School of Education

Two Silber Way
Boston, MA 02215
617-353-4233
www.bu.edu/education

Administration

Hardin L. K. Coleman, BA, MEd, PhD, Dean

Joan M. Dee, BS, EdM, EdD, Associate Dean, Office of the Dean

Kathleen M. Vaughan, BS, MA, EdD, Associate Dean of Academic Programs and Student Services

History

As one of the foremost leaders in education and education reform in the nation, the Boston University School of Education provides comprehensive teacher preparation to students in more than 20 concentrations. Students take advantage of the many courses and activities of the larger University; the School represents a network of scholars and students with a shared focus and set of goals, and a true sense of community. Faculty and students enjoy many personal exchanges outside the classroom, both academic and social.

The School maintains a variety of collaborative arrangements with school districts in the greater Boston area. Boston University, under a unique partnership agreement, managed the public schools of Chelsea, Massachusetts, from 1988 through June of 2008, and now participates in both Boston’s “Step UP” effort and “Jumpstart,” a program for young children.

Schools of education have been criticized over the years for their isolation from the realities of everyday educational settings, on the one hand, and from the rest of higher education on the other. The current programs of the School of Education at Boston University offer a strong reply to these criticisms.

From its founding in 1918, the Boston University School of Education has pursued three missions: to educate and prepare professional teachers, administrators, and educators to accept leadership responsibilities throughout the world; to offer continuing educational opportunities for practicing teachers and administrators to make the very most of their talents; and to promote research and scholarship that elevate the quality of education. Attention to the surrounding community has made School of Education faculty and students particularly effective teachers and learners, sensitive and responsive to the circumstances and realities of schooling. These goals are reflected in the affirmation that follows.

Graduates of the School of Education serve communities throughout the United States and abroad. Their career opportunities expand as educational demands grow in industry, communications, public and private social service agencies, and government, in addition to schools, colleges, and universities. They are leaders in their fields; they give definition to new jobs; they bring dedication and fine judgment to a demanding profession.

School of Education programs are based on the premise that professional competence requires a foundation of knowledge in traditional academic disciplines and in the arts of teaching and learning. In addition to their courses in education, students take courses in the College of Arts & Sciences, the Graduate School of Arts & Sciences, and other professional schools at the University. Collaboration between School of Education faculty and other faculty is increasingly important to our academic and research programs.

An informed professional educator must link traditional academic knowledge and training with practical experience. Commencing with the freshman year and culminating with student teaching or other field assignments at the close of the program, the undergraduate student has opportunities throughout to explore career options and relate theory to practice. At all degree levels, students are encouraged to work with faculty and research associates in building bridges among the academic, service, and the research functions of the School. The School of Education draws heavily on the educational community of the Boston metropolitan area, educational counterparts in selected international sites, and the special skills of faculty and research associates working in centers, clinics, and laboratories in the School, the University, and in community agencies and hospitals.

Opportunities for overseas and regional field assignments are complemented by opportunities for working with faculty and graduate students in School-based clinics and learning laboratories. Collaborative arrangements with human service agencies and corporations allow students to match the training, development, and evaluation skills of the educator with the unique needs of those environments.

Urban and suburban fieldwork and service opportunities for students are also abundant. Through a cooperative network of school districts (including Boston, Brookline, Chelsea, Concord, Lexington, Newton, and Somerville) and carefully structured experiences overseas, students can link theory with practice and work with professionals in helping children and adults. The sharing of resources and exchange of ideas between individual school districts and community agencies, and between these and the School of Education that take place as a result of this program create a vibrant atmosphere for learning.

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Licensure of Educational Personnel

Many professions for which students prepare in the School of Education require licensure by the state, commonwealth, or district in which students wish to practice. Faculty advisors are prepared to assist students seeking licensure. Appropriate course selection to meet these licensure standards, and any additional Massachusetts Board of Education requirements, must, however, remain the responsibility of the student. For each program offered leading to a specific level of licensure in Massachusetts, a specific sequence of courses is required. A description of each sequence and information about requirements are available in the office of the appropriate department chair.

