POLICIES and PROCEDURES HANDBOOK for STUDENT TEACHING and

INTERNSHIPSPOLICIES AND PROCEDURES HANDBOOK: Student Teaching

and Internships STUDENT TEACHING GUIDELINES AND POLICIES Overview of
Roles Student Teacher.
‡ Check the Field Services website (http://education.byu.edu/fieldservices) to obtain
thefollowinginformation:1. District Assignments2.

Locations for first day of semester orientations this information will be available after the
following dates: Fall Semester assignments: March 31Winter Semester assignments: November
30‡ Attend the mandatory first day of semester orientation. Failure to report may necessitate
adelay in student teaching until a later semester.‡ Report to the assigned partnership school to
begin student teaching on the second day of the semester.

Successfully complete student teaching, including: 1. INTASC portfolio 2. Teacher work samples

3. Satisfactory evaluations from the mentor teacher, the university supervisor and
other assigned mentors.‡ Review professional progress and discuss any concerns with the
mentor teacher and the university supervisor; contact the Field Services Office regarding any
unresolved concerns.‡ Participate with the mentor teacher and the university supervisor in the
final evaluation of the teaching experience; sign the mentor teachers and the supervisors final
evaluation forms.(Both evaluation forms will be submitted to Field Services, 120 MCKB, by the
university supervisor.)‡ Establish an employment file in the Education Placement Office, 2400
WSC; the final evaluation forms for student teaching will be forwarded to Placement by Field
Services for inclusion in the file.

Mentor Teachers

‡ Conference with the student teacher and the university supervisor at the beginning, midpoint
and end of the experience and as often as possible during other visits by the university
supervisor.‡ Follow mentoring suggestions found
at: http://education.byu.edu/fieldservices/mentoring.html1.

Guidelines for Effective Mentoring  2. Stages of Student Teaching 

Provide regular formative and summative evaluations and submit the final evaluation
form to the BYU supervisor; follow the guidelines under 
Evaluation Procedures.

BYU Supervisors
‡ Approve student teaching candidates based on teaching and academic performance and
professionalism; sign application forms.‡ Notify Field Services regarding
placement recommendations for the upcoming semester.‡ Conduct an orientation on the first day
of the semester.7‡ Direct students to report to their respective schools on the second day of the
semester.‡ Provide regular seminars (a minimum of 6 during the semester).‡ Conduct classroom
observations (a minimum of 8) and meet regularly with the student teacher and the mentor
teacher to discuss progress.‡ Conduct a midterm evaluation with the student teacher and mentor
teacher and report any unresolved concerns to the Field Services Office.‡ Request the assistance
of the Field Services Office as needed; all concerns which could result in unsuccessful
completion of student teaching must be reported to the Director of Field Service simmediately:
422-4625.‡ Obtain, review and sign the mentor teachers completed and signed final evaluation
form; attach it to the supervisors final evaluation form; have the student sign both forms and
submit them to the Field Services Office

School Administrators

Monitor progress of the student teacher by observing in the classroom a minimum of

one time and consulting with the mentor teacher and university supervisor as appropriate.‡
Involve the student teacher in school activities (staff meetings, social functions, professional
development opportunities, etc.).

Field Services Office

Forward relevant application information, student autobiographies, etc. to the appropriate
supervisor.‡ Clear placement requests through school district personnel directors and/or
principals. (For Elementary Education majors,

Liaisons will clear placements in the districts/schools.)‡ Assist students, school personnel
and university faculty with special needs and issues as they are reported throughout the
semester.‡ Receive final evaluations from the supervisors and  forward them to the Education
Placement Center.‡ Request honoraria payments for mentor  teachers after receipt of all final
evaluation forms from the supervisor. Student Teaching Placement Procedures Placements for
student teachers are the joint responsibility of the major department, the Field Services Office
and school partners. A student teacher must not attempt to make arrangements directly with a
school or to contact a teacher until notified of the specific assignment. Every effort is made to
provide each student teacher with a professionally appropriate setting that includes variations in
grade level, location and cultural and ethnic diversity. Placements are not based on future
employment considerations.
 
