Culminating Experiences

A defining characteristic of Salem State University’s graduate programs is the completion of a culminating experience through which students integrate prior experience, put into practice what has been learned in the program, and demonstrate comprehensive knowledge in a specialized field of study. In some programs, it may also include an opportunity to do original work that adds to knowledge in the field.

The nature of this experience may differ from one program to another, depending on the academic and professional goals established by each program. Programs may offer more than one option for a culminating experience, depending on the individual student’s goals.

Culminating experience options at Salem State University include:

Thesis

The thesis offers evidence of the student’s original research and the results of that research; it may be either an approved creative project or an interpretive, analytical work. In completing the thesis, the student demonstrates a capacity for independent research, an ability to organize and present data logically, and proficiency in the use of scholarly language. The final thesis demonstrates originality, critical and independent thinking, appropriate format and organization, and thorough documentation. An oral defense or presentation of the thesis may be required.

Capstone Project (Portfolio, Practicum, Internship, Field Experience)
The capstone project provides an opportunity for graduate students to complete an academically rigorous professional project that contributes in some meaningful way to the student’s discipline and professional community. The special project involves the integration and application of discipline-specific knowledge, concepts, theory and skills in the development of a product or proposal, possibly in a non-academic setting such as a business organization or hospital. It encompasses various forms of applied research, including such as action research projects. It is described and summarized in a written report that includes the project’s significance, objectives, methodology and a conclusion or recommendation. An oral defense or presentation of the project may be required.

Comprehensive Exam
The comprehensive examination assesses the students’ ability to integrate knowledge, show critical thinking, and demonstrate mastery of the subject matter. The results of the examination should show independent thinking, appropriate organization, critical analysis and accuracy of documentation. A record of the examination questions and responses is maintained.

Comprehensive Examinations are required in many graduate degree programs. They are intended to assess and evaluate a student’s knowledge of the major components of his/her graduate study.

After a review of the student’s academic records, the student is notified if he or she is eligible to sit for the examination. The student must then file an application form with the School of Graduate Studies for the specific examination date desired and receive approval as set forth by each individual graduate program.

Comprehensive examinations are administered in November, March, and July of each year.

Students in need of an accommodation for the comprehensive exam must be registered with the Disability Services office.

A candidate who fails the comprehensive examination may petition the program coordinator in writing, within three months, to request a second examination. The student must demonstrate persuasively in this petition how he or she will prepare for a successful re-take of the examination. If the petition is granted, the second attempt at the comprehensive examination must occur within the next two administrations of the examination. If the petition is not granted, the student may then appeal this decision to the Dean of the School of Graduate Studies or designee. If that appeal is not approved, the student will be dismissed from the program. Failure in the second administration of the examination results in the dismissal from the program.

Practica/Clinical Overview

A practicum is a substantial guided educational site-based experience that relates theory and research in a particular field of education to professional practice. Approval to pursue a practicum is restricted to matriculated graduate students in a degree, certificate or licensure only program who have completed all prerequisite coursework, pre-practicum field engagement experiences and, for students pursuing licensure, all required Massachusetts Tests for Educator Licensure (MTELs). Students completing practica are supported by university field supervisors and supervising practitioners, who assess student performance based on the standards of official professional accrediting or approval organizations, such as the Massachusetts Department of Elementary and Secondary Education. Most practica are between 100 - 400 hours, while some advanced programs, such as the CAGS in Educational Leadership and combined School Counseling/School Adjustment Counseling Program, may require as many as 500 - 1,350 hours. Additionally, students are required to participate in a group seminar to help reflect on their learning and their practice. In addition to performance assessments, in some programs, practicum students may be required complete portfolios to document the success of their practicum experience.

A clinical experience is an advanced-level field experience of substantial length designed for educators holding initial licenses. Clinicals typically include an applied research project or other focus of individual applied study, and a group seminar.

The practicum approval process, required materials, and minimum hour requirements are detailed in the appropriate program handbook.

Practicum Coursework Eligibility Limits
All education coursework that is part of or required for any endorsement for teacher licensure through Salem State University must be no more than seven years old at the start of a student teaching practicum leading to teacher licensure. Students who wish to appeal this policy may file an appeal with the chair and/or coordinator of their program. Students who file an appeal should provide a course-by-course explanation of how they have kept current in the content area of each course (e.g., by working in a classroom that employs specific curricular approaches, taking professional development workshops, attending lectures, etc.)

Practicum Approval Process
Students must initiate a request to pursue practica and clinical experiences and receive approval to pursue them through the McKeown School of Education in the semester prior to the proposed experience. The practicum approval process may vary by specific program but can require: documentation of previous coursework, and for students pursuing teacher licensure, pre-practica field engagement and passing results for any required MTELs. Upon approval, students will be assigned a site placement and supervisor in consultation with the program coordinator. In some cases, students may be allowed to use their place of employment to meet practicum requirements with special approval. Post-approval, students placed in school-based sites must arrange for and pass a Criminal Offender Record Information (CORI) background check review, which includes fingerprinting, with their cooperating school or district prior to beginning a practicum.

Practicum Failure and Repeat Policy
If a student fails practicum for a reason other than an emergency (family or medical) despite receiving appropriate intervention in a timely manner following the student-at-risk process, the student will meet with at minimum, the faculty supervisor to complete a memorandum of understanding outlining the deficit(s) identified and proposing a means of improving the student’s performance in the relevant areas.

This memorandum will address the following:

Area(s) of deficit in as specific and objective terms as possible
Amount of time anticipated to address the deficit(s) with a minimum of one year recommended
Strategies for addressing the deficit(s) which may include but are not limited to: additional work experience, additional classroom-based experiences, additional coursework, demonstrated improvement in specific professional aptitudes, etc.
A signed statement confirming that the student understands that to re-enter practicum s/he must reapply, must provide explicit and convincing evidence that the deficit(s) identified during the practicum and documented on the practicum evaluation have been remediated, that readmission to practicum is not guaranteed, that no hours previously completed will apply, and that a second attempt is final

The terms of this memo will be agreed upon and signed by the student, the coordinator, and the chair of the department.

If a student who fails practicum for a reason other than an emergency wishes to return to Salem State University and have a second attempt at completing practicum, the student will need to reapply for practicum and meet the following criteria and agree to the following understandings:

Provide explicit and convincing evidence that the deficit(s) identified during the practicum and documented on the practicum evaluation have been remediated
Any new licensure requirements (additional courses or assessments) that have been implemented since the initial practicum are met prior to entering the placement
The full number of hours required for a practicum will be completed, none of the hours from the initial attempt will apply
Unless the student is working as a teacher of record, the student will be placed at our discretion.

Authority for Teacher Licensure Program Components
The McKeown School of Education is responsible for placing students in appropriate settings, for assigning field supervisors, for record-keeping related to students’ progression, pre-practicum field engagement for teacher licensure, practicum and clinical experiences, and for endorsing candidates for licensure. Appeals and special requests associated with progression requirements, practica or licensure begin with the McKeown School of Education dean.