Return to: Academic Programs of Study

Eric Martone, Ph.D., Dean
914-674-7618
emartone@mercy.edu

Mary Ellen Hoffman, M.S., Associate Dean for Administration  
914-674-7334
mehoffman@mercy.edu
 

JungKang Miller, Ph.D., Associate Dean for Academic Affairs
914-674-7333
jkmiller@mercy.edu
 

DEPARTMENT OF CHILDHOOD EDUCATION

Elena Nitecki, Ph.D., Chair

• Childhood Education: 1-6
• Early Childhood Education: Birth-Grade 2

DEPARTMENT OF SECONDARY EDUCATION

Amanda Gunning, Ph.D., Chair

• Adolescence Education 

DEPARTMENT OF LITERACY AND MULTILINGUAL STUDIES

Mi-Hyun Chung, Ph.D., Chair

• Bilingual Education Extension
• Teaching English to Speakers of Other Languages (TESOL)
• Teaching Literacy, Dual Certificate in Birth-Grade 6 and Grades 5-12

DEPARTMENT OF SPECIAL EDUCATION AND EDUCATIONAL LEADERSHIP

Sudha Ramaswamy, Ph.D., BCBA-D, Chair

• Teaching Students with Disabilities Birth-Grade 6
• Teaching Students with Disabilities Birth-Grade 6 and Early Childhood
• Education Administration, Dual Certificate in School Supervision and School District Leadership 
• Educational Supervision, Certificate in School Building Leadership 

All initial certification programs are nationally recognized by the Council for Accreditation of Educator Preparation (CAEP).

Purpose

The programs of study in the School of Education are designed to provide professional preparation for candidates planning to teach and serve as educational leaders.

Mission Statement of the School of Education

The Mercy University educational unit is dedicated to preparing effective educators, including teachers and other school professionals who are reflective practitioners, equipped with the knowledge base, technological skills, research tools, and professional strategies and insights to empower them to help diverse populations of students succeed in their learning and community environments. The values of competency, diversity and ethical practice support the proficient development of candidates enabling them to become skilled professionals and lifelong learners. The unit is committed to creating innovative, flexible and accessible programs of study for its candidates, and to developing partnerships and opportunities for collaboration and clinical experiences within Mercy University and with external communities.

Goals of the School of Education

The unit goals establish the shared vision, mission, philosophy and guiding principles agreed to by members of the faculty and other stakeholders in the learning community. The unit’s proficiencies, strategies and assessments are designed to ensure that candidates acquire the academic, pedagogical, professional and interpersonal skills required of teachers and other school professionals who prepare students to succeed in a rapidly changing global environment. The six goals reflect the integrated knowledge, skills, and dispositions that together ensure that candidates develop as effective educators and reflective practitioners. These goals are as follows:

CONTENT KNOWLEDGE: Candidates demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice.

PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE: Candidates employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social and emotional development.

DIVERSITY: Candidates understand the diverse cultural, linguistic, learning and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school-services.

TECHNOLOGY: Candidates employ technology to deliver information, instruction and professional services to all members of the school community.

REFLECTION: Candidates reflect on professional practice to make educational decisions and enhance student learning.

DISPOSITIONS: Candidates demonstrate positive dispositions that enable them to work as effective educators, citizens and practitioners within the school and broader community.

The six unit goals are supported by the professional literature including theories, research, and wisdom of practice and education policies.

Admission Requirements

Please refer to the general requirements for admission and matriculation in the Admissions  section. Please review the prerequisite preparation for each program and consult with the program chair or associate dean.

Requirements for admission and matriculation include:

1. A completed application for admission.
2. Official transcripts from all undergraduate and graduate degrees.
3. Effective Educator Statement.
4. A résumé.

Student Classification and Prerequisites

Candidates who meet all prerequisites and admission requirements will be accepted and classified as matriculants. Candidates without a sufficient undergraduate background in the liberal arts and sciences may be required to take recommended prerequisite courses in accordance with New York State certification requirements.  Candidates will be able to take the necessary prerequisite courses at Mercy University if necessary.

*TESOL majors require 12 credits of a language other than English.

A course in Early Childhood or Child Development is required for applicants seeking certification in Early Childhood and Childhood Education.

