Agricultural Education Student Handbook

Department of Education

2017-2018

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TABLE OF CONTENTS PAGEIntroductionDepartment Organization and FacultyFaculty Contact InformationABAC Department of Education Mission and GoalsTracks Offered by the Department of EducationBecoming A Certified TeacherPre-Professional PhaseProfessional Phase (Teacher Education Phase)Admission to Teacher EducationContinuance in the Teacher EducationEarly Clinical PracticeStudent TeachingPre-Service Certification RequirementsProgram Completion and Graduation RequirementsCertificate of EligibilityCertification of Educators (GACE)GACE Program Admission AssessmentGACE Content AssessmentsEdTPAStudent Teacher Site Selection and PlacementField Experiences and Clinical PracticeLiability InsuranceLiveTextBackground CheckDepartment of Education Non-Certification ProgramComplaint/Grievance ProceduresDepartment Governance Advisory CouncilCollegiate FFASpecific Department PoliciesIncompletesStudent Evaluations of InstructionACADEMIC HONESTY: Appeal of GradesCampus Alert SystemEmergency ProceduresD2L Online Learning Management SystemDisability ServicesFamily Educational Rights and Privacy Act of 1974 (FERPA)Academic SupportAppendix: Program of Study and Program Check Sheet

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INTRODUCTIONThis handbook has been developed to provide an overview of the BS program in Agricultural Education at ABAC. It provides basic information with links and directions to more specific information on subjects related to the education program. The student handbook has been arranged to guide you through most if not all your time at ABAC, from entry as a freshman or transfer student to graduation and teacher certification. Topics are introduced chronologically, from entry to certification.

This handbook has been written by faculty and staff members of ABAC Department of Education and is continuously updated. Portions of the handbook are direct excerpts from the ABAC Student Handbook and other official documents published by the Office of Academic Affairs. Links to those documents have been provided. In all cases, the information in them supersedes information provided in the Agricultural Education Student Handbook should the content differ. Your input is welcomed. Please send comments, suggestions, and questions to the ABAC Department of Education.

DEPARTMENT ORGANIZATION AND FACULTYThe ABAC Department of Education is administered through the School of Agriculture and Natural Resources (SANR). Faculty and staff of the Department work under the direction of the Dean of SANR.

The Department of Education faculty members are committed to providing instruction to teacher candidates, supervision of field experiences and clinical practice, advisement about academics and careers, and assistance where necessary. Students are encouraged to interact with and call upon faculty as needed.

FACULTY CONTACT INFORMATION

Dr. Frank B. Flanders 134 Environmental Horticulture 229-391-5256Associate Professor fflanders@abac.edu

Dr. Marcus Johnson 215 Bowen Hall 229-391-5090Assistant Professor mjohnson@abac.edu

Dr. Sallie McHugh 134 Environmental Horticulture 229-391-4798Assistant Professor smchugh@abac.edu

Amy Warren 217 Bowen HallAssociate Professor awarren@abac.edu 229-391-5093

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ABAC DEPARTMENT OF EDUCATION MISSION:

Institution Vision: ABAC aspires to an institutional destination of greatness, a college where committed students seek a life-changing experience and are prepared to contribute positively to the communities in which they live and work.

Institution Mission: To engage, teach, coach, mentor, and provide relevant experiences that prepare the Graduate for life.

Program Vison: The ABAC Education Department aspires to be Georgia’s premier educator preparation program for the development of teachers who desire to foster the ongoing renewal of rural, agricultural, and other communities.

Program Mission: To cultivate students’ intellectual and professional agency so that they may further the ongoing renewal of the rural, agricultural, and other communities in which they will come to live and work.

Abraham Baldwin Agricultural College’s unique set of program strengths and emphases are designed to cultivate the intellectual and professional agency of students and to prepare teachers to fruitfully and positively engage learners in the rural, agricultural, and other communities in which they live and work. The program strengths include a foundation that integrates the development of critical thinking skills into pedagogical practice, a content and pedagogy sequence that emphasizes hands-on, student-centered teaching, and the support of a college that has a long-lasting and continuing commitment to support rural and agricultural communities.

