Ralph C. Wilson, Jr. School of Education

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Faculty

Faculty in the School of Education are committed to providing high-quality programs of study, including relevant experiences that stimulate critical thinking and promote reflective practice. The highly qualified faculty model best professional practices in teaching, scholarship, advisement, and service, including the assessment of their own effectiveness as related to candidate performance. They collaborate with colleagues in the higher education community, P–12 schools, and other organizations to ensure a well-rounded program of study for all candidates.

School of Education and Program Learning Outcomes

The learning outcomes for the teacher and school leader preparation programs offered by the School of Education are consistent with the College’s learning outcomes, as well as the Interstate New Teacher Assessment and Support Consortium (INTASC) standards for teachers and the Educational Leadership Constituent Council (ELCC) standards for school leaders. The specific program learning outcomes and requirements are listed separately under the individual programs. In all cases, the learning outcomes and requirements have been developed collaboratively based on state and national standards for the preparation of professionals.

Professional Dispositions

Candidates are expected to exhibit professional dispositions in their college classrooms, field experiences, and all interactions with others. Dispositions are identified as the values, beliefs, and professional ethics that influence behaviors toward candidates, families, colleagues, and communities, and affect student learning, motivation, and development. Dispositions are guided by beliefs and attitudes related to certain values such as compassion, fairness, honesty, responsibility, and social justice. As defined by School of Education, professionalism involves, among other things, personal responsibility; reliability; respect for others; effective interpersonal relationships, valuing diversity and learning; and ethical behavior, including honesty and integrity. Dispositions have been defined in a Professional Dispositions Statement made available to candidates upon admission to all teacher and leader education programs. Our expected professional dispositions for all graduate candidates include, but are not limited to: respect for others, diversity, open-mindedness, teamwork, collaboration and interpersonal relations, integrity, trustworthiness, responsibility, compassion, acceptance of constructive criticism, persistence, resourcefulness, enthusiasm, organization, self-reliance and self-efficacy, self-reflection, punctuality and attendance, professional appearance, and personal grooming. Candidates are expected to demonstrate professional behaviors both on and off campus. Those who exhibit inappropriate behaviors or fail to meet professional standards may be directed to the candidate support process or recommended for dismissal from the program.

Candidate Support System

The School of Education candidate support system is intended to support candidates in their development as future educators and provide ongoing feedback for continuous improvement. Candidates are regularly assessed at critical points as they progress through their programs of study. The support system is described in detail in the School of Education Academic Advising Handbook.

Wegmans School of Nursing

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Ralph C. Wilson, Jr. School of Education

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Assessment System

The School of Education has implemented an assessment system to provide evidence of the successful achievement of state and national standards articulated by the professional associations and represented by our curriculum under the aegis of NCATE. The School of Education collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.

Candidate Support System

Candidates are assessed regularly to monitor progress in meeting College and standards-based learning outcomes. To ensure that teacher candidates make satisfactory progress through their programs of study, a support process is employed to provide teacher candidates with ongoing feedback for continuous improvement. If course instructors, field experience supervisors, or academic advisors observe that candidates fall below the acceptable range on key assessments of knowledge, skills, or dispositions, they may recommend candidates to the respective chair who works with the candidate on a plan of action to support successful accomplishment of learning goals.

Course Grades/Required GPA/Program Progression

Candidates must have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards. Candidates demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject in their coursework. Candidates must obtain a grade of “C” or higher in each course specifically required for certification in the inclusive education requirements in order to move on in the program. Required courses in which the candidate has achieved a grade lower than a “C” must be repeated. To maintain enrollment in a teacher education program, candidates must achieve a cumulative GPA of at least a 2.75.

