Sep 19, 2018  
2018 ACE Catalog - Volume 15 
    
2018 ACE Catalog - Volume 15 [ARCHIVED CATALOG]

Program Specific Academic Policies


B.S. in Healthcare Administration

Ed.D. in Leadership

Certificate in Transition to Teaching/Masters of Arts in Teaching

M.Ed. in Educational Leadership 

B.S. in Healthcare Administration

Credit Hour Requirement

The Bachelors of Science in Healthcare Administration program requires students to complete of 120 semester credits. The 120-hour requirement for the B.S. in Healthcare Administration program includes the following: 

  • 36 semester credits earned at ACE. 
  • 84 credits earned either at an accredited institution outside of ACE, earned as electives at ACE, earned as CLEP credit, or earned through prior learning assessment.
    • 30 of these credits are required to be fulfilled in accordance with the general education policy. 

Certificate in Transition to Teaching/Masters of Arts in Teaching

Content Area Test Policy 

ACE requires for all Masters of Arts in Secondary Teaching and Certificate in Transition to Teaching in Secondary Education students to successfully take and pass their required content area test(s) prior to the start of their fifth term at ACE. If ACE does not receive proof of official passing scores prior to a student starting his/her fifth term, she/he will be administratively withdrawn from the program. Information about approved tests can be found on the Indiana Department of Education’s website (http://www.doe.in.gov/licensing/educator-testing).

Mentor Teacher Approval for Student Teaching Policy 

ACE requires for all Certificate in Transition to Teaching and Masters of Arts in Teaching students to have an approved mentor teacher before beginning the student teaching experience. If a mentor teacher is not approved by the beginning of student teaching, he/she will not be permitted to progress in the program until such a time as this requirement is met. To be approved, student teaching mentor teachers must meet the following criteria:

  • Must be currently licensed and practicing classroom teachers with at least three years’ experience in the grade level or content area of the student teacher’s certification.
  • Received an evaluation rated as effective or highly effective (or the equivalent) on the teacher evaluation system in the school district for the last three years.
  • Located in close proximity to the intern.
  • Cannot be related to the intern/candidate.

Field Hours Requirement

Students are required to complete field hours as part of the degree completion, prior to student teaching. Field hours are embedded in the assignments within the course along with the diversity experience form. All field hours must be completed prior to enrollment in student teaching. To successfully complete the field hours, students must gain access to classrooms upon enrollment into the MAT/T2T program which aligns with their selected degree area. Students must also submit an acknowledgement of the requirements and verification of classroom access in the admission application.

Ed.D. in Leadership

Benchmark Exam Policy 

Ed.D. students at the American College of Education must pass the Research Competency Exam, the first benchmark of the program. To pass the research competency exam, students must receive a score of 80% or better. Students who are not able to pass the exam shall not be scheduled for other Ed.D. courses until a passing score is achieved. Students will have up to three attempts in three terms to pass this exam. If a student is not able to pass the first doctoral benchmark after exposure in three (3) courses, they must enter a program change to the Ed.S. program.

Candidacy to Doctorate

Candidacy is a stage in the degree program at which a student is approved to undertake the final research project under the supervision of faculty. Students in the Doctor of Education (Ed.D.) program will have ten (10) years from start date to complete the degree. At the successful completion of at least 30 Credit Hours, final approval of the concept paper, and approval with the Application for Candidacy: the Ed.D. student will be eligible for advancement to candidacy.

Dissertation Committee Change Request

American College of Education assigns to each doctoral candidate a doctoral dissertation committee, which consists of one (1) dissertation chair and two (2) committee members, to guide and assist them in working towards completion of a doctoral degree.

Before requesting a dissertation committee change, the doctoral candidate must discuss any problems or issues, as well as clarification for roles and responsibilities with the dissertation committee. The first step should always be reaching out directly to the faculty and discussing concerns in a professional and respectable manner.

If the differences are not easily resolved, doctoral candidates may request a change in a chair or committee member, by filling out the Dissertation Committee Change form. Any change will only be made and become effective at the beginning of the next available term start. A decision will be made within 10 business days from form submission date, and the doctoral candidate will be emailed the final decision.

Once the form is submitted, there is no way to go back and add information to it. It is imperative the doctoral candidate takes care to ensure proper submission the first time. The doctoral candidate is responsible for demonstrating the faculty member is not a good fit for the dissertation committee based on grading that is contrary to procedures specified in the program handbook or based on bias, caprice, or arbitrary decisions. For example, a disagreement regarding the dissertation chair’s guidance or expectations are not grounds for requesting a committee change.

The doctoral candidate must fill out the Dissertation Committee Change form in its entirety, providing as much documentation as possible to support their case. The burden of proof lies solely on the doctoral candidate. A doctoral candidate may request for one or more members of the committee to change up to two times. Any requests thereafter will be escalated to the Appeals Committee.

Doctoral Dissertation Committee Selection 

American College of Education recognizes that matching qualified dissertation chairs and committee members with candidates, based on content area and methodology, of the dissertation, is required to optimize the student learning experience. Doctoral Candidates will be assigned a dissertation committee comprised of a dissertation chair and two committee members. Upon approving a doctorate candidate, the College will select a dissertation chair and committee members based on the following criteria:

  1. Expertise in content area and methodology selected by the doctorate candidate.
  2. Number of dissertation committees in which potential members are serving.
  3. Completion of appropriate training to serve as dissertation chair or committee member. 

