions by students and faculty which tend to destroy academic freedom and institutional structures through which it operates.

In recent years, a new and serious problem has appeared on many university and university campuses in the nation. Some students, faculty members, and others have on occasion engaged in demonstrations, sit-ins, and other activities that have clearly and deliberately interfered with the regular and orderly operation of the institution concerned.

Typically, these actions have been the physical occupation of a building or campus area for a protracted period of time or the use or display of verbal or written obscenities involving indecent or disorderly conduct.

These actions have gone beyond all heretofore recognized bounds of meetings for discussion, persuasion, or even protest, in that: (1) acquiescence to demands of the demonstrators is the condition for dispersal, and (2) the reasonable and written directions of institutional officials to disperse have been ignored. Such activities thus have become clearly recognizable as an action of force, operating outside all established channels on the campus, including that of intellectual debate and persuasion which are at the very heart of education.

The Board reaffirms its beliefs that all segments of the academic community are under a strong obligation and have a mutual responsibility to protect the campus community from disorderly, disruptive, or obstructive actions which interfere with academic pursuits of teaching, learning, and other campus activities.

The Board of Regents understands that this policy is consistent with resolutions adopted by the American Association of University Professors in April, 1968, by the Association of American Colleges in January, 1968, and by the Executive Committee of the Association for Higher Education in March, 1968, condemning actions taken to disrupt the operations of institutions of higher education.

The Board of Regents is deeply concerned by this new problem. Under the Constitution of the State of Georgia, under all applicable court rulings, and in keeping with the tradition of higher education in the United States, the Board is ultimately responsible for the orderly operation of the several institutions of the University System and the preservation of academic freedom in these institutions. The Board cannot and will not divest itself of this responsibility.

Of equal or greater importance, such action of force as has been described above destroys the very essence of higher education. This essence is found in the unhampered freedom to study, investigate, write, speak, and debate on any aspect or issue of life. This freedom, which reaches its flowering on university and university campuses, is an essential part of American democracy, comparable to the jury system or the electoral process.

For these reasons and in order to respond directly and specifically to this new problem, the Board of Regents stipulates that any student, faculty member, administrator, or employee, acting individually or in concert with others, who clearly obstruct or disrupt any teaching, research, administrative, disciplinary or other public service activity, or any other activity authorized to be discharged or held on any campus of the University System of Georgia, is considered by the Board to have committed an act of gross irresponsibility and shall be subject to disciplinary procedures, possibly resulting in dismissal or termination of employment.

SUSPENSION OF STUDENTS FOR CAUSE

The University reserves the right to suspend any student who fails to meet his or her financial responsibility, according to the rules and regulations of the University. The rules and regulations provide that:

1. All fees are due and payable upon completion of registration. Students should not report for registration without having sufficient funds available to pay their fees. The payment instructions are in each semester’s class offering booklet.

2. Any check issued to the University in payment of fees, or to be cashed for personal convenience, must be paid upon presentation to the bank on which it is drawn. A student who issues a check on a bank without having sufficient funds on deposit in that bank has violated the statutes of the State of Georgia and may be prosecuted.

3. All fines for violations of the rules related to parking and traffic, and charges related to the library and other facilities such as laboratory breakage, etc., must be paid promptly. Those students having outstanding obligations will not be allowed to enroll in subsequent semesters.

4. Misuse of the I.D. card may result in suspension from classes of all involved students.

5. Students who have secured short term loans must have this obligation paid in full according to the terms agreed upon with the Loan Officer to avoid suspension or possible cancellation of the semester’s registration.

6. Students who misrepresent the facts pertaining to their qualifications to live off-campus will be suspended from classes. In each instance, the student will be given proper notice to comply with the housing regulations before action is taken to effect suspension.

7. The University reserves and intends to exercise the right to withhold copies of education records and/or to cancel enrollment of students who owe the University money.

DRUG FREE WORKPLACE

Valdosta State University, as a senior unit of the University System of Georgia and recipient of federal funds, supports and complies with the Drug Free Work Place of 1988 and the Drug Free Schools and Communities Act of 1989.

Faculty, staff, and students of Valdosta State University are advised that the unlawful manufacture, distribution, dispensation, possession or use of illicit drugs and alcohol is prohibited, and violations of this policy will result inn appropriate disciplinary action, to include suspension or termination.

Faculty, staff, and students are expected to adhere to the policies of the institution, observe the basic rules of good conduct, and observe all local, state, and federal regulations relative to illegal drugs and alcohol. Violations of such regulations, including misdemeanor or felony convictions during the course of one’s employment or enrollment, will result in appropriate disciplinary action.

This policy is subject to modifications, and said changes will be publicized. Questions regarding this matter bay be directed to the Office of Personnel or the office of the Vice President for Student Affairs.

ACADEMIC DISHONESTY

Valdosta State University expects that graduate students will pursue their academic endeavors and conduct themselves in a professional and ethical manner. All work that a student presents to satisfy course requirements should represent his or her own efforts, including appropriate use and acknowledgment of external sources. Specific regulations related to student conduct and behavior are contained in the Student Handbook, Student Code of Ethics.