Students completing a Massachusetts-approved teacher licensure program may also be eligible for licensure in other states through reciprocal agreements between individual states and networks.

It is imperative that a student discuss his or her plans with an advisor at the initial conference and throughout the course of his or her academic program. It is also critical that students keep abreast of requirements in other states where they wish to seek licensure. The collection of documents required to meet licensure requirements is the responsibility of the applicant.

Title II Annual Institutional Report on Teacher Preparation


Accreditation

Boston University, including its School of Education, is accredited by the New England Association of Schools and Colleges, Inc.

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Undergraduate Studies

Undergraduate studies at the School of Education are designed to help prepare students to become first-rate professional educators in any one of several related fields. Competency is developed in four kinds of courses: (1) general studies in the liberal arts and sciences; (2) specialized knowledge based on concentration in a discipline or field; (3) professional studies in instructional design, human development, communications, and evaluation; and (4) practical skills acquired through guided and supervised field experiences.

Liberal Studies

All undergraduate studies within the School of Education are concerned with applying knowledge from the arts, humanities, and sciences to educational practice. In order to qualify for the Bachelor of Science in Education, each undergraduate must successfully complete a program of liberal or general studies that has been approved by the student’s faculty advisor and that includes the following distribution requirements in addition to a disciplinary concentration or interdisciplinary sequence:

1. at least two writing seminars;
2. at least three semester courses in the arts or humanities, with no more than two courses in any one discipline;
3. at least two semester courses in the natural sciences with a laboratory attached to each;
4. at least one mathematics course (additional mathematics courses required in the elementary, special education, and mathematics education);
5. at least three semester courses in the social or behavioral sciences, with no more than two courses in any one discipline.
6. Students must attain a score of 70 percent on the reading and writing portions of the School of Education Literacy Test prior to graduation. For students seeking initial licensure, an overall score of 70 percent must be met prior to entering a student-teaching practicum.

Specialized Knowledge

All undergraduates are encouraged to pursue a particular intellectual interest in depth by electing either a disciplinary concentration in one of the academic departments of the University or an interdisciplinary sequence as outlined by the faculty of the program in which they are enrolled. A disciplinary concentration is mandatory for students preparing for middle or high school initial licensure as a teacher and for certain other teaching licenses. All undergraduate students are strongly encouraged to learn about a culture other than their own and to develop skills in the use of the technology consistent with their career goals.

Professional Studies

Undergraduates choose their major field of professional concentration from among the following programs. With the exception of Deaf Studies, all offer licensure at the undergraduate level.

Bilingual Education (licensure as Teacher of English as a Second Language)

Elementary Education: 1–6

Deaf Studies

Early Childhood Education: Pre-K–2

English Education (offered for licensure at the middle and high school levels)

History and Social Science Education (offered for licensure at the middle and high school levels)

Latin & Classical Studies Education: 5–12

Mathematics Education (offered for licensure at the middle and high school levels)

Modern Foreign Language Education

Science Education (offered for licensure at the middle and high school levels)

Special Education

Juniors may enroll in 500-level courses, and seniors in 500-, 600-, and certain 700-level courses with the permission of their advisors and instructors. Graduate programs offering some courses open to undergraduates include bilingual education, counseling, education of the Deaf, educational media and technology, international educational development, reading education, and teaching English as a second language.

As part of their professional studies, all undergraduate students are required to complete successfully SED ED 100/101 Introduction to Education. These combine the study of major ideas in the formation of professional education with practical field experience in a school and an introduction to the uses of educational media and technology in classrooms. All students are also required to complete successfully SED ED 410 Social Context of Education and SED ED 412 Civic Context of Education.

As a component of professional study, undergraduates enter into coursework that focuses on human development, learning and curriculum theories, methods of teaching, classroom management, studies of educational policy and practice, and studies pertinent to providing educational services. Some courses have guided field experience components in them, and some include laboratories where teaching, learning, and diagnostic and evaluative materials are prepared and tested.