Specific assignments within the various teaching majors are made as follows:

Early Childhood and Elementary Education Student Teachers

Applications for student teaching are received in 120 MCKB. Supervisors make
classroom assignments and inform students regarding placements and first day of semester
orientations.
‡
Secondary Education Student Teachers
Applications for student teaching are received in 120 MCKB. Field Services forwards
application information, autobiographies, etc. to supervisors in the various Secondary Education
departments. Supervisors, in consultation with partners in the schools, establish placement
recommendations and notify the Field Services Office. Field Services forwards placement
requests to district personnel directors; the directors arrange placements in the schools and notify
Field Services that placements have been approved. Field Services notifies department
supervisors; supervisors inform students regarding placement and first day of
semester orientations.

Professional Standards

Student teachers are expected to:‡ Engage in the same responsibilities and experiences as
the mentor teacher.‡ Arrive and depart the  school at least at the same time as the mentor teacher,
extending time at the school as needed to be fully prepared for teaching.‡ Attend faculty and
grade-level meetings, parent conferences, parent association meetings, etc.‡ Assist with the
preparation of student reports and records, grading of assignments and other teacher
responsibilities such as bus and playground duty, club sponsorship, etc. as appropriate.‡ Become
familiar with all applicable policies and regulations of the school and district within the first
week of experience.
Using a seating chart or other means learn the names of all students the first week of school.‡
Complete all planning and preparation for instruction prior to the beginning of school each day.‡
Maintain professional standards of appearance and behavior that conform to established policies
of the school and the BYU Honor Code. Student teachers are expected to participate as full time
teachers while assigned at the school site. Therefore, student teachers should refrain from
employment, additional coursework or other distractions. Many responsibilities and professional
opportunities occur outside the regular school day schedule and active participation in these
events is required. Also, the demands of teaching require an alert and well-prepared person who
is not dividing his or her energies between teaching and other responsibilities. Students who feel
they need special consideration on this issue should contact their supervisor.

Evaluation Procedures

Those responsible for evaluation of the student teaching experience include: Student
teacher ‡ Mentor teacher ‡ University supervisor ‡ School administrators (administrative
support)‡ Field Services Office (administrative support)The student teacher, mentor teacher and
the university supervisor form a team to provide ongoing assessment of student teaching
performance, fulfilling the requirements listed under:

Overview of Roles

The student teacher has the responsibility to review all assessment by the team and
request further evaluation or clarification as needed. This process will result in the following
evaluations:

Daily:
Written and/or oral advice and suggestions on classroom management, curriculum planning,
learning activities and strategies, etc. is provided by the mentor teacher.
Weekly:
The student teacher and the mentor teacher conference to review progress make plans and set
goals. Results of these conferences should be recorded by the mentor teacher and/or the student
teacher.

University observation/conferencing:
The university supervisor will observe a minimum of 6times during the semester to evaluate
teaching and to conference with the mentor teacher and the student. In addition, the supervisor
will meet with the mentor teacher and the student teacher at the beginning of the semester to
establish that all arrangements for successful student teaching appear to be in place and again at
the conclusion for final evaluation (making a total of 8 visits).

Midpoint Evaluation:
Near the midpoint of the experience, the three team members will review teaching performance
based on criteria listed on the final evaluation form. The midpoint evaluation is not part of the
student’s permanent file; however, information from the conference should be preserved by the
student teacher and the supervisor. If there are indications that the student teaching experience
may not come to a successful conclusion, the Field Services Office must be notified.

Final Evaluation:
If two placements are completed during the student teaching semester, the final evaluation for
the first experience occurs at the conclusion of the first block. The mentor teacher’s final
evaluation is reviewed and signed by the student teacher and the supervisor; the supervisor’s
final evaluation completed at the end of the semester is also reviewed and signed by the student
teacher. All final evaluation forms are submitted to the Field Services Office by the supervisor.
The forms are forwarded to the Education Placement Office by Field Services to become part of
the employment file established by the student teacher. Final evaluation forms can be accessed,
completed and then downloaded for signature from:www.byu.edu/fieldservices.NOTE:
Supervisors submit all final evaluation forms to the Field Services Office with a list of their
students attached. Mentor teacher honoraria will be paid after final evaluation forms are received
by the Field Services Office.

Paired Student Teaching Placements

BYU faculty and teachers in partnership schools have piloted program designs which place two
student teachers in a classroom. This variously termed ³peer teaching, paired, or partner teaching
approach´ to student teaching is currently being used in a variety of settings in both elementary
and secondary schools. Research supports the use of this model. For example, studies done
within the BYU Partnership found that: Mentor teachers in the studies supported the continued
use of the model.‡ Paired teaching had a  positive effect on children.‡ Student teachers felt
better supported in a paired model than with the traditional model.