ACE will assign all members of the committee unless the doctoral candidate requests for an external-to ACE-member to serve on the committee. An external individual must be nominated to serve in a committee member-only capactiy and be approved to be appointed to the committee. Approvals are based on nominated individuals meeting the criteria below:

  1. Attainment of terminal/doctoral degree. 
  2. Documented scholarly activities, such as referred publications or presentations.
  3. Experience serving on dissertation committees at other regionally accredited institutions.

External members are also required to complete dissertation committee training at American College of Education prior to serving on the committee. 

Non-Progression Policy 

American College of Education is dedicated to ensuring that our doctorate students successfully complete the program and earn their doctorate degree. ACE also recognizes that students may experience challenges in the dissertation courses. If a student is not progressing as scheduled in the program, the interventions, as listed below, are utilized to support the student at progressing through the program. 

  • Courses Leading to Final Approval of the Concept Paper. If a student does not receive a passing grade after the initial 10-week term, the student will have up to two additional 10-week terms to take the Concept Paper course to receive final approval of the concept paper. Within the additional 10-week terms, the student must also take the Research Boot Camp concurrently to receive support and guidance on developing the concept paper. Thus, the student will have a total of three 10-week terms to attempt passing the Concept Paper course. If the student is not successful and receives a non-passing grade within the three 10- week terms, the student will be counseled to make a program change or be administratively withdrawn from the college. An appeal may be filed should the student want to remain in the program. NOTE: Students enrolled prior to January 1, 2018, will no longer be enrolled in RES6201 and RES6501 concurrently.
  • Proposal Courses. If a student does not receive a passing grade after the initial 10-week term of any proposal course, the student will have up to two additional 10-week terms to take the proposal course to receive final approval over the dissertation chapter. Within the additional 10-week terms, the student must also take the Dissertation Boot Camp concurrently to receive support and guidance on developing the chapter. Thus, the student will have a total of three 10-week terms to attempt passing the proposal chapter. If the student is not successful and receives a non-passing grade within the three 10- week terms, the student will be counseled to make a program change or be administratively withdrawn from the college. An appeal may be filed should the student want to remain in the program. 
  • Dissertation Course. If a student does not receive a passing grade after two 10-week terms of the dissertation course, the student must also take the Dissertation Boot Camp concurrently to receive support and guidance on the data analysis. If the student is still in the data collection process (e.g. ethnography), then the student can file an appeal to avoid taking the boot camp. Note: Students enrolled prior to January 1, 2018 may file an appeal to schedule 2 credits of RES6501 in a term if they are at the end completion stages of the dissertation but still need the 4-credit hour requirement of RES6501 to be fulfilled.

M.Ed. in Educational Leadership 

Additional Internship Hours Request Policy

The Educational Leadership program’s internship requirement is a minimum of 120 clock hours, regardless of the requirements for the state in which the student intends to seek licensure. The Texas approved ACE M.Ed. in Educational Leadership version requires an internship of 160 clock hours. If candidates need to complete additional hours to meet requirements for licensure reasons, they can request additional hours to be evaluated through submitting a request form. Students may request to have additional hours evaluated during the Internship course or during an Internship completion course. 

Mentor Approval for Internship/Practicum Policy

ACE requires for all Educational Leadership students to have an approved mentor/site supervisor before starting his/her third term at ACE. If a mentor/site supervisor is not approved by the beginning of the student’s third term, he/she will not be permitted to progress in the program until such a time as this requirement is met. To be approved, mentors/site supervisors must meet the following criteria:

  • Work Experience: Mentors/Site supervisors must be currently licensed and practicing principals or assistant principals with at least two years’ experience (three years is required for Texas site supervisors) in a leadership role.
    • A leadership role is defined as a position in which the individual is responsible for evaluating the work of subordinates as a part of a systematic review process for the sub-ordinate’s employment file.
    • Retired administrators, central office personnel, or colleague teachers with principal certification cannot be approved as mentors/site supervisors.
  • Location: Mentors/Site Supervisors must be located in close proximity to the intern (called a candidate in Texas).
  • Relationship: Mentors/Site supervisors cannot be related to the intern/candidate.

Texas Approval to Test Policy 

To be approved by American College of Education to register for the TExES examination, graduates must have successfully completed the Texas Educational Leadership Program and achieved an 80% of better on the practice examination within six months of testing approval request. If the graduate does not meet the above criteria the following will occur:

  1. Graduate will be enrolled in ACE’s test preparation course if he/she has not met the 80% threshold on the practice exam within the past six months, was not successful on his/her first attempt on the certification exam, or if he/she was not sucessful at passing the examination the first time and completed ACE’s testing preparation course more than four months prior to the new testing date. If the student is successful in reaching the passing threshold in the preparation course, he or she will be permitted to register for the exam within six months of completion. 
  2. Graduate will be required to complete one-on-one sessions with EL Program Coordinator (or designee) to discuss concepts and preparation for the exam if the student does not meet the 80% threshold in ACE’s test preparation course or was not successful on his/her first attempt on the certification exam after successfully passing the practice test within four months. Upon conclusion of the one-on-one sessions, the EL Program Coordinator (or designee) will either recommend for the graduate to be permitted to register for the certification examination or for the graduate to seek additional support as outlined below. 
  3. Graduate will be required to seek additional support from a third party, such as https://www.texes068.com/, or program offerings at Regional Education Service Centers if the EL Program Coordinator (or designee) feels it is warranted after concluding one-on-one sessions or if the graduate does not pass the certification exam after having completed two enrollments in ACE’s preparation course. Graduates will be asked to provide successful completion of the third-party program or service in order to be permitted to register to test again.

If a graduate is still not successful after all the above avenues are exhausted, American College of Education will not recommend permission for the graduate to register for the TExES certification examination.