Candidates should consult with the program chair or designee regarding acceptable academic concentrations or majors. A 30-credit major or equivalent in a liberal arts and science academic subject taught in secondary schools:

Earth Science
English
Mathematics
Biology
Chemistry
Physics
Social Studies (18 credits in U.S. and world history, 3 credits in geography, 3 credits in civics/government, 3 credits in economics, and 3 credits in another social science)

Candidates must present at least 18 of the 30 required prerequisite credits in the specific secondary content area or 18 of the required 30 prerequisite credits in the liberal arts and sciences area for matriculation into a program of study. Transcripts are subject to review regarding the appropriateness of courses for specific programs of study.

Advisement

Upon matriculation, the candidate is assigned a mentor from the PACT (Personalized Achievement Contract) Office. Each candidate must consult with the advisor, program chair or their designee regarding required courses and electives for the program of study selected, and to develop a plan of study for degree completion.

Course Load

Full-time candidates may take nine to twelve credits per semester. No candidate may exceed twelve credits per semester. Part-time candidates may take three to six credits per semester. Courses are offered during the fall, spring, and summer semesters.

Online Component

Courses in the School of Education have varied online components. For in person on-campus and blended courses, the online learning system is used to support learning and to interact with the instructor and with one another between in person, on-campus class meetings. The purpose of the online component is to encourage interaction among candidates and enrich the learning experience using technology as a learning and communication tool. For hybrid, synchronous, and asynchronous distance learning courses, the online component is the principal avenue for course content and resources to be provided to students. In all courses, regardless of format, students utilize the online learning system as an important learning tool.  

Transfer Credits

Graduate courses taken at other institutions prior to admission at Mercy University may, if pertinent to the plan of study, be credited to the graduate degree. Permission to transfer credits must be requested at the time of admission and official transcripts and course descriptions must be submitted to the program chair or associate dean for evaluation. Transfer credit is limited to six semester hours of credit for courses taken within the last five years in which the student has received a grade of B or better. Transfer credits are not recorded as part of the GPA. Courses with a grade of B- or below are not transferable.

After matriculation, candidates may not register for courses at another institution with the intention of transferring credit to Mercy University unless written permission from the Associate Dean is obtained prior to registering for courses. If prior approval is not received, transfer credit will not be accepted.

Maintenance of Matriculation

It is expected that candidates will fulfill the requirements for their graduate degree by registering during successive sessions. For cohort programs, registration is required during summer session(s). Registration is accomplished by either enrolling in classes or maintaining matriculation.

Candidates who have not maintained matriculation and wish to return to their program within one year after their last course will be charged the Maintenance of Matriculation fee for each missed term. Maintenance of matriculation without attending classes is limited to one year. If a student does not register for three consecutive semesters, the student will need to reapply to the program and meet the current admission requirements. Activated U.S. Military Reservists are not required to pay the Maintenance of Matriculation fee.

Degree Requirements

Each candidate for a degree or certificate must have completed all coursework and program requirements. A minimum cumulative GPA of 3.0 in all courses applicable to the degree is required for both good academic standing and degree conferral The words “With Distinction” will appear on the diploma and transcript of any student who completes their degree with a GPA of at least 3.75. Once the degree is conferred, the academic record is finalized and cannot be changed.

Maintenance of Good Academic Standing

A minimum cumulative GPA of 3.0 in all courses applicable to the degree is required for both good academic standing and degree conferral. A student admitted as a Special Matriculant is required to achieve a minimum cumulative GPA of 3.0 after completion of six credits. Please note, certain graduate programs may have more stringent program policies. Please check the specific program regulations. Grades are subject to review by the Associate Dean and program chair at the end of each term. If the academic average falls below 3.0, the student may be dismissed or placed on academic probation.

Academic Probation

A student in any School of Education program may be placed on academic probation for any of the following reasons:

1. Failure to maintain good academic standing (see “Maintenance of Good Academic Standing” above). All students who have a cumulative GPA below 3.0 will be placed on academic probation. If a student will not be able to achieve a cumulative GPA of 3.0 within a reasonable time, the student faces dismissal from the program. All students must achieve a minimum overall GPA of a 3.0 in order to be eligible for degree conferral. In all subsequent terms in which the student is on academic probation, the student is required to achieve a term GPA of 3.0 or better. If the 3.0 or higher is not achieved the student will be dismissed. If a student receives a grade of F or FW in any course, the student will be subject to academic probation or dismissal from the program. Except for the clinical course, students receiving a grade of F or FW and placed on academic probation may retake the course no more than two times. Students who fail the same course three times will automatically be dismissed from their program of study. Students who receive a grade of F or FW in the clinical course and who are placed on academic probation may repeat the course only once with approval of the Dean, Associate Dean, and Clinical Placement Coordinator provided the student is able to present extraordinary circumstances that prevented the student from successfully completing the course. In such cases where the student’s request to repeat the clinical course is approved, the student will be required to complete and sign a program completion plan. In the subsequent term(s) in which a student on academic probation is permitted to retake a course, if the grade of F or FW is not replaced with a satisfactory grade, the student will be dismissed.
2. Two or more incompletes. Students who have two or more Incompletes on their academic record will be put on an academic probation and will not be allowed to register for subsequent courses without the permission of the Dean or Associate Dean. Permission will not be granted until all but one of the incompletes are resolved and graded. Students who have not maintained matriculation nor enrolled for one year are required to file an application for re-admission through the Admissions office.
3. Other academic violations. Students with academic violations not specified in this section can be placed on academic probation by the Dean or Associate Dean. Such violations can include, but are not limited to, violations of the Academic Integrity Policy.

For all students on academic probation, future registrations may be limited or restricted and must be reviewed and approved by the Dean or Associate Dean.

Please refer to the university policies in the Academic Regulations and Procedures and Student Policies   section. 

Academic Dismissals and Review

An academic dismissal from a program may occur if a student does not meet criteria to remain in good academic standing. A student in any School of Education program may be dismissed from the program for any of the following reasons:

1. If a student on academic probation as a result of the failure to maintain a cumulative 3.0 GPA does not achieve a cumulative GPA of 3.0 within a reasonable time, the student will be dismissed from the program.
2. If a student receives a grade of F or FW in any course, the student will be subject to academic probation or dismissal from the program. In the subsequent term(s) in which a student on academic probation is permitted to retake a course, if the grade of F or FW is not replaced with a satisfactory grade, the student will be dismissed.
3. Unprofessional and/or inappropriate conduct in class settings, during fieldwork, and/or written or verbal communications are grounds for program dismissal.

Academic performance includes interpersonal skills, dispositions, attitudes, and professional character. Unprofessional/inappropriate conduct includes, but is not limited to:

1. Engaging in teaching or professional practices under the influence of drugs or alcohol
2. Behavior that jeopardizes student welfare
3. Participating or condoning dishonesty, fraud, intentional misrepresentation or deception in the context of one’s educational or professional role
4. Engaging in any form of discrimination
5. Breach of student confidentiality or any laws regarding professional conduct in the field of education  
6. Behavior that is disruptive or disrespectful to the host site’s educational operations, faculty, or administration
7. Excessive tardiness and absences

Students dismissed from any School of Education program for unprofessional and/or inappropriate conduct are permanently ineligible for recommendation from Mercy University for NYS certification.

4. Students with academic violations not specified in this section can be dismissed from a program. Such violations can include, but are not limited to, violations of the Academic Integrity Policy.

Dismissal Review

In cases where a student has been dismissed from a program for poor academic performance, the student may request a dismissal review to appeal this decision.

Incomplete Grades

If, due to an unforeseeable and extenuating circumstance, a teacher candidate has been unable to complete all course assignments, has been in attendance for the full term, and has completed the majority of the course assignments, they may request an incomplete grade. The issuance of an incomplete grade is at the discretion of the course professor and is not automatic. If granted, the “AGREEMENT FORM FOR INCOMPLETE GRADE” must be completed by both the professor and the teacher candidate.

Professors may set a due date no later than one year after the end of the course. After receiving the assignment(s) by the specified due date, the professor will grade the assignment(s), and will contact the Department Chair and the Associate Dean for Academic Affairs to have the final grade changed based upon the accomplishment of the course objectives according to a specified evaluation plan as presented in the course syllabus. If the assignment(s) are not completed by the specified due date, the professor reserves the right to change the grade to that which the candidate had earned before requesting the incomplete, or to let it remain a permanent incomplete as outlined in the Mercy University Graduate Catalog. After a year, an Incomplete will become permanent and a teacher candidate must retake the course to receive credit. Please also refer to the university policies in the Academic Regulations and Procedures and Student Policies   section.