Caveats for Student Teachers

Student teachers must avoid: Being late and, if at all possible, being absent.‡ Trying to be one of
the students. Remember that you are the teacher!‡ Counseling students one-on-one behind closed
doors‡ Gossiping or complaining.‡ Touching students in any way that could be questioned by
students, parents, or administrators.‡ Having a serious conversation (phone call or written
communication) with a parent without the presence or express permission of the mentor
teacher.‡ Substitute teaching during your student teaching assignment. Student teaching will be
terminated early if it is determined by the major supervisor in consultation with school partners
and with the Field Services Office that the situation of a particular placement is damaging to
young students or the student teacher, is against school/district or university policies/procedures,
or compromises the quality and effectiveness of BYU teacher education programs.

Dear Student Teacher: You are about to begin the capstone course in your teacher education program.
Student teaching is an opportunity to apply the theory and concepts you have learned in previous classes. You
will gain experience working with diverse student populations, meeting the challenges of planning and
implementing curriculum, and developing the skills of a self-reflective teacher. This handbook is intended to help
guide you toward a rewarding and successful experience. Please be mindful of the following instructions:‡
Carefully read the student teaching procedures, objectives, and recommended experiences
outlined in this handbook.‡ On the first day at your assigned school, please give your cooperating teacher a
copy of the handbook since it contains a section addressed to him or her regarding our presence and work in the
classroom.‡ While the cooperating teacher is the person in charge of your classroom experience and will play a
role in deciding your readiness to teach lessons and work with students, do participate in the classroom early in
the semester. Show initiative and responsibility. Observe carefully. Keep a journal.‡ Review the cooperating
teacher’s evaluation form. Your teacher will use this form at times designated by your supervising
professor. Be sure the teacher sees it in advance so he or she can become familiar with the criteria of
the evaluation. When completed, give the form to your professor. During conferences with your
professor and your cooperating teacher your strengths will be discussed and recommendations
made to enhance your development as a teacher candidate. You are required to attend weekly seminars with
your Brooklyn College supervising faculty. You will need to also attend Child Abuse and Violence Prevention
workshops or complete this requirement on-line. Keep accurate records of your attendance in the school. A
sheet will be provided. You must complete 40 days or 300 hours.‡ The Brooklyn College faculty members are
confident in your ability as a professional, as are preventatives of the Childhood Education program, and as a role
model for children. You are encouraged to discuss any concerns or questions with your supervising faculty. Best
wishes for a successful student teaching experience! Student Teacher Handbook/Childhood Education 4.

BROOKLYN COLLEGE OF THE CITY UNIVERSITY OF NEW YORK 

 
GUIDELINES FOR STUDENT TEACHING

Becoming an effective educator is developmental in scope and a variety of field and

student teaching experiences in diverse settings will influence this part of the teacher candidates
journey. Student teaching provides the most intensive supervision, feedback and experience
of the pre-service teacher education program. Student teaching presents varied opportunities to
acquire and further refine the knowledge, skills and dispositions you have acquired and
developed as a teacher candidate in the School of Education at Brooklyn College. By the end
of student teaching candidates should be able to demonstrate the abilities and competencies that
are needed to enter the teaching profession and to teach diverse students in urban settings. The
student teaching experience is carefully designed and aligned with the School of Education’s
Conceptual Framework themes: Diversity - Collaboration - Social-Justice and Critical Self-
Reflection & Reflective Practice The student teaching experience is developed in close
collaboration with schools that embrace values and beliefs similar to the Conceptual Framework
themes as expressed in their school mission and vision statements and evident in the behaviors of
teachers and school building leaders. These schools are chosen as settings where the candidate
will see and teach diverse students, observe collaboration between educators and parents,
understand the importance of collaboration with community resources and organizations,
observe collaboration among teachers and with their administrators to ensure fairness and equity
in the educational opportunities offered to all students regardless of race, ethnicity, gender,
language, religion, sexuality, exceptionality and socio-economic origin. Student teacher
candidates must follow the rules and accepted procedures of both the college and the assigned
school. In addition, specific regulations governing Initial New York State certification have been
established by the New York State Education Department and must be adhered to strictly.