A fourth stage of professional studies for those seeking initial teacher licensure consists of successful completion of the practicum, which includes assignment as a student teacher in a pre-school, elementary, middle, or high school. The practicum entails intense, professionally supervised, and increasingly independent work in an appropriate educational setting, as often as five days a week, for up to a full semester. Programs of the School offer a variety of field experiences with course credit values that range from 4 to 12 hours.

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Field Experience

The stages of professional studies for undergraduates give special emphasis to guided, practical field experiences. This emphasis, therefore, extends from SED ED 100 for freshmen and culminates in required completion of at least one practicum at the senior level for students seeking initial teacher licensure. Field placements range from opportunities to observe, assist, and aid teachers and tutor learners to more advanced, independent practice in classroom teaching or the delivery of educational services in a community agency or industrial setting.

Boston University Collaborative Degree Program (BUCOP)

In 1976, the Trustees of Boston University approved the establishment of collaborative opportunities for dual degree programs among the schools and colleges of Boston University. For example, an undergraduate student may complete both a Bachelor of Science degree offered by the School of Education and a Bachelor of Arts degree in a field such as psychology, history, or French. Currently, a qualified undergraduate student may apply for a dual degree program during the first semester of the sophomore year at Boston University, but not later than the first semester of the junior year. BUCOP program degrees require at least 36 courses (144 credits), three semesters of residency, good overall standing, and a minimum cumulative GPA of 3.0. Interested students should contact Jacqueline Boyle, the School of Education BUCOP liaison officer, at 617-353-3177 (Room 243 in the School of Education).

Directed Study

Directed study enables the undergraduate to pursue research under the guidance of a faculty specialist. Typically, directed study proposals are designed in consultation with a faculty advisor, approved by the department chair, and submitted to the SED Records office no later than one week before early registration. Undergraduate students are not permitted to enroll for more than 8 semester credits of directed study as part of their minimum degree requirements. Additional information and applications for directed study are available in the SED Records office.

See the directed study listings under Course Descriptions.

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Admission


In addition to the general Board of Admissions emphasis on the strength of the student’s secondary record, the School of Education emphasizes commitment to the human services. Applicants are specifically required to prepare one essay addressing the question: What experiences have led you to select your professional field and objectives?

Transfer Students

BUCOP, Secondary School Licensure, and Intra-University (Internal) Transfer Students


Students within Boston University who wish to transfer to the School of Education, enter a licensure-only program, or participate in a BUCOP program should contact the office of the Director of Student Services to determine the suitability of their preparation and individual status. To be considered for admission, intra-University students must have a 2.6 grade point average and must have attained an overall score of 70 percent on the School of Education Literacy Test, or have the approval of the Dean of the School of Education.

Transfer Admission  The School of Education welcomes transfer students which have completed a minimum of one semester of post-secondary study. The evaluation of transfer credits is made on the basis of achievement and on how appropriate the student’s experiences are to the selected program. In instances where students wish to seek Massachusetts licensure, credit toward licensure is evaluated in light of the competencies and experiences required. The sum of all semester courses accepted from other institutions cannot exceed a total of 80 semester hours. For further information, contact the School of Education at 617-353-3177 or visit the School of Education.

Advanced Placement and Credit

Students may qualify for college credit or advanced placement in certain courses by submitting satisfactory scores from College Board examinations. Students who have completed an International Baccalaureate program are also eligible to receive college credit and advanced placement.

Transfer Credits

In addition to courses taken prior to formal admission, candidates may also take courses at other accredited institutions as part of their degree program. By University policy, students pursuing summer coursework within the metropolitan Boston area must take such courses at Boston University unless a) the course is a program requirement and is not offered in the Boston University summer term, or b) the student receives pre-approval from the chair of the relevant Boston University department and SED Director of Student Services. Undergraduates must obtain their advisor’s written approval before registering at another institution. Courses with a grade of less than C– will not be considered for transfer. The sum of all semester courses accepted from other institutions cannot exceed a total of 80 semester credits. A maximum of 64 semester credits from a two-year institution, or 80 semester credits from a four-year institution, may be accepted. Grades of inter-university transfer courses are not computed in the Boston University grade point average.