Degree Requirements

1. Successful completion of all required coursework in the selected master’s program including the appropriate clinical practice experience.
2. A 3.0 cumulative GPA.
3. Successful completion of a capstone requirement. See the specific program for the capstone requirement.

Time Limit

The School of Education Degree must be completed within five years from the date of the candidate’s admission (exclusive of time spent in the Armed Forces). Exceptions will only be made if a candidate requests an extension in writing and receives the approval of the school dean.

Organization of the Program

Candidates in both the Initial and Advanced Teacher certification programs follow a four-transition point progression through the program leading to the completion of degree and certification requirements.

TRANSITION POINT ONE: Admission to Program

Admission is determined by transcript analysis, GPA review, and review of the Effective Teaching Statement. The School of Education strongly recommends the following:

• Candidates should take the EAS (Educating All Students) within the first 12 credits.
• Candidates should consider registering for test prep seminars pertinent to the required CST in their degree area.

TRANSITION POINT TWO: Conceptual Framework Achievement (CFA) Checkpoints

To track teacher candidates individually in terms of evaluating how they progress through our conceptual framework and better serve our candidates.

During Checkpoint 2, faculty members review the CFA of a group of candidates competing their first semester after admission. If the candidate has a successful faculty CFA review, the candidate will proceed to the next checkpoint. If a candidate does not have a successful CFA review, faculty will advise a course remediation and conduct follow-up review with the candidate after the subsequent semester.

TRANSITION POINT THREE: Admission to Clinical Practice

Candidates seeking initial certification in Early Childhood, Childhood, Adolescence, Students with Disabilities, or Teaching English to Speakers of Other Languages must complete a clinical practice course to meet degree and certification requirements. Depending on the candidate’s classroom employment and teaching experience, he/she will register for one of the following:

EDUC 713 Seminar in Teaching  -Application for clinical practice placement and director’s approval, completion of 30 credits of coursework with a 3.0 grade point average, a passing score on the appropriate CST.
The course is designed to support teacher candidates as they develop and refine the skills necessary to become innovative problem solvers and successful classroom teachers.  The course focuses on strategies for promoting a positive classroom environment, guiding student behavior, and delivering effective instruction to create a climate conducive to learning and engagement.  Open-ended discussions will center on emerging problems common to practicing teachers, as well as other issues that affect classroom life.  Candidates are expected to test the new skills and strategies in the authentic environments of their clinical placements. Students will be observed teaching at each level of their certification area by a University clinical field supervisor.

EDUC 537 Crtcl Issues In Amrcn Edctn  - Open to currently employed teachers who hold a New York State Initial Certification. Students adding additional certificates will need to complete 50 hours of classroom clinical hours in the area of the additional certificate sought.

Admission to clinical practice requires candidates to apply for placement the semester prior to the anticipated course registration. Applications are available in Chalk & Wire and are reviewed by the Office of Clinical Practice and Certification in the School of Education at the Dobbs Ferry Campus. Based on the criteria above, the Office of Clinical Practice and Certification reserves the right to determine appropriate clinical placements.

Clinical Practice Application Deadlines:

A passing score on the CST in the base degree area is required prior to registration. Teaching candidates who do not pass the CST may appeal to an academic committee at the School of Education, which will evaluate candidates’ readiness to enter student teaching based on multiple criteria.

TRANSITION POINT FOUR: Completion of Program

Upon completion of the capstone project and all other degree requirements, the School of Education will process the candidate’s application for certification. All prerequisite course requirements must be satisfied prior to seeking certification. Program completion requires a 3.0 GPA. Initial New York State certification requires achieving qualifying scores on the Educating All Students Test (EAS), and the Content Specialty Test (CST), in the area of each certificate being requested.

Certification Tests

Mercy University provides support for candidates to prepare for these tests. Workshops are provided for the EAS, and some CSTs. Interested candidates should contact the School of Education for more information, or see the School of Education homepage at: https://www.mercy.edu/academics/school-education/test-prep-certification-workshops.

The School of Education strongly recommends that candidates take the courses listed below prior to taking the content specialty Tests listed below:

Other state certification requirements include:

• Completion of a Child Abuse Awareness seminar;
• Completion of a Violence Identification and Prevention seminar;
• Completion of the Dignity for All Students Workshop (DASA); and
• Fingerprint clearance.

Only United States citizens, or those who declare their intention to become United States citizens, are eligible for New York State certification.

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