The Bachelor of Science in Healthcare Administration and the Bachelor of Science in Applied Management and Leadership require students to complete 120 semester credits. The 120-hour requirement includes the following:

36 semester credits earned at ACE.
84 credits earned 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

Benchmark

MAT/T2T students at the American College of Education must pass three benchmarks during their coursework to advance to student teaching. Students who are not able to pass the benchmarks will be scheduled for non-licensure tracks which will allow them to earn a degree but not receive a teaching license.

Content Area Test

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proof of official passing scores prior to a student starting his/her fifth term, she/he will be administratively withdrawn from the program.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.

Information for content assessments required for Indiana licensure:

Content tests may only be completed for areas that have a “Yes” under the column “Content Area Can Be Added with This Test Alone.”
Content exams may not be completed for areas noted as requiring an approved EPP program (marked “No”).
- Some of the content areas that cannot be added without a prior degree in the discipline include Art, English as a New Language, Exceptional Needs, High Ability, Music and Theater Arts.
Candidates must complete the secondary (5-12) pedagogy exam prior to licensure and will be certified for secondary grade levels only.

Mentor Teacher Approval for Student Teaching

ACE requires for all MAT/T2T 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 hold a current U. S. teaching license and be a practicing classroom teacher 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 within the same school as the student teacher.
Cannot be related to the student teacher.

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 the first day of 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 acknowledgment of the requirements and verification of classroom access in the admission application.

Remediation

MAT/T2T students at the American College of Education must pass three benchmarks with a score of 80% or better during their coursework to advance to student teaching. Once in student teaching, students must pass each assignment in the student teaching course with an 80% to complete the program. Students who are not successful in meeting these requirements are provided remediation to support growth in the areas of deficiency.

Students who do not pass the first or second benchmark during the first attempt are enrolled in a remediation course during the following term which provides support and guidance for the areas related to the benchmark. By the end of the term, students complete the benchmark a second time. Students who do not pass the benchmark after the second attempt will be moved to the non-licensure track.

The final benchmark is submitted prior to the first day of student teaching. Students must submit all completed diversity field experiences to document the required hours. The diversity field experiences are completed as part of the coursework during the program. Students who do not submit all the required diversity field experiences will be dropped from student teaching and will be re-enrolled for the following term.

Students who are not successful in meeting the required score in student teaching on assignments are provided a personal remediation plan which identifies specific criteria and goals which must be met to pass student teaching. The remediation plan is signed by the student, mentor teacher, and field supervisor. This document acts as a formal contract and outlines the expectations which must be met to pass the student teaching course. Students who do not meet all identified criteria will not be able to pass student teaching and will be re-enrolled in the following term.

Ed.D. Programs

Benchmark Exam

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.) programs 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 one (1) committee member, 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 one committee member. Upon approving a doctorate candidate, the College will select a dissertation chair and committee member based on the following criteria:

Expertise in content area and methodology selected by the doctorate candidate.
Number of dissertation committees in which potential members are serving.
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 capacity and be approved to be appointed to the committee. Approvals are based on nominated individuals meeting the criteria below:

Attainment of terminal/doctoral degree.
Documented scholarly activities, such as refereed publications or presentations.
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.

Doctoral Programs Expected Graduation Date

The initial anticipated graduation date can change based on students’ choice of progression, including full-time, ¾-time or part-time, as well as dissertation progression. Furthermore, students can be approved for a leave of absence or may unsuccessfully complete their courses which results in a delayed graduation date. Full-time students who remain enrolled and successfully complete their courses, can expect to finish the program in three years. Students must adhere to the ACE designated progression in order to complete their program in the three-year time frame. The expected graduation dates will be updated as follows:

Upon enrollment, students are issued a graduation date based on an extended five-year time frame.
Upon being scheduled for course RES6033 -Qualitative Research Design, a student’s expected graduation date will be updated by the Registration office to reflect the standard completion of the dissertation time frame.
The expected graduation date will be updated again when scheduled for RES6512 -Research Concept Paper and then every term after this course is completed.

