Compose a brief document of between 250 and 500 words
Written Assignment 1
Students please note:
Before beginning your assignment, read the article in the module resources by Heather Russino on how rubrics can help you to improve your grades.
After you have read the assignment directions below but before you start writing your assignment, be sure to examine the Written Assignment 1 rubric, found in the Evaluation Rubrics folder.
Compose a brief document of between 250 and 500 words (approximately 1½ to 2 pages long) explaining one of the following aspects of academic policy at TESU:
Course withdrawals and refunds
Transfer credit policy
Policy against discrimination and harassment
Submission of fraudulent documents policy
Read about the policy or procedure and explain it fully, describing it in your own words rather than merely copying what is in the original document. Be sure you use the rubric to help you complete the assignment successfully.
After completing your explanation of the policy, add 150 to 200 words (one to two paragraphs) indicating how the embedded rubric helped you to focus and improve your assignment.
In your assignment you should:
Explain the policy/procedure completely and accurately.
Describe the policy in your own words rather than copying the descriiption on the website.
Provide at least one example of a situation that might bring a student into contact with the policy.
Check to make sure your descriiption is well organized and clearly written, with proper grammar, spelling, and punctuation.
Indicate how using the rubric helped you to focus and improve your assignment. [MO 1.2, MO 1.3]
Use the Add Submission button below to submit your assignment.
Attempt number This is attempt 1.
Submission status No attempt
Grading status Not graded
Time remaining 13 hours 24 mins
Explanation of policy or procedure
You explain the policy/procedure completely and accurately, using your own words in a skillful way.
You explain the policy/procedure adequately and competently, using your own words.
You explain the policy/procedure imprecisely, sometimes using your own words.
You explain the policy/procedure inadequately or repeat the words on the website with only minor changes.
You provide an illuminating example of a situation that might bring a student into contact with the procedure or policy.
You provide a pertinent example of a situation that might bring a student into contact with the procedure or policy.
You provide a questionable example of a situation that might bring a student into contact with the procedure or policy.
You provide an inappropriate example of a situation that might bring a student into contact with the procedure or policy, or you provide no example at all.
You arrange ideas clearly and logically to support the purpose or argument; ideas flow smoothly and are effectively linked; reader has no trouble following the line of reasoning.
You arrange ideas competently to support the purpose or argument; links between ideas are generally clear; reader can follow the line of reasoning.
You arrange ideas unclearly, and some ideas may be poorly developed; reader may be somewhat confused about the line of reasoning.
You arrange ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and may become frustrated or lose interest.
You write in complete, well-constructed sentences with faultless grammar, word choice, punctuation, and spelling; writing is sharp, coherent, and demonstrates sophisticated clarity.
You write in complete sentences with mostly correct grammar, word choice, punctuation, and spelling; minor errors may exist but do not compromise meaning.
You write in unclear sentences with significant errors in grammar, word choice, punctuation, and spelling that may compromise meaning.
You write in incomplete, incomprehensible sentences filled with serious errors in grammar, word choice, punctuation, or spelling.
Use of rubric
You incisively explain how using the rubric helped you focus and improve your assignment.
You coherently explain how using the rubric helped you focus and improve your assignment.
You inexactly explain how using the rubric helped you focus and improve your assignment.
You ineffectively, if at all, explain how using the rubric helped you focus and improve your assignment.
THIS IS THE TOPIC I PICKED
Thomas Edison State University will accept credit in transfer for courses completed at colleges and universities earned while accredited by the following six institutional accrediting agencies recognized by the U.S. Department of Education as providing the accreditation and pre-accreditation (“Candidacy status”) to postsecondary degree-granting educational institutions.
Middle States Commission on Higher Education
Higher Learning Commission
New England Commission of Higher Education
Northwest Commission on Colleges and Universities
Southern Association of Colleges and Schools, Commission on Colleges
Western Association of Schools and Colleges
Senior College and University Commission
Accrediting Commission for Community and Junior Colleges
The University’s Division of Academic Affairs has established a systematic process to evaluate equivalency credit for courses. In addition, the University offers a host of ways to earn credit for knowledge obtained in non-collegiate settings.
Courses and examinations approved through the National College Credit Recommendation Service (NCCRS) and the American Council on Education (ACE) College Credit Recommendation Service.
Military service schools as recommended by the American Council on Education.
Credit recommendations from a required course-by-course international credit evaluation completed by one of the following agencies: Academic Credentials Evaluation Institute, Inc. (ACEI); Center for Applied Research, Evaluations & Education, Inc.; Educational Credential Evaluators, Inc. (ECE); World Educational Services, Inc. (WES); SDR Educational Consultants; SpanTran Evaluation Services; and Transcriipt Research. .
Thomas Edison State University may accept in direct transfer college-level credits earned at institutions accredited by other accreditation agencies recognized by the US Department of Education that have developed formal articulation agreements with Thomas Edison State University. In accordance with the Higher Education Opportunity Act of 2008 articulation agreement partner institutions are listed below.
College-level skills and knowledge acquired outside the classroom or through methods or from organizations not reviewed by one of the aforementioned organizations may be validated through established TESU policies and procedures.
TESU will accept transfer credit as determined by University Articulation agreements.
Thomas Edison State University generally accepts the credit recommendations of ACE and NCCRS; however, the University reserves the right to determine the appropriate equivalency and application to a degree program. The University maintains an Approved Provider Directory of approved non-collegiate providers recommended by either ACE or NCCRS. Visit Educational Provider Review for more information on becoming an approved provider.
TESU programs with or intending to seek programmatic accreditation reserve the right to require programmatic accreditation for transfer credit.
TESU will not accept transfer credit from any source for the two required TESU courses:
Transfer credit is awarded in accordance with these policies:
is awarded for academic level courses;
is not awarded for developmental/remedial, English as a Second Language (ESL), continuing education courses (CEUs), or vocational coursework;
for courses that the source institution would apply to its own degree programs;
semester hour limitations;
maximum of 90 semester hours of community or junior college courses;
maximum of 90 semester hours for a baccalaureate degree and 45 semester hours for an associate degree from NCCRS and ACE recommendations;
maximum of 70 semester hours earned in one subject area toward a baccalaureate degree;
maximum of 30 semester hours for a baccalaureate degree and 15 semester hours for an associate degree of graduate credit;
transfer credits from a four-year institution accredited by one of the six institutional accreditors cited above may be used to fulfill all degree requirements except for the two required courses from TESU:
• SOS-110 Critical Information Literacy’
• Capstone Course;
maximum of 90 semester hours for a baccalaureate degree and 45 semester hours for an associate degree of foreign credit that has been reviewed by an approved foreign credential review agency:
foreign credential review agencies must indicate C or better grades for courses to be acceptable;
for a full listing of International Student Policies, please visit International Student Policies;
minimum grade of C for English composition courses and the area of study for all degrees;
some degree programs have requirements around the age of courses used in the area of study;
institutionally accredited course work, approved under the TESU Transfer Credit Policy and Guidelines, is assigned a course equivalency at the same level (100/200 or 300/400);
duplicate transfer and institutional credits will only be applied to degree requirements once.
If your credits were earned on a quarter system, the following conversion applies:
2 quarter hours = 1.33 semester hours
3 quarter hours = 2 semester hours
4 quarter hours = 2.66 semester hours
5 quarter hours = 3.33 semester hours
In cases where the University accepts a transfer course worth fewer credits than the TESU course equivalent, the credit deficit must be made up in related degree requirements as determined by the University. The student must meet the overall number of credits required to earn the degree.