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TRACKS OFFERED BY THE DEPARTMENT OF EDUCATIONThe Department of Education offers two tracks in Agricultural Education, the Education Track and Agricultural Studies Track. Students interested in becoming a certified teacher should complete the Education Track. Those wishing to pursue closely related careers in Cooperative Extension, corporate training, USDA, Georgia Department of Education, etc. may wish to complete the Agricultural Studies track. *Note that the Education Track leads to teacher certification. The Agricultural Studies Track does not.

BECOMING A CERTIFIED TEACHERGuidance to becoming a certified teacher in Georgia is provided by the Georgia Professional Standards Commission (GaPSC). ABAC is an approved Education Program Provider (EPP) through the GaPSC). This publication provides an overview to program completion and the teacher certification process.

The awarding of teaching certificates is a function of the GaPSC. More details can be found at https://www.gapsc.org. However, the BS in Agricultural Education at ABAC is coordinated with the GaPSC system, making it a near seamless process. The first step to becoming a certified teacher is to complete a teacher education program at an approved program site. At ABAC, the BS degree in Agricultural Education leads to eligibility for initial teacher certification through the GaPSC.

The Agricultural Education program at ABAC is divided into the pre-professional and professional phases. Each of these is described below.

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PRE-PROFESSIONAL PHASEThe pre-professional phase of the program includes students in the BS program, education track, at any stage prior to admission to the Teacher Education program. Teacher education normally encompasses the student’s senior year, or last two to three semesters in the education track. Students in the pre-professional phase are advised by department faculty and enrolled in courses to meet core requirements for the BS degree and Teacher Education Program entry requirements. The pre-professional phase also includes three basic education classes and a course on teaching special needs learners (see the degree check sheet in the appendix). In addition to core requirements and basic education coursework, the student prepares for teaching a variety of agricultural subjects through a series of technical agriculture courses.

PROFESSIONAL PHASE (TEACHER EDUCATION PHASE)The professional Phase of the program is termed Teacher Education, also referred to as the Teacher Preparation phase. Students must apply for teacher education and meet minimum requirements for admission prescribed by the GaPSC and ABAC Department of Education. Students not meeting requirements or otherwise not admitted to teacher education are not allowed to continue in the program leading to teacher certification.

Coursework and related clinical experiences in the Teacher Preparation phase are carefully planned and sequenced. The coursework and clinical experiences are carefully structured to provide the student adequate preparation for the classroom, early experiences from observation, and early teaching experiences under the guidance of a master teacher through Student Teaching. The coursework includes courses in pedagogy, curriculum, instructional procedures, special needs learners, and early clinical experience during the first semester. The last semester of the teacher preparation program culminates in full-time Student Teaching for thirteen weeks or longer in a selected public school with a master teacher.

During the first semester of Teacher Education, students must apply for Student Teaching. Only students already admitted to teacher education and who continue to meet all qualifications may participate in the Clinical Experience.

ADMISSION TO TEACHER EDUCATIONStudents must work closely with their academic advisor to complete the process and ensure that all criteria for admission to teacher education are met. Candidates for the teacher education program must submit an application and supporting evidence demonstrating that all requirements to be admitted into teacher education have been met. The following criteria must be met by teacher candidates before admission:

Completed 75 or more hours, or a total of 75 with current semester hours in-progress, at time of application

Grade of C or better in each EDUC course A minimum Overall GPA of 2.5 on all college work completed. Be aware that a 2.5

GPA does not guarantee admission to the program. A passing score on the GACE Program Admission Assessment, or a combined score

of 1000 on the reading and math sections of the SAT, or a combined score of 43 on

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the math and English sections of the ACT, or a combined score of 1030 on the quantitative and verbal sections of the GRE.

Proof of taking the Georgia Educator Ethics Program Entry Assessment. Establishment of an account and receipt of a pre-service certificate from the

Georgia Professional Standards Commission, which includes passing a background check, certification of lawful presence, etc. https://www.gapsc.com/Certification/Downloads/PreS_Certificate_Process_Diagram.pdf

Establishment of an account in LiveText or another prescribed on-line program. Proof of current professional liability insurance.

