Education Department Programs

Overview

The Education Department offers the following graduate programs at The College of Idaho:

• The Fifth-Year Internship Teacher Certification program
  • With the option to add the Master of Arts in Teaching (MAT) degree
• Bilingual/ENL endorsement programs
  • With the option to add the Master of Education: Curriculum & Instruction (MEd) degree

Fifth-Year Internship Teacher Certification Program

The College of Idaho post-baccalaureate certification program requires that candidates have completed a bachelor’s degree with either the Education minor or the Interdisciplinary Studies for Elementary Precertification major. Candidates planning to teach at the secondary level must have a major that meets the requirements of one of the institution’s state-approved first teaching field programs and, in most cases, the requirements for an additional endorsement area as a second teaching field. Candidates must apply for admission to the internship year and meet requirements in areas such as cumulative GPA, dispositions, and the Praxis exam. Please see the Education Department Handbook for more information.

• Precertification Fast Track Program

The Education Department offers a “fast track” program for candidates coming to The College of Idaho campus for teacher certification. Students holding a degree from an accredited college, with a major/minor that meets most of the content requirements for teaching, may apply for this program. After acceptance into the College, candidates enter a two-year, compressed program leading to certification. In the first year, students take the coursework for the Education minor and any additional content area courses needed for approved endorsement areas. In the second year, students complete the requirements of the internship year. Fast track students may apply for the MAT program. All fast track students need to work closely with an advisor in the Education Department.

Master of Arts in Teaching

The Master of Arts in Teaching (MAT) program is offered as an extension of the internship year and consists of 35-36 credits. Enrollment in the program is limited to 15 students. Preference will be given to students who have been enrolled in The College of Idaho undergraduate education program. Applications will be accepted for review from:

• College of Idaho graduates who have completed the Interdisciplinary Studies for Elementary Precertification major or the Education minor.
• Candidates who have a bachelor’s degree from an accredited institution in elementary education or with appropriate coursework in two areas of endorsement, and the Education minor.

Note: Candidates for secondary certification must complete coursework in two teaching fields to be eligible for state certification.

Bilingual/ENL Endorsement Programs

The Bilingual and English as a New Language endorsement-only programs are intended for those certified teachers who wish to complete additional endorsements in Bilingual Education or English as a New Language (ENL), but who do not wish to complete the MEd degree. The English as a New Language endorsement consists of 20 credits and the Bilingual Education endorsement consists of 20-26 credits.

Master of Education: Curriculum and Instruction

The Master of Education (MEd) program in Curriculum and Instruction is housed within The College of Idaho’s Education Department. The MEd program provides candidates the option of earning endorsements in Bilingual Education or English as a New Language (ENL), and consists of 36 graduate-level credits, with concentrations in Bilingual Education and Teaching English to Speakers of Other Languages. The program prepares already-certified teachers to effectively educate culturally and linguistically diverse students in a variety of classroom contexts. Successful completion of the program fulfills the Idaho State Department of Education requirements for a K-12 endorsement in English as a New Language (ENL). An additional six upper-division credits in Spanish and at least one credit of practicum in a K-12 bilingual setting will meet the requirements for an endorsement in Bilingual Education.

Department Mission and Vision

The Education Department at The College of Idaho is committed to improving student learning in K-12 classrooms by preparing teachers who have a thorough knowledge of content, educational theory, and best practices. The department works collaboratively with K-12 practitioners, professional organizations, and policy makers to improve the preparation of new teachers, as well as to support the development of practicing educators. The Education Department will extend and enhance The College of Idaho’s reputation and impact on the community, and within the education profession, by working with policy makers, practitioners, and professional organizations to improve the learning of K-12 students. Where possible, the department will act within the dynamic education environment to change policy that supports improved practice and to prepare new teachers with the knowledge, skills, and dispositions that will empower them to operate within existing policies and institutions, while providing leadership that will influence the profession and practice in positive ways.

Department Core Values

• All individuals are inherently valuable and should be treated with respect.
• All individuals can learn.
• Learning is enhanced when informed by a combination of research and best practice.
• Educators should be people of integrity.
• Regarding teaching and learning, the whole is bigger than the sum of the parts.

An Educative Learning Community

The Education Department at The College of Idaho strives to be an educative learning community. The conceptual framework of our programs is one based on John Dewey’s understanding of educative experiences that encourage personal and community growth (Dewey & Archambault, 1964). It is a community where students are provided with a reflective, caring environment so that the process of becoming a teacher can be explored. It is a community where students are offered a vision of schooling that promotes and helps create a more just and democratic society.