Student Teaching Schedule

Student teaching takes place during one semester. Student teachers are required to
complete experiences in two grade levels relative to the Childhood certificate: grades 1-3 and 4-
6. A weekly two-hour seminar with your Brooklyn College faculty supervisor is required.
Student teachers are expected to be present at the student teaching site every day in order to
experience the daily activities and events that take place within classrooms, to understand the life
of classroom teachers, and to understand school and community cultures and their relationship to
one another. All together, the experience complies with the 300 hours or 40 days of student
teaching that are mandated by the New Student Teacher Handbook/Childhood Education 5 York
State Education Department. Student teachers are expected to attend professional
development workshops in the public schools where they are assigned. It is recommended that
they attend events such as parent-teacher conferences. Experiences that offer the opportunity
to understand the many roles and responsibilities of a teacher in and outside the classroom can
be coordinated in collaboration with the student teacher, the cooperating teacher and the
Brooklyn College faculty supervisor. Student teachers must report to their assigned school on
days when Brooklyn College is closed, but the public school is open. Attendance and
participation at assigned school functions are required through the last day of the Brooklyn
College semester. Student teachers are excused from student teaching during final exam
periods at the college but may, if they wish and with their supervisor’s permission, return to
student teaching after final exams and continue until the end of the school term. Student
teachers must dress professionally and comply with the assigned school’s rules and regulations
regarding professional and ethical conduct. They must contact their cooperating teacher if will
be late or when they cannot attend on a given day. They must also inform their college
supervisor. Student teachers must arrange with their cooperating teachers to make up all
absences.

Time Sheet/ Record of Attendance

A set of time sheets will be provided by the instructor to keep track of contact hours.
Contact hours include time spent at the school from 8:00 a.m. to 3:00 p.m., excluding a half-hour
lunch. Hours spent at staff development workshops or parent-teacher conferences should be
included. Many school schedules reflect regional policies for extended day hours and student
teacher should discuss with their Brooklyn College faculty supervisor whether they may, or are
expected to, be present in the school during those hours. Student teachers are required to arrive at
the school punctually at the time designated by their college supervisor in collaboration with the
cooperating teacher and they are strongly encouraged to arrive earlier to prepare for the school
day.

Student Teacher Responsibilities in the Public Schools

In collaboration with Brooklyn College, the public schools usually provide an orientation
for student teachers at the school building. At this time, school policies, curriculum, and class
assignments are given. After a few days of observing, the cooperating teachers should increase
the student teachers responsibilities slowly and incrementally, and if possible, in collaboration
with the college supervisor. Student teachers should ask the cooperating teacher to discuss
their expectations of the candidate in the classroom, and for the entire experience. Aim for
clear understanding of the classroom teaching responsibilities that will be taken on by the student
teacher, including the number of classes and the subject matter that will be taught. The
experience should include opportunities to work with individual children, small Student Teacher
Handbook/Childhood Education 6 groups and the entire class, and include opportunities to teach
all content areas. By the end of the experience, student teachers should be allowed to teach the
full class for extended periods of time, even a full day. Student teachers are responsible for
planning, implementing and evaluating a variety of pedagogical and curricular activities. The
student teacher should have the opportunity to discuss and plan classroom lessons and activities
with the cooperating teacher on a regular basis. They should ask the cooperating teacher for
suggestions, feedback and guidance on lesson planning and lesson implementation.

Collaborative and Reflective Practice

Student teaching is designed to enable the teacher candidate to collaborate with
professionals and to develop their ability to engage in reflective practice. For example, such
experiences as planning in consultation with the cooperating teacher, receiving feedback on
classroom activities the candidate is involved in, and collaboration with classmates in seminar
discussions all provide opportunities to develop a reflective, self analytical approach to pedagogy
and practice. In addition, consultation with school leaders, visits to other teachers classrooms,
talking with school support staff, e.g. the school psychologist, guidance counselor, parent
coordinator, and others as well as attendance at professional development workshops, faculty
meetings and community events, all serve as rich opportunities for reflection and for personal
and professional growth and development. Reflective behaviors include conferring with the
groups and the entire class, and include opportunities to teach all content areas. By the end of the
experience, student teachers should be allowed to teach the full class for extended periods
of time, even a full day. Student teachers are responsible for planning, implementing and
evaluating a variety of pedagogical and curricular activities. The student teacher should have the
opportunity to discuss and plan classroom lessons and activities with the cooperating teacher on
a regular basis. They should ask the cooperating teacher for suggestions, feedback and guidance
on lesson planning and lesson implementation.