Non-Progression

American College of Education recognizes that students may experience challenges in the dissertation courses. Guidance on next steps must be implemented to optimize the student experience, as well as evaluate the capabilities of completing the Ed.D. degree.

Course Leading to Final Acceptance of the Concept Paper in RES6512
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 acceptance of the concept paper. Within the additional 10-week terms, the student must also take the Research Boot Camp (RES6233 ) 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.
Dissertation Chapter Courses in RES6521 and RES6531
If a student does not receive a passing grade after the initial 10-week term of the dissertation chapter courses, the student will have up to two additional 10-week terms to take the dissertation course to receive final acceptance over the dissertation chapter. Within the additional 10-week terms, the student must also take the Dissertation Boot Camp (RES6223 ) 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 chapter. (Example: If a student in RES6521 does not complete the chapter 3 within the 10-week term, they would receive a non-passing grade and concurrently be scheduled for RES6223 -Dissertation Boot Camp for up to an additional two terms to successfully complete chapter 3. If the same student later in RES6531 , does not successfully complete chapter 2 in a 10-week term, they will again concurrently be scheduled for RES6223 -Dissertation Boot Camp for up to an additional two terms to successfully complete chapter 3).
Dissertation Chapter and Proposal Course in RES6541
If a student does not receive a passing grade after two 10-week terms of the proposal course, the student must also take the Dissertation Boot Camp (RES6223 ) concurrently to receive support and guidance on developing the chapter or gaining IRB approval. Thus, the student will have a total of three 10-week terms to attempt passing the chapter. If the student is still in the IRB approval process, then the student can file an appeal to avoid taking the boot camp.
Dissertation Chapter Courses in RES6551 and RES6561
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 (RES6223 ) 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 chapter. If the student is still in the data collection process for RES6551 (e.g. ethnography), then the student can file an appeal to avoid taking the boot camp.
Administrative Withdrawal
If the student is not successful and receives a non-passing grade after a three 10-week term sequence for a single course, the student will be counseled to make a program change or may be administratively withdrawn from the college. An appeal may be filed should the student want to remain in the program.

M.Ed. in Educational Leadership

Additional Internship Hours

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 New Jersey approved ACE M.Ed. in Educational Leadership version requires an internship of 300 clock hours. The Ohio approved ACE M.Ed. in Educational Leadership version requires an internship of 200 clock hours. The Texas approved ACE M.Ed. in Educational Leadership version requires a practicum of 160 clock hours. Students are responsible for knowing and meeting their state’s licensure requirements.

Students seeking additional internship hours must complete a “Request for Additional Internship Hours” form. Upon receipt, the College will work with the student to:

permit documentation of additional hours during the EL5983 course.
allow the student to apply as a Student at Large after graduation in order to enroll in EL5113 to document the additional hours. All tuition and fees apply, and are not refundable.

Benchmark & Remediation

M.Ed. in Educational Leaderships students at the American College of Education must pass three benchmarks during their coursework to matriculate. Students must earn a minimum score of 80% on benchmarks within EL5703 (ELX5703 ), EL5723 (ELX5723 ), and during Internship (Practicum). If a student is not successful in achieving the required scores on these benchmarks, they will be enrolled in an assessment & support (ASMT) course. Students are provided with two (2) additional attempts within one term of the ASMT course to pass the benchmark assessment. Students who cannot earn a passing score for a benchmark after three exposures must enter a program change leading to non-licensure.

Mentor Approval for Internship/Practicum

Students required to complete an Educational Leadership internship/practicum experience course must have an ACE approved mentor/site supervisor who will supervise their field experience.

Qualifications for mentors/site supervisors:

Must be currently licensed and practicing principals or assistant principals assigned to accredited elementary or secondary campuses with at least two years’ experience as a principal or assistant principal, or equivalent campus level leadership title. Note: Three years of experience is required for Texas site supervisors.
Must be assigned to the internship/practicum campus location.

The following individuals are not permitted to serve as mentors/site supervisors:

Anyone related to the intern/candidate by blood or marriage.
District level personnel.
Departmental chairs/directors. (i.e. academic subject, athletics, curriculum, special education, fine arts, etc.)
Colleague teachers/other employees with principal certification.
Retired administrators.