After admission to teacher education, candidates must obtain a Pre-Service Certificate from the Georgia Professional Standards Commission in order to enroll in upper level education courses. Failure to obtain a pre-service certificate will nullify admission to the teacher education program.

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CONTINUANCE IN THE TEACHER EDUCATION PROGRAMOnce admitted to teacher education, the teacher candidate must maintain a minimum 2.5 Overall Grade Point Average and earn a minimum grade of C in each of the professional education courses (EDUC 4010/4350/4360) to continue enrollment in the program and student teach. The teacher candidate whose GPA falls below the minimum or who makes a grade below C in a professional education course after admission to teacher education has two options:

1. Take non-teacher education classes the next semester or longer to improve her or his grade point average and become eligible for Student Teaching later.

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2. Change his or her major track to Agricultural Studies, a non-teaching track, or to another non-teacher education major.

EARLY CLINICAL EXPERIENCEClinical Practice is a period of internship with an experienced classroom teacher who serves as a role model and mentor for the developing teacher. It is a cooperative effort between the classroom teacher, the college supervisors, and the teacher candidate.

Early clinical experience in secondary classrooms begins with the introductory to Education courses (EDUC 2110/2120/2130) and culminates in the early experience course, EDUC 4010. In EDUC 4010, students spend extended periods of time in a secondary Agricultural Education classroom under the supervision of a master teacher. In this course, students move well beyond the observation phase included in the introductory courses. Students in EDUC 4010 explore a wide range of topics from diversity to Career Development Events (CDEs) and laboratory management. The course provides an opportunity for the teacher candidate to put into practice the knowledge and expertise gained during the entire college program and to demonstrate basic instructional skills with entire classes, groups and with individuals.

With the assistance of the academic advisor, a teacher candidate should apply for admission to Clinical Practice I the semester prior to the semester in which Clinical Practice I begins. An application may be obtained in the Agricultural Education office. The application is submitted to the Department Head for verification that all requirements have been met.

For more information, see the Early Clinical Experience Handbook at: http://www.abac.edu/academics/educator-preparation-program

STUDENT TEACHINGUpon successful completion of Early Clinical Practice, and other requirements are met, the teacher candidate may apply for full-time clinical practice, also known as Student Teaching. The Department faculty will meet to consider approval of applicants.

During Student Teaching, the teacher candidate works collaboratively with the cooperating teacher for the full semester. The Student Teacher is monitored and guided by the cooperating teacher and the college supervisors. Under the daily supervision of the cooperating teacher, the teacher candidate gradually assumes the lead teacher responsibilities of the classroom until the teacher candidate is carrying the full lead teaching load. Additional support is provided through group seminars. These seminars provide a forum for the discussion of situations that teacher candidates face during their internship or may face during the first year of teaching.

The following requirements must be met for admission to Student Teaching: Successful completion of Early Clinical Practice Hold a pre-service certificate from the Georgia Professional Standards

Commission. Maintain a minimum Overall GPA of 2.5 Completion of the professional education course sequence with a grade of C or

higher in each course.

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Proof of current professional liability insurance Have maintained a pre-service certificate from the Georgia Professional Standards

Commission (GaPSC). Obtained the recommendation from the faculty of the Education Department.

PRE-SERVICE CERTIFICATION REQUIREMENTSThe Pre-Service Certificate is part of the tiered teacher certification program administered by the GaPSC. This certificate is intended for educator candidates completing field experiences or Student Teaching in Georgia schools.

The Pre-Service Certificate is not a professional educator certificate. It allows the holder to participate in supervised field experience, clinical practice, or Student Teaching in Georgia schools. The Pre-Service Certificate is invalidated upon program completion, or if the candidate withdraws, transfers, or is removed from the program. A former candidate who re-enrolls in an educator preparation program may be issued a new Pre-Service Certificate at the request of the Department and a current background check. https://www.gapsc.com/Certification/TieredCertification/preService.aspxhttps://www.gapsc.com/Certification/Downloads/PreS_Certificate_Process_Diagram.pdf

The Pre-Service Certificate must be requested on behalf of the candidate by the college. Eligible candidates for the pre-service certificate must provide ABAC Education Department personnel with:

A signed GaPSC Application for Certification, including completed Personal Affirmation questions and signature authorizing a criminal background check.