Professionalism

Candidates are expected to exhibit appropriate professional dispositions in their college classrooms, field experiences, and their interactions with others. Dispositions are identified as the values, beliefs, and professional ethics that influence behaviors toward candidates, families, colleagues, and communities and affect student learning, motivation, and development. Dispositions are guided by beliefs and attitudes related to certain values such as compassion, fairness, honesty, responsibility, and social justice. Professionalism is demonstrated by teacher candidates who exhibit personal responsibility, reliability, respect for others, effective interpersonal relationships, ethical behavior (including honesty and integrity), and valuing diversity and learning preferences. Candidates are expected to demonstrate professional behaviors both on and off campus. Candidates who exhibit inappropriate behaviors or who fail to meet disposition standards may be reviewed through the student support process or recommended for dismissal from the teacher education program.

P-16 Partnerships

The faculty collaborates with colleagues in the higher education community and P–12 school partners to ensure a well-rounded and dynamic program of study for all candidates. Formal and informal partnerships between the School of Education and its P–12 partner schools  which may include: a comprehensive mission that is broader in its outreach and scope than that of either partner alone; a school-university culture that promotes active engagement in the school community; ongoing and reciprocal professional development; a shared commitment to innovative and reflective practice; reflection,co-construction of curricula and collaboration; shared faculty between university and school partners; and shared resources.

Wegmans School of Nursing

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Accreditation

The baccalaureate, master's, and DNP programs at St. John Fisher College are accredited by the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, DC 20036, (202) 887-6791.

Health Records

All students must meet the health requirements of the nursing program and the health agencies where they will practice professional nursing. For admittance into the clinical areas, a physical examination completed within six months of starting the program must be on file, with a subsequent annual review. This examination must include a PPD (tuberculin test) and chest X-ray for positive PPD reactions. Proof of immunization must be included with the medical examination. Each student must provide proof of immunity against measles, mumps, rubella, polio, tetanus, and hepatitis B. (Students who have not received the full course of the hepatitis B vaccine or both doses of the measles vaccine must provide proof of the first administration. Students are expected to receive the full course of these vaccines and submit verification upon completion.) Documentation of personal health insurance and an annual flu shot are required. Agencies may request drug screening, fingerprinting, and criminal background checks for students. Students must have a current CPR card (from either the American Red Cross or the American Heart Association) prior to the beginning of each semester. Any student who cannot provide proof will not be allowed to attend clinicals. This is a responsibility of the student and a requirement of both the Wegmans School of Nursing and the affiliating clinical sites. Professional liability insurance is provided by the College and is included with tuition.

Progression Policy

The student must achieve a minimum grade of “C” in all nursing courses. In clinical courses, the student must achieve an overall minimum course grade of “C,” a “satisfactory” grade in clinical, and an average grade of 75 or above for all tests in order to pass the course. Clinical experiences are graded S/U (Satisfactory/Unsatisfactory). Failure (grade below “C”) of any nursing course taken for the second time or failure of any two nursing courses will result in the student’s dismissal from the nursing major. Students may pursue another major to remain at St. John Fisher College.

Code of Behavior for Students in the Wegmans School of Nursing

Nursing has a social contract that acknowledges professional rights and responsibilities, as well as mechanisms for public accountability. Therefore, ethical practice and moral conduct are integral to professional practice. The tenets of the Code of Ethics for Nurses (American Nurses Association, 2015) are the moral code for the profession. The professional nursing standards, Nursing: Scope and Standards of Practice (ANA, 2010), provide explicit criteria for the student entering the nursing profession, as well as the student who is a Registered Professional Nurse. The New York State Education Department Office of the Professions Nursing Handbook (Nursing Guide to Practice) and the rules of the Board of Regents that define good moral character and unprofessional conduct are adhered to by the Wegmans School of Nursing for all undergraduate and graduate students. Personal conduct that is inconsistent with the standards or rules of the profession, as well as those of the College, may prohibit an applicant from being admitted to the nursing program. A student enrolled in any nursing program who exhibits personal conduct that violates the standards, rules, or policies of the School, College, and profession will generate an investigation, review, and appropriate action, including possible dismissal from the program/College. Specific policies governing student behaviors in regard to clinical practice expectations and reciprocal obligations among faculty, students, and clinical preceptors at health care agencies are described in the Wegmans School of Nursing Undergraduate and Graduate Student handbooks.

School of Business

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School of Arts and Sciences

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School of Business

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