  

“The difference between mere circumstance and lived experiences is our capacity to bestow experience with meaning, be reflective, and take action.”

-John Dewey

• Community of Learners: An educative learning community counters the image of the teacher as a “technician” with one of the teacher as an active participant in issues that affect the larger educational community (Apple & Beane, 2007). Rather than avoid a discussion of values, this perspective advocates the necessity of such discussions, because teaching is, at its core, a value-laden enterprise (Goodland, Soder, & Sirotnik, 1990). The program, based upon students who learn and grow together, encourages ongoing conversations about meaningful issues central to a liberal arts education.
• Critical and Caring Pedagogy: An educative learning community takes the position that a hopeful, democratic future depends upon educators committed to emancipatory education (Giroux, 1997). It reflects Landon Beyers’ description of an emancipatory curriculum in teacher education as one that is designed to emphasize the following: equal access to knowledge, images of human equality, development of a “critical consciousness,” self-reflectivity, creativity, cultural acceptance, moral responsibility, democratic empowerment, and a pedagogy of caring (Beyer & Apple, 1998). It affirms Nel Noddings’ belief that for schools to be true centers of learning, they must embrace caring in all its forms—care for self, for intimate others, for associates and acquaintances, for distant others, for nonhuman animals, for plants and the physical environment, for the human-made world of objects and instruments, and for ideas (Noddings, 2005).
• Constructivist Learning: An educative learning community takes a constructivist perspective toward classroom practice in which learning is seen as active, purposeful, and generated from within. This perspective, rooted in Piagetian principles of development and drawing on Vygotsky (Tryphon & Voneche, 1996), extends the notion of the construction of knowledge from one that is primarily an individualized and internal process to one that more comprehensively encompasses social foundations of thinking (Bruner, 1986). In this view, knowledge is not only embedded in socio-historical and socio-cultural elements, but is actually generated through shared interactions and individual internalization (Wertsch, 1991).

Full-Time Enrollment

Full-time enrollment for this program is 9 credits.

2023-24 Academic Calendar

Fall Semester 2023
August	23	W	Instruction Begins
	30	W	Last Day to Add Semester and First 7-week Courses Without Instructor Permission through Self-Service
September	4	M	Labor Day — No Classes
	6	W	Last Day to Drop Semester and First 7-week Courses
			Last Day to Add Semester and First 7-week Courses With Instructor Permission
			Census Date
	20	W	Last Day to Withdraw from First 7-week Courses
October	13	F	Last Day of First 7-week Courses
	16-20	M-F	Fall Break — No Classes
	18	W	Midterm Grades Due — 12:00 p.m.
	23	M	Instruction Resumes
November	3	F	Last Day to Add/Drop Second 7-week Courses
	20	M	Last Day to Withdraw from Semester and Second 7-week Courses
	23-24	Th-F	Thanksgiving Holiday — No Classes — Campus Closed
December	8	F	Last Day of Classes
	11-15	M-F	Final Examinations
	20	W	Final Grades Due — 12:00 p.m.
	22	F	Grades Official and Viewable on Self-Service — 5:00 p.m.
	25-29	M-F	College Offices Closed
January	1	M	New Year's Holiday — College Offices Closed
Spring Semester 2024
February	5	M	Instruction Begins
	9	F	Last Day to Add Semester and First 7-week Courses Without Instructor Permission through Self-Service
	16	F	Last Day to Drop Semester and First 7-week Courses
			Last Day to Add Semester and First 7-week Courses With Instructor Permission
			Census Date
March	1	F	Last Day to Withdraw from First 7-week Courses
	22	F	Last Day of First 7-week Courses
	25-29	M-F	Spring Break — No Classes
	27	W	Midterm Grades Due —  12:00 p.m.
April	1	M	Instruction Resumes
	5	F	Last Day to Add/Drop Second 7-week Courses
	26	F	Last Day to Withdraw from Semester and Second 7-week Courses
May	17	F	Last Day of Classes
	20-24	M-F	Final Examinations
	25	Sat	Commencement Ceremony
	29	W	Final Grades Due — 12:00 p.m.
	31	F	Grades Official and Viewable on Self Service — 5:00 p.m.
Summer Term 2024
May	27	M	Memorial Day — College Offices Closed
	28	T	Instruction Begins
	31	F	Last Day to Add/Drop Summer Courses
June	19	W	Juneteenth — College Offices Closed
July	1-5	M-F	College Offices Closed
	8	M	Last Day to Withdraw from Summer Courses
	26	F	Last Day of MAT/MEd Courses
			Last Day of Summer Term
	31	W	Final Grades Due — 12:00 p.m.
August	2	F	Grades Official and Viewable on Self Service — 5:00 p.m.