Licensure Programs Available to Boston University Students

College of Arts & Sciences students have the option to complete teacher licensure programs in secondary education by completing the required courses as a specialization, or through the Boston University Collaborative Degree Program (BUCOP). Students from other schools and colleges at Boston University must enter a licensure program only through BUCOP or transfer to the School of Education. Through BUCOP, students may meet licensure requirements in elementary, early childhood, bilingual (English as a second language), modern foreign language education, or special education programs. All non-SED Boston University students who wish to enter a licensure program must have a 2.6 GPA and have attained an overall score of 70 percent on the SED Literacy Test or have the approval of the Dean of the School of Education; students must also complete a Program Change form, which is available through the academic departments and/or the SED Records Office.

BS Degree Requirements

Each student seeking a Bachelor of Science degree must satisfactorily complete an approved program of study that includes a minimum of 128 semester credits. Some academic majors require in excess of 128 credits.

Freshman English  All candidates for the Bachelor of Science degree are required to complete a full year of formal instruction in writing, based on the reading of enduring and exemplary works. The two-course sequence—CAS WR 100 Writing Seminar/CAS WR 150 Writing and Research Seminar—is the usual means of fulfilling this requirement. (If the CAS writing program requires additional writing samples, you will be contacted.)

For students whose first language is not English, placement in writing courses will be based upon additional evaluations. CAS WR 97 and CAS WR 98 are reserved for ESL students; these courses are taken in preparation for the required CAS WR 100/150 sequence.

Students will not be exempt from the two-semester CAS WR 100/150 sequence on the basis of SAT/ACT/AP scores. However, students with a score of 4 or 5 on the English Language and Composition Advanced Placement Test will receive four credits for CAS WR 99. Students who complete CAS EN 220 will have met the requirement for CAS WR 150.

Students who complete the first-year Humanities sequence of the Core Curriculum (CAS CC 101/102) satisfy the first semester of the requirement (WR 100). Students who complete the second year of the Core Curriculum (either the Humanities sequence CAS CC 201/202 or the Social Science sequence CAS CC 201/202) satisfy the second semester of the requirement (WR 150).

Liberal or General Studies  At least 80 credits must be earned in the areas of liberal or general studies.

School of Education students who plan to pursue a double degree program (BUCOP) with the College of Arts & Sciences should refer to Divisional Studies Courses under College of Arts & Sciences for a list of courses acceptable toward divisional studies in the College of Arts & Sciences.

Humanities  A minimum of three semester courses is required, and these courses must be from more than one department.

Laboratory Science  A minimum of two semester courses is required. Students should refer to page 60 of this bulletin for a list of courses acceptable to the School of Education and the College of Arts & Sciences as laboratory sciences.

Mathematics  For all students, a minimum of one semester course is required. This requirement also may be fulfilled by students with an SAT mathematics score of 580 or above, the ACT mathematics test score of 23 or higher, or AP calculus scores of 3 or higher. Additional work may be required for licensure.

Social Science  A minimum of three semester courses is required, and courses must be from more than one department.

Students must attain a score of 70 percent on the reading and writing portions of the School of Education Literacy Test prior to graduation. Students seeking initial teacher licensure must attain an overall score of 70 percent prior to entering a student-teaching practicum.

Education Courses  All undergraduate students are required to complete successfully SED ED 100 Introduction to Education, SED ED 410 Social Context of Education, and SED ED 412 Civic Context of Education. The remaining courses necessary to meet the minimum of 32 semester courses are earned in liberal or general education and professional education, in accordance with specific requirements in a student’s area of specialization. The distribution of work in this phase of the total program is subject to the approval of the student’s faculty advisor. Additional noncredit experiences may be necessary to meet program requirements.

Minors

SED undergraduates who wish to declare a minor concentration with the College of Arts & Sciences should obtain an “Application for a Minor” from the SED Student Records office. Requirements are noted in the CAS Academic Department sections of this bulletin. In addition, a minor in Dance from the College of Fine Arts is also available.

The School of Education sponsors three minors for SED students, and for students enrolled in other schools and colleges within Boston University. Minors offered: Minor in Education; Deaf Studies; and Physical Education, Health Education & Coaching. These minors do not meet requirements for teacher licensure. Applications for these minors are available in the SED Student Records office, Two Silber Way, Room 127. Non-SED students should consult with their own school/college on their eligibility for an SED minor.