Proof of completion of the Georgia Educator Ethics Assessment — (Program Entry).

A signed and notarized Verification of Lawful Presence (VLP) affidavit. Copies of supporting documentation for the VLP.

PROGRAM COMPLETION AND GRADUATION REQUIREMENTSThe following requirements must be met to complete and graduate from the ABAC BS program, Education Track.

Completion of all basic requirements for graduation from ABAC. Completion of all course requirements in the Education Track. An Overall Grade Point Average of 2.5 or higher. A minimum grade of C in each lower level education course (EDUC 2110, 2120,

2130). A minimum grade of C in each upper level education course (EDUC 4010, 4350,

4360, 4460). A passing score on the GACE Program Admission Assessment or proof of an

exemption on file in the Education Department. Completion of the GACE Content Assessment (Tests I and II) in Agricultural

Education. https://gace.ets.org/about/assessments Completion of edTPA, a pedagogical assessment required by the GaPSC for

certification in Georgia. https://www.edtpa.com/

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Completion of the Georgia Educator Ethics Program Exit Assessment.

CERTIFICATE OF ELIGIBILITYApplicants for teacher certification who have completed an educator preparation program, such as the BS Education Track at ABAC, and who meet all other requirements for certification will receive a Certificate of Eligibility. Employment by a Georgia school is required by the GaPSC for initial Georgia educator certification. The Certificate of Eligibility demonstrates to potential employers that the applicant will qualify for teacher certification if hired.

The following requirements must be met to be recommended by ABAC for a certificate of eligibility in Georgia:

Completion of the BS Degree Program, Education Track. Completion of certification application. Posting a passing score at the induction level or higher on the GACE Content

Assessment in Agriculture, Tests I and II. Posting a passing score on the EdTPA. A passing score on the Georgia Educator Ethics Exit Exam. Successful completion of all required coursework, including a course in identifying

and educating exceptional children.

CERTIFICATION OF EDUCATORS (GACE)The Georgia Assessments for the Certification of Educators (GACE) is Georgia's state approved educator certification assessment program. The purpose of the GACE assessments is to help the Georgia Professional Standards Commission (GaPSC) ensure that teacher candidates have the knowledge and skills needed to perform the job of an educator in Georgia's public schools. These computer-delivered assessments have been developed by the GaPSC and the Educational Testing Service (ETS). GACE assessments are aligned with the state standards for the P—12 curriculum and with state and national content standards. Each GACE test was developed with diverse representation of Georgia educators from across the state, including the participation of committees of Georgia educators, educator preparation faculty, and other content and assessment specialists, including individuals from school systems, local schools, institutions of higher education (public and private), and other stakeholders. https://gace.ets.org/

GACE PROGRAM ADMISSION ASSESSMENTDesigned to assess knowledge and skills in the areas of reading, mathematics, and writing, the assessment consists of three tests. The Reading and Mathematics tests consist of selected response questions, and the Writing test consists of selected-response questions and two constructed-response (written) assignments. All students seeking admission to teacher education must satisfy the GACE Program Admission Assessment, also known as the basic skills test or post qualifying scores on the ACT, SAT, or GRE.

GACE Program Admissions may be exempted if high enough scores are obtained on theSAT, ACT, or GRE: SAT exemption, minimum score of 1000; ACT exemption: minimum score 43; GRE exemption, minimum score of 1030. To obtain SAT or GRE scores, you can contact the Educational Testing Service at www.ETS.org. ACT scores can be obtained at www.ACT.org. https://gace.ets.org/about

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GACE CONTENT ASSESSMENTSThe content assessments test a variety of content knowledge areas. The assessment in Agriculture consists of two tests (Test I and II). The two tests cover all subject matter in Agricultural Education: Foundations of Agricultural Education and FFA; Food Science and Biotechnology; Power, Structural, and Technical Systems; Animal Systems; Environmental, Natural Resource Systems; and Plant Systems. The Agricultural Education at ABAC is designed so that students take the GACE Content Exam in the Fall semester of their senior year, and just prior to Student Teaching in the spring of the senior year. In this way, students have completed most if not all their technical content courses prior to the exam.