Cost of Attendance

 

Master of Arts in Teaching / Internship Year
	Cost
First Summer - 8 credits @ $675/credit	$5,400
Second Summer - 6 credits @ $675/credit	$4,050
Internship Year	$13,500
Academic Service fee (per term)	$25
Master of Education / Endorsement-Only Programs
Per Credit	$675
Academic Service fee (per term)	$25

*For tuition costs relating to the Precertification Fast Track, please refer to the Undergraduate Catalog.

Financial Arrangements

Registered students can view their accounts and make payments online. Log in to the College Of Idaho webpage and click on the gold box "+Yote Links", then click the " Make Payment" link. Students can view their real-time account balance, view or print their statement, and make payments by credit card or e-check.

Payment is due by August 15 for fall and December 15 for spring. Payments for the summer term are due the first day of instruction. The Statement of Account will reflect the most accurate information available; however, adding or dropping classes or making changes to room assignments and meal plans may generate additional charges. Students are responsible for obtaining the information needed in order to pay tuition and fees by the due date(s). Payment arrangements must be made prior to due dates referenced above. All students are required to complete their financial aid paperwork and pay, or make arrangements to pay, their fall semester balance before moving into College-owned housing. Priority registration for winter and spring will begin after the fall break. However, students may not register for winter and spring until they have completed their financial aid paperwork and paid, or made arrangements to pay, their winter/spring balance.

To register for classes in winter term, students must be paid in full for fall term or have made acceptable arrangements with the Business Office.

Students having problems meeting their financial obligations to the College should address their questions and/or concerns to the student accounts representative. Failure to make payment arrangements with the Business Office will result in the student being subject to the Delinquent Student Accounts Policy located in the Student Handbook.

The College of Idaho reserves the right to withhold transcripts and grades and to suspend the ability to add or drop classes for students with unpaid balances.

Payment Options

Option 1

Pay the term balance by the due date. Most major credit cards are honored. Registered students can make payments online with a credit card or e-check. Students can view their accounts and make payments with ease. Log in to the College of Idaho home page and click on the gold box +Yote Links, then click the Make Payment or the Self Service link. Students can also bring cash, check or card to the Business Office in Hendren Hall.

Option 2

Interest-free monthly payment option. This payment option is offered in partnership with Nelnet Campus Commerce as an alternative to large, annual, or semester payments and helps limit borrowing. This plan offers the option of making ten or eight monthly payments, with the last payment due in May. Early start-up allows students to spread payments over a longer period of time. The cost of this plan is $80 per year or $55 per term. You may call Nelnet for information and application at 800.609.8056 or go to mycollegepaymentplan.com (link also here). All monthly payment plans are managed through Nelnet; no other monthly payment plans are available. The Business Office reserves the right to discontinue or to refuse the Nelnet option to those students who have shown a poor credit history with the College.

Option 3

Obtain additional funds through a Federal Unsubsidized loan or a private education loan.

Interest Charges

The College of Idaho reserves the right to charge interest at 1% per month on all unpaid balances (does not include accounts on monthly payment plan option) over 30 days. Interest will be added to student accounts on the 10th of each month.

Institutional Refund Policy

If a student withdraws on or before the 60% point in time of the semester, calculated using calendar days, the refund is determined by the total payment on the account from all sources, minus the charges for tuition, and fees for the enrollment period. Tuition is prorated for the attendance period. Student fees are non-refundable. Funds are returned to the Federal programs, institutional programs, outside scholarships, and then to the student.