Education Minor

The Education minor is offered to undergraduate students at Boston University wishing to enhance their knowledge of education. Requirements include 16 credits of core courses and 8 credits of electives.

Core Courses (16 credits)

SED ED 100/101 Introduction to Education, 6 cr

SED ED 410 Social Context of Education, 2 cr

SED ED 412 Civic Context of Education, 2 cr

SED SE 250 Disability, Education, and Public Policy, 4 cr

SED ED 2xx Topical Seminar for non-SED Students, 2 cr

Electives (8 credits)

SED CE 500 Introduction to Counseling, 4 cr

SED CT 522 Character and Ethics Education, 4 cr

SED DS 502 Adolescent Growth and Development, 2 cr

SED EC 305 Child Development and Early Childhood Education, 4 cr

SED EC 350 Introduction to Early Childhood Education, 2 cr

SED EC 556 Children’s Literature for the Early Childhood Teacher, Pre-K–2, 2 cr

SED EC 557 Classroom Based Assessment of Young Children, Pre-K–2, 2 cr

SED ED 2xx Topical Seminars, 2 cr

SED HE 221 Foundations of Health Education, 2 cr

SED LR 501 Teaching of Reading, 4 cr

SED PE 250 Community Leadership through Youth Sport Coaching, 2 cr

SED PE 375 Psychology of Sport, 4 cr

SED PE 501 Methods of Coaching, 4 cr

SED PE 511 Movement Education: Early Childhood to Adolescence, 2 cr

SED SE 401 Special Education: Cognition and Learning, 4 cr

SED SE 502 Behavioral and Emotional Problems: Characteristics and Methods, 4 cr

SED SE 503 Learning Disabilities: Characteristics and Methods, 4 cr

Contact the Director of Student Services at 617-353-3177 for more information.

Deaf Studies Minor

The Deaf Studies minor is offered to undergraduate students at Boston University wishing to enhance their knowledge of the history, language, and culture of Deaf people. Students will complete 24 credits from the list below:

Core Courses (16 credits)

SED DE 550 History and Culture of the Deaf, 4 cr

SED DE 692 American Sign Language 5, 2 cr

SED DE 693 American Sign Language 6, 2 cr

SED DE 551 Deaf Literature, 4 cr or

SED DE 672 Linguistics of American Sign Language, 4 cr

SED DE 572 Psychology, Sociology, and the Deaf, 4 cr

Electives (8 credits chosen from the list)

SED ED 100/101 Introduction to Education, 6 cr

SED ED 101 Education Lab

SED DE 551 Deaf Literature and ASL Folklore, 4 cr

SED DE 672 American Sign Language Structure, 4 cr

SED LS 565 Introduction to Language and Linguistics, 4 cr

SED LS 566 Language Acquisition, 4 cr

Students must plan their minor in Deaf Studies with Professor Marlon Kuntze. For information on the Deaf Studies minor, contact Professor Kuntze in the Deaf Studies program at kuntze@bu.edu.

Physical Education, Health Education & Coaching Minor

The Physical Education, Health Education & Coaching minor is offered to undergraduate students at Boston University wishing to enhance their knowledge of physical education, health education, and coaching. Students will complete 14 credits of core courses and 6 credits of electives from the list below:

Core Courses (14 credits)

SED ED 100/101 Introduction to Education, 6 cr

SED PE 103 Introduction to Human Movement, 2 cr

SED PE 250 Community Leadership through Youth Sport Coaching, 2 cr

SED PE 511 Movement Education: Early Childhood to Adolescence, 2 cr or

SED PE 101 Skills and Techniques in Motor Activities I, 2 cr or

SED PE 513 Tuesday/Thursday Program Pre-Practicum, 2 cr

SED HE 221 Foundations of Health Education, 2 cr

Electives (6 credits)

SED PE 375 Psychology of Sport, 4 cr

SED PE 501 Methods of Coaching, 4 cr (Senior status)