Plagiarism

Plagiarism is defined as “the copying of the language, structure, ideas, and/or thoughts of another and passing off same as one’s own, original work.” The violation, then, consists of both copying and misrepresenting the material in question. When a student places his or her name on any kind of work, he or she claims responsibility for the originality of the contents except for those parts that are specifically attributed to another or that are considered common knowledge. If a student has consulted any outside source, whether published or not, and has incorporated any of its “language, structure, ideas, and/or thoughts” into his or her work without acknowledging that

source, he or she may be guilty of misrepresenting the work’s originality. When paraphrasing material from an outside source, the student must change both the sentence structure and the vocabulary (where possible) in expressing the original material in his or own words. Any instance where the “language, structure, ideas, and/or thoughts” have been borrowed from another’s work, paraphrased or not, without proper reference/citation, the act constitutes plagiarism on the part of the writer.

For a more detailed discussion of this issue that includes numerous examples, please consult the Valdosta State University Thesis and Dissertation Guide, available from the Graduate School.

The Student Code of Ethics presented in the VSU Student Handbook describes offenses of academic irregularity and possible penalties, which range from a reduced grade for the course in most instances to suspension from the University in extreme cases. The process that is to be followed is also contained in the Code of Ethics section.

Inappropriate Use of University Computing Facilities

Students are expected to comply with all rules pertaining to the use of the University’s computers. These are described in detail in the Code of Ethics contained in the Student Handbook. The misappropriation of intellectual property, i.e., software piracy, or the use of the computers for personal or commercial gain is prohibited. Students are expected to respect the privacy of others in all matters of access and records.

GUIDE

GUIDELINES OF THE INSTITUTIONAL REVIEW BOARD FOR THE PROTECTION OF HUMAN SUBJECTS AT VALDOSTA STATE UNIVERSITY

The Institutional Review Board (IRB) for the Protection of Human Subjects at Valdosta State University recognizes that many projects conducted to fulfill course requirements and group or organizational interests involve research with human subjects. Such research occasionally entails certain risks to the subjects involved. As students vary in expertise regarding research procedures designed to protect the rights of human subjects, the IRB has developed the following guidelines regarding classroom based and group or organizational research projects. These guidelines are intended for group or organizational research projects. These guidelines are intended to provide clarification and simplify the process for obtaining IRB approval.

Conditions Under Which IRB Approval Is Required:

' Any project that asks randomly selected subjects specific questions regarding his/her opinion, behavior and/or experiences and identifies the individual by name, social security number, ethnicity, or any other substantial identifier.

'Any project that systematically selects subjects from a specific group and asks questions regarding their opinion, behavior and/or experiences, e.g. gifted children, pregnant women, individuals with substance abuse issues, etc., or any other substantial identifier.

'Any project involving human subjects that requires the use of audiotape, videotape, or photography of any type.

'Any project that proposes to investigate opinions, behaviors, and/or experiences regarding the following high-risk, sensitive topic areas:

a. Issues and questions regarding sexuality, e.g., AIDS or HIV, incest, rape, date-rape, sexual molestation or abuse;

b. Issues and questions regarding substance use and/or abuse, e.g. alcohol, cigarette smoking, marijuana, steroids, cocaine, crack, heroin, or any prescription or non-prescription use of legal or illegal drugs, etc.;

c. Issues and questions regarding contraception, pregnancy or abortion;

d. Issues and questions regarding any aspect of the subject’s mental health, e.g., suicide, depression, compulsive behaviors such as gambling, smoking, eating disorders or behaviors;

e. Issues and questions regarding religious orientations and/or views;

f. Issues and questions regarding veterans and/or wartime experiences.

' Vulnerable Populations:

a. Any projects utilizing subjects who are minors (under the age of 18 years old);

b. Any projects utilizing subjects who, for any reason, have a diminished

capacity to understand the consent form and the research instructions.

Conditions Under Which IRB Approval Is Not Required:

Students wanting to collect data from human subjects as part of the requirements for a specific class or student based organization may conduct opinion research that is not specific to the behaviors and/or experiences of the interviewees, as long as informants are not identifiable by name or description. For example, IRB approval is not required for a student to survey people’s opinions about topics such as the following:

a. Opinions of political candidates or issues.

b. Opinions regarding American made vs. Foreign made products.

c. Opinions concerning environmental issues or policies.

d. Opinions regarding the subject’s favorite television show, preferred vacation spot, musical preference, etc.

The key factor shared by the above examples is that they do not require subjects to reveal anything about their personal experiences, behaviors, and/or identity. Therefore, the subjects are not considered to be placed at risk by their participation. Thus, in such cases as these, no IRB approval is required.

DEADLINE: The deadline for obtaining IRB approval for classroom-based projects is at the beginning of each term as soon as possible. All proposed projects must be submitted a minimum of 21 days prior to the initiation of the data collection. Projects conducted during summer terms or student-initiated group or organization projects must be submitted 14 days prior to the initiation of data collection.

NOTE: If you have any questions regarding a project, refer to the IRB Policy and Procedures or contact Dr. M. H. Watson, IRB Administrator, at mwatson@valdosta.edu. You can also reach Dr. Watson by calling 333–7837.