Admission Criteria

Advising

Certification

The advising process in the teacher education program begins at the undergraduate level. Each candidate in the elementary education program is assigned an advisor from the Education Department. Candidates preparing to be secondary teachers have an advisor from the area of their major and, upon acceptance into the program, a co-advisor from the Education Department. Though primary responsibility for advising rests with the candidate, the education advisor works with the candidate in conjunction with his or her major advisor in planning the sequence of courses that leads to graduation and that meet State Department of Education requirements for certification with endorsements in a first and second teaching field. The advisor monitors the candidate’s progress through the portfolio process, state testing requirements, and the coursework for the minor. During the internship year, the Education Department faculty guides interns through the digital portfolio process and assists candidates in completing a placement file and preparing the paperwork for state licensure.

To assure that candidates are progressing successfully through the teacher education program, the department has established five checkpoints (beginning in the undergraduate portion of the program) at which progress is reviewed. For information on the specific timing and requirements of each checkpoint, please consult the Education Department Handbook. Fast track students will work according to an individualized certification plan, developed under the direction of the education advisor, to meet checkpoint requirements.

Appeal Procedure

Any candidate who has been denied admission to the teacher education program, recommendation for admission to the MAT program, admission to internship, recommendation for admission to the MEd program, or recommendation for certification, and who believes that this action was not justified, may appeal the decision through the procedure outlined below. Students wishing to initiate such action must do so in writing within three weeks of being notified of the decision they wish to appeal.

The appeal procedure is as follows:

1. A written statement requesting reconsideration of action shall be presented to the chair of the Education Department. The statement must include reasons for the request. The student shall meet with the chair of the Education Department to determine if a satisfactory agreement can be achieved at that level. The chair shall respond to the student, in writing, concerning the outcome of that meeting within five working days of the meeting.
2. If the situation is not resolved to the satisfaction of the student in step one, the student shall be entitled to appear, in person, before a hearing committee composed of the full-time College of Idaho faculty members teaching in the Education Department, without the department chair present. The student must notify the department of his/her desire to move the appeal process to level two within one week of receiving notification of the decision at level one. A written document, including the nature of the request, the student’s description of the situation in question and his or her rationale for the request, shall be submitted to each department faculty member at least two days prior to the meeting. An Education Department faculty member shall provide the student with written notification of the faculty’s response to the student’s request within five working days of the meeting.
3. If the situation is not resolved to the satisfaction of the student, he/she may take the request to a hearing committee composed of the vice president of academic affairs, the Education Department chair, and a K-12 school administrator who currently serves on the Teacher Education Advisory Committee. The student must notify the department of his/her desire to move the appeal process to level three within one week of receiving notification of the decision at level two. The student shall provide each member of the committee with a written description of the issue in question and the rationale for his/her request at least two days prior to the meeting. The student shall receive written notification of the results of the hearing within five working days of the meeting.

The decision of the level three hearing committee shall be considered final.

Financial Aid

Receiving an education at The College of Idaho is an investment that gives students a competitive advantage throughout their lives. We believe that an outstanding learning experience at the C of I should be available to every qualified student, regardless of financial considerations, and we are committed to helping families find the financing options to support students’ goals.

A college education represents a major financial undertaking. The Student Financial Aid Service Office is eager to work with students to help them develop an educational funding strategy. The College of Idaho seeks to identify and obtain maximum funding from all available sources with a combination of scholarships, grants, loans, and work-study.

Applying for Financial Aid

Students applying for financial aid must be admitted as regular students who are working toward eligible degrees at The College of Idaho.

Types of Aid for Master’s Degree Students

Federal Aid

The College of Idaho encourages all students and families to file the Free Application for Federal Student Aid (FAFSA) online at www.fafsa.ed.gov or here. The FAFSA must be filed each year in order to determine a student’s eligibility for federal grants, work study and loans, as well as any need-based institutional aid. Continuing students reapply each academic year. The FAFSA will become available in December 2023 for the 2024-25 academic year.

Early applications (submitted between January 1 and February 15) receive priority consideration.

The College of Idaho’s Federal School Code is 001617.

 

Outside Scholarships

There are many other sources of financial aid available through private foundations, companies, service clubs, or other organizations that are not directly managed by the College. The College recommends all students seek out and apply for any source of financial assistance available; apply for outside scholarships by contacting the organization and completing the requirements listed.

Additional information concerning financial aid can be accessed on the Financial Aid page of the College website or from the Student Financial Aid Office located in Hendren Hall.