A passing score on the GACE is not a requirement for Student Teaching. However, a passing score must be posted prior to obtaining a teaching certificate. More information about the GACE assessment in Agriculture may be found at https://gace.ets.org/about/assessments.

EDTPAThe edTPA (education Teacher Performance Assessment) is a performance-based portfolio assessment required by the Georgia Professional Standards Commission (GaPSC). It provides evidence that teachers who are beginning their careers are ready to teach. All teacher candidates must complete the edTPA during Student Teaching (Clinical Practice) as a requirement to complete the program. Candidates should consult the GaPSC at https://www.gapsc.com.

The following are highlights of the edTPA assessment. In accordance with GaPSC rules, students complete the edTPA during Student

Teaching and submit to Pearson Education, Inc. for official scoring at the national level. ABAC faculty are not allowed to be involved in scoring the edTPA.

Portfolios will be scored by trained and calibrated scorers, selected based on their experience with candidates who wish to become teachers and their content knowledge and pedagogical expertise.

Preparation for the edTPA is completed as a part of the curriculum and methods classes at ABAC (EDUC 4350 and 4360).

The edTPA portfolio consists of three tasks - broken into 15 sections, each scored on a rubric.

Two ten minute videos of the candidate teaching secondary students are submitted as well.

Pearson will provide scores for each of the 15 rubrics on a scale from 1 to 5, as well as a score for each of the three tasks. The overall score reflects the total of the scores on the 15 rubrics. The summative score of the 15 rubrics will be reported on a scale of 15 to 75.

The state passing cut score for Agriculture is 38 of a possible 75 points (cut score effective 9/1/2017.

Students are responsible for cost of the edTPA assessment and any resubmissions necessary.

If a student does not pass one or more of the three tasks in the edTPA, they must resubmit for the tasks not passed and are assessed for that portion of the exam.

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Retake Policy: ABAC faculty or the edTPA coordinator will work with the teacher candidate to provide effective remediation before the Student Teacher resubmits should any task not receive a passing score.

STUDENT TEACHER SITE SELECTION AND PLACEMENTSites for Student Teacher placement involves several factors. In each case, the education faculty at ABAC will make every effort to place the student with a master Agriculture Education teacher in a site that is acceptable to the student with undue added expense for the student or ABAC. Guidelines used in placement include the following:

All placements will be designed to encourage professional and personal growth as a prospective teacher.

Student Teachers will be placed in approved schools with teachers who meet the Georgia Department of Education standards for Agricultural Education.

Student Teachers may make specific requests for placements, which will be one factor considered placement of students.

Student Teachers will be placed with cooperating teachers who have a minimum of three years of experience teaching Agricultural Education, hold Georgia teacher certification in Agricultural Education, are recommended by their administration and have consistently scored at level 3 or above on the Teacher Keys Evaluation System.

Student Teachers will not be placed in schools where they have attended or where they have close relatives employed.

Decisions on Student Teacher placement are ultimately made by the ABAC Agricultural Education faculty. Appeals to placement decisions must be presented in writing to the Head of the ABAC Education Department.

GUIDELINES AND COURSE EXPECTATIONS FOR FIELD EXPERIENCES AND CLINICAL PRACTICEThe instructor for each field experience course will provide the teacher candidate with guidelines for the field experience. The guidelines will delineate the course expectations in terms of number of hours for field experiences, level of classroom involvement, reporting responsibilities, and related classroom assignments. Teacher candidates are to provide the cooperating teacher a copy of these guidelines and gain approval for all activities they lead in the classroom. Field experiences should allow the teacher candidates the opportunity to observe and to apply pedagogical principles studied in college course work in real world practice situations. Field experiences should build on each other, beginning with observation, progressing to individual and small-group instruction, and then culminating in whole class instruction. Teacher candidates need to take the initiative to ensure that their placement provides them with the greatest possible educational experience, but to be mindful that they are guests in the classroom.

LIABILITY INSURANCEIt is necessary for all teacher candidates who participate in field experiences to have liability insurance coverage. This insurance may be purchased by joining the Student Professional Association of Georgia Educators (SPAGE) or the National Association of Agricultural Educators. Information regarding these organizations will be provided in the education class where a field experience is required. Verification of liability insurance is required before entering a field

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placement site. Failure to obtain insurance immediately (i.e. first week of class) will delay teacher candidates in beginning their field experience, making it difficult for them to complete the number of hours required for their field placement.