Collaborative and Reflective Practice

Student teaching is designed to enable the teacher candidate to collaborate with
professionals and to develop their ability to engage in reflective practice. For example, such
experiences as planning in consultation with the cooperating teacher, receiving feedback on
classroom activities the candidate is involved in, and collaboration with classmates in seminar
discussions all provide opportunities to develop a reflective, self analytical approach to pedagogy
and practice. In addition, consultation with school leaders, visits to other teachers classrooms,
talking with school support staff, e.g. the school psychologist, guidance counselor, parent
coordinator, and others as well as attendance at professional development workshops, faculty
meetings and community events, all serve as rich opportunities for reflection and for personal
and professional growth and development. Reflective behaviors include conferring with the
college supervisor, seminar instructor and cooperating teacher, keeping a journal with questions,
problems and successes that occur during the experience, tape recording or video recording
lessons, walking through the community and talking with people in the community, and
debriefing with the cooperating teacher after lesson implementation
.
Journal Reflections
It is important to engage in reflection even if no immediate opportunity exists to discuss
thoughts and experiences. A journal facilitates reflection in personal and ongoing ways. The
journal provides the opportunity to raise questions, concerns, and alternative approaches in
understanding the relationship between theory and practice. A minimum of two journal entries
should be written each week. The following illustrates topics that may be included: 1.
Observations about the growth and development of individual children. 2. Descriptions of
children who puzzle or concern you. 3. New accomplishments or progress in student teaching,
class work or in seminar 4. Issues or questions about classroom practices, interactions or
management. 5. Realizations or insights about teaching/learning processes. 6. Reflections about
issues that need to be discussed in seminar 7. Reflections about how decisions and choices were
made and reflection on their implementation and outcome. 8.Disappointment or frustration with
performance. 9. The joys, successes and surprises that are experienced. 10. The small steps that
lead to increased confidence and growth Student Teacher Handbook/Childhood Education 7.
 
The student teacher should demonstrate respect to the cooperating, students and parents.
Disagreements over teaching methods and teaching style should be discussed with the college
supervisor in seminar or in collaborative planning meetings where the student teacher, the
cooperating teacher and the college supervisor are present. Discussion of students, school
personnel and school business should only be conducted in private and in a professional
manner.At the end of the student teaching experience it is important to prepare the children for
the impending departure of the teacher candidate and this time can be an opportunity to express
mutual appreciation for the experience.

Assessment and evaluation of the student teaching experience

Evaluation of the student teacher is a collaborative process that involves the college
supervisor, the cooperating teacher, and most importantly, the student teacher’s own ability to
reflect on his or her actions. Each person judges the extent to which the objectives stated in
lessons, and in collaborative meetings, are fulfilled. This handbook includes the rubric that the
cooperating teacher and the college supervisor use to assess and evaluate the performance of the
teacher candidate at different points in time during the experience. The rubric is aligned with the
School of Education’s Conceptual Framework and the Association of Childhood Educators
(ACIE) professional and pedagogical standards for teachers.

The cumulative evaluation of the college supervisor is based upon:

Observation of student teacher lessons‡ Post observation conferences‡ Discussions with
cooperating teachers and school administrators‡ Student teacher performance during weekly
seminars‡ Assessment of the professional quality of all written work and artifacts created by the
student teacher.
 
The evaluation of the Cooperating Teacher is based upon:
Regular discussions with the student teacher regarding all classroom curricular and
personnel issues and decisions‡ Observation of student teacher behaviors and interactions with
students How well the student teacher engages in collaborative work ‡ Overall performance of
the student teacher regarding such school activities as staff development meetings, grade level
team meetings, parent conferences, and other activities.

The student teachers self evaluation is also important and includes:

Analysis of his or her own strengths and needs in teaching‡ Conferences and discussions
with the college supervisor and cooperating teacher ‡ Self analysis of audio or video taped
teaching‡ Analysis of written work ‡ A completed teaching portfolio Student Teacher
Handbook/Childhood Education 8.