 

Maintaining Eligibility for Financial Aid

Satisfactory Academic Progress (SAP)

SAP is used to define successful completion of coursework—both for establishing and maintaining eligibility for financial aid and scholarships. Federal regulations require all colleges and universities to publish and apply standards that monitor students’ progress towards completion of their certificate or degree program. Two departments monitor SAP at the completion of each semester. The Registrar’s Office monitors course work for academic standing, and the Office of Student Financial Aid Services ensures that all students (including full-time, part-time, and students without aid) are meeting the requirements for SAP. These standards apply to all students regardless of whether or not a student has received previous financial aid or transferred from another institution. The federal regulations set minimum requirements, but schools can choose their own acceptable thresholds. This means that SAP standards can vary from one institution to the next.

Students failing to meet SAP standards will receive communication via email to their C of I email address. All students should check their email on a regular basis for any changes or updates to their student account, financial aid awards, or requests for documentation.

In order to maintain SAP the student must

1. Have a grade-point average which meets the minimum requirements for continuation of study at C of I;
2. Earn a minimum number of credits for each academic year; and
3. Complete all degree requirements within a specified timeframe.

Evaluation of Academic Progress

At the end of each semester academic progress will be measured by comparing the number of attempted credit hours (including accepted transfer credits) with the credit hours earned and by the student’s cumulative grade-point average. This includes any course for which the student has remained enrolled past the Add/Drop period. The following criteria are considered when evaluating a student’s SAP:

Credits Attempted

Credits attempted are defined as all classes for which a student receives a passing grade (D- or better, or P), or an F, I, W, L, or WA. Excluded credits are counted as withdrawals – attempted, but not completed.

Credits Completed

Credits completed are defined as all classes for which a student receives a passing grade of D- or better, or P.

Credits Excluded from the Pace Calculation

Remedial credits will not be counted as credits attempted or completed.

Audit credits do not count as credits attempted or completed.

Repeat Courses

Repeat courses count as attempted and completed credits. Financial aid will be paid for repeat courses when the initial grade is an F. Financial aid will only be paid twice for a repeat course if the course has been passed with a D- or better at any time.

By rule, SAP standards must include both a qualitative standard and a quantitative standard:

• Qualitative Requirement: A student must maintain an acceptable GPA in order to continue to receive financial assistance. The criterion is the maintenance of a 2.0 cumulative GPA; initially, students with less than a 2.00 cumulative GPA will be placed on “Warning” and have one semester to improve their academic record before being placed on “Suspension.” Grade-point averages are monitored by the Registrar’s office; see the “Policies and Procedures” section for additional information. Students placed on “Warning” are eligible to receive financial aid.
  Please note: College scholarships and some state and federal grants are reduced if the student’s cumulative GPA falls below a 3.00. Students should refer to their award letter and Financial Aid Handbook or the Office of Student Financial Aid Services for additional information.
• Quantitative Requirement: A sliding scale is used to monitor a student’s quantitative requirement. The completion rate is calculated by dividing the number of successfully completed credits by the number of attempted credits over the student’s entire academic career, including all accepted transfer credits and any credits earned during periods of enrollment when the student was not receiving financial aid. If a student changes course of study (major), the hours attempted under all courses of study are included in the calculation of attempted and earned hours.

Maximum Time Limit (PACE)

Pace is required to ensure students complete their program of study within the maximum time frame. Timeframe is calculated by a student’s ability to complete the graduate program, measured in credit hours, a period no longer than 150 percent of the published length of the program. Example; A full time student (12 credits) would complete their program in 1.5 years.

The number of credits required varies with the program and credits candidates bring.

• Master of Arts in Teaching; 35-36 credits (maximum 54 credits)
• English as a New Language (endorsement only); 20 credits (maximum 30 credits)
• Master of Education with English as a New Language endorsement; 33-36 credits (maximum 54 credits)(depending on previous coursework in language)
• Bilingual (endorsement only); 20-26 credits (maximum 39 credits)(depending on previous coursework in language)
• Master of Education with Bilingual endorsement; 33-42 credits (maximum 63 credits depending on previous coursework in language)

Please note: If a SAP review makes it clear the student cannot mathematically complete the degree in the allotted time frame or is unable to raise the GPA to the minimum 2.00 within the maximum time frame, the student is placed on “Suspension.”

Pace of Progression

Pace is calculated by dividing cumulative credits successfully completed by cumulative credits attempted.

Cumulative Credits Successfully Complete

÷

Cumulative Credits Attempted

=

%

Pace to Completion

To ensure federal compliance, students who enroll in a degree-seeking program and have earned the required credits, including transfer and regular credits, should be on an academic plan or Applying for Graduation, at which time a Credit Evaluation will be completed.