SED PE 506 Perceptual Motor Development, 4 cr (Senior status)

SED PE 508 Curriculum and Special Methods for Human Movement Education, 5-12, 4 cr (Senior status)

SED PE 511 Movement Education: Early Childhood to Adolescence, 2 cr

SED PE 513 Tuesday/Thursday Program Pre-Practicum, 2 cr

SED PE 519 Corrective and Adaptive Physical Education, 2 cr

SED HE 522 Community Health, 4 cr

SED HE 523 Applied Nutrition, 4 cr

SED HE 722 Development of the Health Education Curriculum, 4 cr (Senior status)
or any Boston University SED OE or HE summer term course

Any HE or PE summer term course at BU

For information on the Physical Education, Health Education & Coaching minor, contact John McCarthy in the Physical Education, Health Education & Coaching program at jmmcc@bu.edu.

School of Education faculty approved these three minors. Coordination is under way with all undergraduate programs on campus to obtain their approval.

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SED Policies and Procedures


The regulations given below are in addition to the general University policies and procedures detailed in the front of this bulletin. Academic regulations continually undergo review. Students are responsible for acquainting themselves with any published revision in academic regulations.

School of Education Literacy Test

The School of Education Literacy Test must be taken by all School of Education undergraduate students during their sophomore year. Prior to being accepted to the School of Education, intra-University sophomore and junior transfer students must take and receive an overall score of 70 percent on the School of Education Literacy Test or have the approval of the Dean of the School of Education.

In order to be eligible for graduation, all undergraduates matriculated in the School of Education must attain a passing score of 70 percent in both the reading and writing sections of the test. Students are not required to pass each sub-test for graduation; they are required to pass both the reading and writing sections.

All students engaged in academic work leading to student teaching must pass the School of Education Literacy Test with a 70 percent overall score before they will be permitted to enter their final student-teaching practicum. Students must pass the test by the close of the fall semester to qualify for a spring semester practicum and the close of the spring semester to qualify for a fall semester practicum.

Prerequisites for methods courses are established by individual professional SED programs. A program may require a passing score on the School of Education Literacy Test prior to admission to specific methodology sequences for a particular program.

GPA for Course Overload

All SED continuing undergraduate students with a cumulative GPA of 3.3 or higher, or seniors requiring a fifth course for graduation, may apply to the office of SED Student Services for exemption from the additional fee for two overload credit hours beyond 18 credits of coursework.

Summer Term Work

The Summer Term of Boston University covers two six-week sessions. In the 12 weeks, students may earn up to 16 semester credits, the equivalent of a full semester of work during the regular year. A maximum of 8 credits may be taken during a six-week session.

Pass/Fail Grades

School of Education students cannot receive academic credit toward graduation for Pass/Fail courses.

Student-Teaching Practicum

At the undergraduate level, a student must have a cumulative GPA of 2.0 in all coursework, 2.5 in all professional work, and have attained the qualifying score on the reading and writing portions of the School of Education Literacy Test before being considered for the final student-teaching practicum. In the case of secondary education, students must also have a 3.0 in six semester courses of their major discipline or written approval from their major advisor and the department chair. The faculty of the School of Education reserves the right to be selective in admitting students and in permitting them to continue in the professional programs and the final practicum experiences.

In the spring of each academic year, meetings are held for undergraduate students who plan to do a practicum in the following academic year. These meetings are held to explain the procedure and deadlines for applying, distribute packets, and answer questions regarding practicum responsibilities. The faculty coordinators are available at this time to discuss more specific questions and types of placements available.

Each program sets the number of days/weeks a student must be present at the field site, which may exceed the minimum number of hours listed in the course description.

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Latin Honors Calculations

Among graduating seniors in each school and college, the top five percent will be awarded summa cum laude, the next ten percent will be awarded degrees magna cum laude, and the next fifteen percent will be awarded degrees cum laude. “Break points,” which are the grade point averages (GPA) corresponding to each of these categories, are determined for each graduating class in each school and college at the end of the seventh (penultimate) semester by applying these percentile ranges to the list of eligible graduates arranged in order of GPA. Students falling in the designated percentile ranges on the basis of their GPA after seven semesters will be certified for degrees with the corresponding Latin honors. Students who, by virtue of a strong academic performance during their final semester, advance their GPAs beyond a break point will be awarded degrees with the corresponding higher Latin honor. Students whose academic performance during the final semester causes their GPAs to fall below a break point will retain the Latin honors as originally determined after seven semesters. In no case will students be awarded Latin honors for grade point averages below 3.0.