Requirements regarding the timing of the mentor/site supervisor approval vary based on the student’s program and status:

For new students:
- M.Ed. in Educational Leadership: mentor/site supervisor approval must occur prior to start of the student’s third course.
- M.Ed. in Educational Leadership (Texas): site supervisor approval must occur prior to start of the student’s first term.
- Texas Educational Leadership Certificate: site supervisor approval must occur prior to start of the student’s first term.
- Florida Modified EL pathway Program for Students at Large: mentor approval must occur prior to start of the student’s first term.
- Students at Large: mentor approval must occur prior to start of the student’s first term.
For returning students:
- Students returning to ACE must have a current (within 6 months of return) mentor/site supervisor approval on record prior to start of the student’s first course.

Texas Approval to Test

It is a requirement of the Texas Education Agency that an educator preparation program review eligibility of its graduates before allowing them to register for the Texas Educational Leadership (EL) Principal as Instructional Leader (268) examination. To ensure graduates are prepared for this examination, ACE requires they demonstrate competency through practice examinations or remediation as outlined in this policy.

To be approved by American College of Education to register for the Principal as Instructional Leader (268) examination, graduates must meet the following requirements:

Successful completion of the Texas Educational Leadership Program.
Receipt of an 80% or better score on the practice examination available in ELX5983 .

Any approval for testing granted by ACE will be valid for no more than six months from the date of issue.

If the candidate does not meet a passing threshold, or if a prior test approval has expired after the six-month period of eligibility, or if the student has not successfully passed the certification examination, the student will be required to enter a remediation plan.

M.Ed. in STEM Education

NISE National Certificate in STEM Teaching Requirement

ACE M.Ed. in STEM Education students are required to complete the Certificate for STEM Teaching at the National Institute for STEM Education (NISE). By completing the Certificate in STEM Teaching, students will earn credits for two ACE courses (six total credits): SCI5263 and SCI5243 . ACE does not offer these two courses; thus, completing the Certificate in STEM Teaching is required to complete the M.Ed. in STEM Education program.

To ensure that ACE students are able to complete the program, ACE requires that M.Ed. in STEM Education students acknowledge this requirement prior to starting their first course at ACE. Additionally, ACE M.Ed. in STEM Education students must complete the Certificate in STEM Teaching prior to their third term at ACE. If a student fails to meet this requirement, they will be administratively withdrawn from ACE.

RN to MSN

Matriculation

RN to MSN students are required to successfully complete all coursework in the BSN portion of the program, including all general education, elective, and required credits, prior to matriculating to the MSN portion of the program. The College defines successful completion as:

Completion of all coursework listed in the BSN portion of the program.
Achievement of a 3.0 cumulative GPA, at minimum.
Earned grade of “B” or better in the Senior Capstone course.
All general education competencies are passed.
Official transcripts are on file in the student record for all general education requirements.
The designated conferral fee has been charged, paid and no financial holds are on the student’s account.

Upon verification of the above criteria, the College will confer the BSN degree and the student will be permitted to progress with the MSN coursework as outlined in the program description.

RN to MSN and BSN to MSN

Preceptor Approval

ACE requires all RN to MSN Program students to have an approved Preceptor three terms prior to starting his/her Capstone/Practicum experience course at ACE. If a Preceptor and Practice Site are not approved prior to the graduate level practicum course, the student will not be permitted to take their graduate-level practicum capstone course until such a time as this requirement is met. To be approved, Preceptors must meet the following criteria:

Professional Licensure: Qualified Preceptors must hold a current, unencumbered license as an RN in the state in which they practice.
Educational Background: Preceptors must hold a master’s degree.
Work Experience: Preceptors must be knowledgeable and experienced in the area the student is studying as demonstrated by having at least two years of experience related to the student’s focus of study.
Location: Preceptors must be employed at the site where the student is completing the practicum capstone project.
Relationship: Preceptors cannot be related to the student.
Training Requirement: Preceptors must agree to participate in ACE’s training for Preceptors.