LIVETEXTAn active LiveText account is a required resource for all education majors to be admitted to teacher education. LiveText is used by the Department of Education to maintain accreditation, to demonstrate the quality of the education program, and to improve teaching and learning. Candidates have the option to use the account for secure online storage of academic work, and to create digital documents such as electronic portfolios or reflective journals, which can be shared with prospective employers or other audiences.

BACKGROUND CHECKPrior to placement in the public schools in the lower level education classes (EDUC 2110, 2120, 2130) and all candidates admitted to teacher education must have a GaPSC approved background check.

DEPARTMENT OF EDUCATION NON-CERTIFICATION PROGRAMThe purpose of the education non-certification program, the Agricultural Studies Track, is to provide a venue for those who want to work in educational careers where certification is not required. Students preparing for careers closely related to teaching, but who do not want to teach in secondary schools, are prime candidates for the Agricultural Studies Track. This degree may lead to careers in Cooperative Extension, corporate training, the USDA, the Georgia Department of Education, etc.

COMPLAINT/GRIEVANCE PROCEDURESStudent grievances are first heard at the Department level, following guidelines outlined in the ABAC Student Handbook. Students not satisfied with Departmental decisions have a right to take their complaint to the next highest level. See: https://www.abac.edu/student-life/dean-of-students-resources-services/student-complaint-procedures.

DEPARTMENT GOVERNANCE All faculty members are actively involved in program development and improvement. Faculty meet regularly to review student and program needs. They formulate major program changes, develop new courses and review current courses for changes and submit changes for approval through the channels of approval beginning with the SANR Curriculum Committee. The faculty hears initial appeals by teacher candidates related to Department policy and grades.

The Department faculty regularly review teacher candidate performance and program assessments. Recommendations for program changes are based upon assessment data and other supporting evidence. The faculty approves teacher candidates for admission to the Teacher Education and Student Teaching. General Department faculty meetings are open to the college community and attendance is encouraged for interested teacher candidates and faculty. During the school year, the committee meets at least once per semester or as needed.

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ADVISORY COUNCILThe Department Advisory Council may include members of the ABAC faculty, representatives of the public schools, current students in Agricultural Education, representative of professional teacher organizations, and others as deemed feasible. Nominations to the Education Department Advisory Council are made by the Department faculty. A majority of Advisory Council members shall be current Agriculture Education teachers in secondary schools. All Department of Education faculty members are ex-officio members of the committee.

The Advisory Council should meet at least twice per year to provide assistance in the program planning process, to keep the college informed of the needs of public schools and the constituencies whom they serve. Minutes of the Departmental Advisory Council meetings will be utilized in program planning and improvement.

COLLEGIATE FFAThe Collegiate FFA is the professional student organization directly associated with the Department of Education. All ABAC students are eligible to join, and Agricultural Education majors are highly encouraged to join. The purpose of the Collegiate FFA is to prepare future teachers to become effective advisors of FFA chapters in secondary schools. As with the National FFA Organization, the ABAC Collegiate FFA seeks to “make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education.”

Governance of the Collegiate FFA is by student members led by student officers elected by the membership. Department faculty serve as faculty advisors. The Collegiate FFA provides social functions and meetings on topics relevant to agricultural education, and opportunities for leadership and personal development.

SPECIFIC DEPARTMENT POLICIES

Withdrawal ProceduresIf a student needs to reduce his or her course load during the semester, that student may officially withdraw from a class with a grade of W, provided he or she takes this action before the mid-point in the semester or session. The specific deadline for withdrawal without penalty is posted in the Academic Calendar published by the Registrar. http://www.abac.edu/calendar-listinghttp://www.abac.edu/academics/registrar/academic-catalog

INCOMPLETESAn incomplete ‘I’ indicates that a student was producing satisfactory work, but for non-academic reasons beyond his or her control, was unable to meet the full requirements of the course. If an I is not satisfactorily removed after twelve months, the Registrar will change the I to an F. http://www.abac.edu/academics/registrar/academic-catalog

STUDENT EVALUATIONS OF INSTRUCTION

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Student evaluation of instruction is an extremely important part of the assessment process at ABAC. Faculty will analyze responses, particularly the comments portion, and determine if any changes in teaching or methodology are warranted.