Dean's List

Eligibility for the Dean’s List is determined by computing the grade point average for all academic work completed in the semester for which the Dean’s List notation is to be entered.Students must:

• be registered as full-time;

• obtain a 3.5 average for the semester;

• have completed a minimum of four Boston University 4-credit courses;

• have no incomplete courses for that semester.

Transfer credits are not included in the credit count.

Probation and Academic Suspension

The School of Education Faculty Assembly, through its Academic Instruction and Standards Committee, has empowered the Dean’s office to review the records of all undergraduate students in the School at the close of each semester. Using the criteria outlined below, the School may warn a student of failure to make satisfactory progress, place the student on probation, or place the student on academic suspension.

Academic Probation  An undergraduate may be placed on academic probation when the student’s average for any academic year falls below 1.7.

Removal from Academic Probation  To be removed from academic probationary status, a student must achieve a 2.0 GPI (Grade Point Index) in the following semester, based upon a minimum of 12 semester credits (three courses). Students who fail to achieve a GPI of 2.0, but who have not been academically suspended, may not officially register for the following semester without permission of the Dean’s office.

Academic Suspension  An undergraduate may be placed on academic suspension in any of the following situations: The student

1. has completed 19–24 Boston University semester credits toward graduation and has received less than a 1.5 GPA;

2. has completed 25–36 Boston University semester credits toward graduation and has received less than a 1.6 GPA;

3. has completed 37–48 Boston University semester credits toward graduation and has received less than a 1.8 GPA;

4. has completed 49 or more Boston University semester credits toward graduation and has received less than a 2.0 GPA.

This action may be taken prior to registration for the following semester. Students who are placed on academic suspension may not apply for reinstatement until one calendar year has passed. A student who seeks reinstatement must complete a Petition for Reinstatement. The student must present a minimum of 15 semester credits of approved work, taken outside of Boston University, that has been completed within a 12-month period.

Suspension for Professional or Academic Misconduct  Following the approved procedures, a student may be suspended for professional or academic misconduct.

Incomplete Coursework

In the School of Education, resolving incomplete (I) grades must be arranged with the professor in advance. The expectation is that the work will be completed within the semester following the semester in which the course was taken.

In the College of Arts & Sciences, if a student fails to complete the required coursework by the deadline date set by the appropriate instructor, or within 12 months from the date the “I” grade was assigned, whichever comes first, the “I” grade is automatically and permanently changed to a grade of “F.”

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School of Education Resources


In addition to the Dean’s office, faculty offices, classrooms, and the Pickering Educational Resources Library, the School of Education houses the Journal of Education, the Instructional Materials Center, the Early Childhood Learning Laboratory, various clinics, and research, development, and service projects.

Education House

Located at 179 Bay State Road, Education House is a specialty residence house opened in the fall of 1990. Education House provides a unique opportunity to Boston University students to address the future of education from the perspective of those who will be called upon to provide leadership. Students have opportunities to participate in education programs that provide a focus for the serious study of the educational profession.

Eligibility: Boston University freshmen, sophomores, juniors, and seniors who are in good standing within the University community are eligible to apply for residence. The intention is to have a balance of students enrolled in programs sponsored by the School of Education, BUCOP students, and those who are enrolled in secondary education programs with a major in the appropriate discipline.

Undergraduate Student Government


Undergraduate students are represented within the School of Education and Boston University by an active student council. In addition to planning and providing educational and social functions, the council is the voice of undergraduate students at the School of Education. Undergraduates, through the student council, are also active participants in the Boston University Student Senate and the School of Education Faculty Assembly.

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Published by Trustees of Boston University
One Silber Way
Boston, MA 02215

16 October 2009
Boston University
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