Responsibilities of the Cooperating Teacher

Legal responsibility for the student teacher rests in the public school. The cooperating
teacher is responsible for: Providing a space for journal writing and personal belongings.‡
Familiarizing the student teacher with the instructional program of the school.‡ Modeling best
practice and effective teaching for the student teacher.‡ Suggesting visiting other classrooms to
observe other teaching styles and assist with introductions to other teachers in the building.‡
Explaining in detail the policies and philosophy/mission of the school. Providing a handbook
or school publications where this information is written.‡ Orienting the student teacher to the
background of the students, the weekly and daily class schedules, materials and equipment in the
room, school regulations, the school calendar, typical examples of reports to parents and any
extra-curricular activities that take place in the building for students.‡ Working with the college
supervisor in planning a well-balanced program of learning activities for the student teacher to
participate in that will increase their readiness for whole class teaching for extended periods of
time.‡ Planning with the student teacher the steps to demonstrate readiness and for assuming
responsibility in the classroom.‡ Involving student teachers in faculty conferences, parent-
teacher conferences and other non-teaching activities.

Classroom Activities
The following recommendations for participation during the student teaching experience
should be applied flexibly, taking into account the specific school situation, the persons involved,
and the strengths of the individual student teacher. Arrange to meet with the cooperating teacher
at a convenient time when the students are not in the classroom. You should initiate participation
in all classroom activities, in coordination with the cooperating teacher, and should take on
increased responsibility as the semester progresses. Student teachers, under the supervision of
their cooperating teachers will: Keep informed of long-term curriculum plans. Know the
instructional plan and assignments for students each day, so they can assume the role of teacher
at any time. Plan specific lessons of various types and submit them to the cooperating teacher
and college supervisor for critical discussion and informal evaluation. Teach selected lessons or
conduct classroom activities based on careful planning with the cooperating teacher. Participate
in classroom routines such as checking students work and preparing attendance reports.
Participate in instruction by assisting individual students, helping to administer tests, supervising
work periods, conducting brief drills, etc.

Student Teacher Handbook/Childhood Education 9. Participate in locating and setting up

materials for class use, such as overhead projectors, VCRs, and computer materials. Check
student’s worksheets and a variety of work samples when instructed on how to use grading
rubrics. Work with a number of pupils on a short-term basis to teach specific skills or supervise
their work in cooperative groups and in special projects. Assist in planning and/or supervising
field trips.

Guided Observation
Student teachers should: Observe from a variety of vantage points rather than from only
the back of the room. Observe instruction in all major curriculum areas. Discuss with the
cooperating teacher the class session observed, and seek opportunities to discuss observations
with the college supervisor .Come to conferences with the cooperating teacher and/or college
supervisor prepared to ask questions, present ideas, and receive advice, suggestions and
assistance. Arrange to observe several successful teachers other than the cooperating teacher,
with the permission of the cooperating teacher and the school administrator .After teaching and
receiving suggestions for improvement, observe the cooperating teachers demonstration of
recommended procedures and apply these procedures in your own teaching.

Planning and Instruction

Student teachers should: Analyze their own teaching in conferences with the cooperating
teacher and the college supervisor; consider suggestions for improvement and set new goals
accordingly. Sustain a continuous process of reflection and analysis. Teach two or more pre-
planned consecutive lessons daily, and teach a sequence of lessons or facilitate whole class
activities. Plan units or comparable blocks of work or as much of this as is feasible within the
time schedule of the student teaching experience. Teach entire mornings from time to time,
gradually moving toward an entire week of teaching by the end of the semester.

Keeping and Using Records

Student teachers should request the opportunity to keep an attendance register for an
extended period of time and should become familiar with all pertinent attendance records.
Student teachers should become familiar with other routine record keeping procedures.

 
Policy on Academic Integrity
Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at
Brooklyn College. Cheating is any misrepresentation in academic work. Plagiarism is the
representation of another person’s work, words, or ideas as your own. Students should consult
the Brooklyn College Student Handbook for a fuller, more specific discussion of related
academic integrity standards. Faculty members are encouraged to discuss with students the
application of these standards to work in each course. Academic dishonesty is punishable by
failure of the ³test, examination, term paper, or other assignment on which cheating occurred.
´(Faculty Council, May 18, 1954). In addition, disciplinary proceedings in cases of academic
dishonesty may result in penalties of admonition, warning, censure, disciplinary probation
restitution, suspension, expulsion, complaint to civil authorities, or ejection.