ACADEMIC CODE OF CONDUCTACADEMIC HONESTY: ABAC seeks to promote and ensure academic honesty and personal integrity among students and other members of the academic community. Students and others are responsible for knowing the policy and procedures on academic honesty. The instructor will follow the due process for academic dishonesty cases as outlined in the ABAC’s Student Handbook. http://www.abac.edu/student-life/dean-of-students-resources-services/student-handbook

APPEAL OF GRADESThe grade appeals process is intended to provide a way for students to voice a claim of discrimination, capricious or unfair dealings, or denial of due process. A student who wishes to appeal a grade should follow the guidelines specified in the ABAC Student Handbook. http://www.abac.edu/student-life/dean-of-students-resources-services/student-handbook

CAMPUS ALERT SYSTEMThe ABAC Campus Alert System allows campus administrators to communicate quickly with students, faculty, and staff in the event of an urgent situation on campus such as class cancellations, campus closings, severe weather, or security incidences. For complete information on the Campus Alert System, go to: http://www.abac.edu/wp-content/uploads/2012/11/ABAC-Emergency-Response-Plan-2014.pdf

EMERGENCY PROCEDURESIn the event of an emergency, you should first call 911 if circumstances dictate, but you may also contact the college’s Police Department at 229-391-5060. There are fifteen emergency phones located at strategic locations throughout the interior of campus and in every parking lot. In case of an emergency, simply open the door and a call will be electronically transmitted to the ABAC Police Department giving the location of the phone being used. If the situation permits, press the button on the inside which allows you to speak directly to an ABAC police officer and relay to the officer the exact nature of your emergency. For more information, go to: http://www.abac.edu/wp-content/uploads/2012/11/ABAC-Emergency-Response-Plan-2014.pdf

DISABILITY SERVICESServices to students with physical and/or learning disabilities are provided through the Student Development Center. ABAC is committed to providing an equal educational opportunity (including academic, cultural and recreational experiences, and facilities) for all qualified students with documented disabilities. These opportunities include support services, auxiliary aids and accommodations for qualified individuals, based on a student’s individual and documented needs in compliance with Federal and State law. Approved documentation must be on file before accommodations can be allowed. Typically, students with documented learning disabilities receive extra time for testing, a quiet area for test-taking, free of distractions, and/or tests proctored by staff in the Student Development Center. Go to: http://www.abac.edu/student-life/dean-of-students-resources-services/disability-services.

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FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 (FERPA)The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their educational records. Refer to the section on FERPA in the ABAC Academic Catalog: http://www.abac.edu/academics/registrar/academic-catalog

ACADEMIC SUPPORTThe Academic Support Center, located on the ground floor of the Carlton Center includes various departments, all of which focus on academics at ABAC. The Academic Support Center consists of the following: Tutoring (Academic Achievement Center), Academic Testing, and Learning Support. In addition, the Center has Academic Support Counselors available for all prospective and current ABAC students’ academic needs, which include but are not limited to dropping/adding a class, completing ABAC withdrawals, transient permission, registration, graduation, and supplemental academic advising. Learning Support is a program of courses and advisement to help build the foundational skills needed for success in college-level courses. Special academic advising is provided by Academic Support to speed students’ progress toward enrollment in college credit courses. Tutoring services are available at no cost to all ABAC students. Tutoring in mathematics and English are provided on a drop-in basis. Students should check each term for tutoring schedules for all courses. Writing tutors serve the needs of student writers across the curriculum. Students receive assistance with all aspects of writing, from developing a thesis to reviewing a draft. Math tutoring is provided for all levels of math courses from developmental through calculus. Go to: http://www.abac.edu/academics/academicsupportAcademic Information The information below does not supersede or replace information contained in the official College Catalog: http://www.abac.edu/academics/registrar/academic- catalog .

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APPENDIX:

Program of Study Agricultural Education Checksheet

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