• If the remaining credits needed to complete the master’s degree plus the credits already attempted will cause the student to exceed the maximum allowable attempted credits, the student will be required to complete a petition.  
• Students are no longer eligible for financial assistance once they have reached the maximum credits during their academic career or after they have graduated.
• The exception to this is the fifth-year internship program through the Education Department, which occurs after a student graduates.

Return to Title IV Funds (R2T4)

Repayment of Unearned Financial Aid

• Students should understand that if they are enrolled beyond the census date in any semester in which they receive financial aid and then withdraw (officially or unofficially) or otherwise do not complete the full length of the semester, repayment of a portion of the financial aid received for that semester may be required.
• If a student enrolls but do es not attend classes, he/she will need to repay all financial aid. Students who do not attend classes have not established eligibility for the financial aid received, and all financial aid must be repaid within 30 days.
• Students agree that if they withdraw or otherwise cease attendance up through and including the 60 percent point of a semester, they may owe a repayment of a portion of the financial aid received and agree to pay back any and all amounts due to either C of I or the U.S. Department of Education.
  NOTE: If (as determined by classroom instructors) a student attends beyond the 60 percent point of a semester, that student is considered to have earned 100% of the aid received for the semester.

These procedures apply to all financial aid recipients. Financial aid is awarded and disbursed to students in anticipation of students’ successful completion of their courses and progression toward graduation. The U.S. Department of Education regulates the management of Title IV funds and, in some cases, a student who receives Title IV financial aid but does not complete their coursework is not considered to have “earned” the Title IV aid they received.

When a student officially withdraws from all of their courses, audits all of their courses, receives unsatisfactory grades in all of their courses, or otherwise fails to attend the full period of enrollment, C of I is required to determine the earned and unearned portions of Title IV aid the student was scheduled to receive.

The earned and unearned portions of Title IV aid are determined as of the date a student ceased attendance, based on the amount of time the student spent in attendance. Up through the 60% point in each period of enrollment, a prorated schedule is used to determine the amount of Title IV funds the student has earned at the time of withdrawal.

After the 60% point in the period of enrollment, a student has earned 100% of the Title IV funds he or she was scheduled to receive during the period.

For a student who officially withdraws at any time through the 60% point of a period of enrollment, the official withdrawal date is the earlier of:

• the date the student begins the official withdrawal process (submits a signed complete withdrawal form);
• the date the student otherwise provides official notification of intent to withdraw.

For a student who fails to officially withdraw (does not complete the official withdrawal process but receives unsatisfactory grades in all their courses):

• for a student who unofficially withdraws due to circumstances beyond their control, the date C of I determines is related to the circumstance that was beyond the student’s control.
• for all other students who unofficially withdraw, the midpoint of the enrollment period or the last date the student participated in an academically related activity will be counted as the last date of attendance(as reported by his/her instructors), whichever is later.

When a student is determined to have withdrawn, either officially or unofficially, C of I will use federal law/regulation to make the following determinations and complete the following activities:

• Determine the amount of the student’s institutional charges.
• Determine the Title IV aid disbursed to the student.
• Determine the Title IV aid that could have been disbursed to the student (if any).
• Determine the student’s official withdrawal date.
• Calculate the amount of the student’s earned and unearned Title IV aid.
• Calculate the amount of Title IV aid the College must return.
• Calculate the amount of Title IV aid the Student must return.
• Notify the student of the determinations and calculated values used in the R2T4 calculation
• Notify the student of the resulting balance owed to the College and/or the U.S. Department of Education.

The following list is of financial aid programs, Title IV, to which the Return of Title IV funds requirement applies. The financial aid programs are listed in order that the school must return per the federal formula:

1. Unsubsidized Direct Loans
2. Subsidized Direct Loans
3. Parent PLUS Loans
4. Pell Grant
5. Supplemental Educational Opportunity Grant (SEOG)
6. Iraq/Afghanistan Service Grant

Amounts required to be returned to the U.S. Department of Education by C of I become debts immediately due and payable to C of I upon completion of the R2T4 calculation and will be billed to the student. The student MUST make prompt payment or payment arrangements to satisfy the debt owed to C of I and C of I reserves the right to refer the debt to a collection agency for servicing. Amounts returned by C of I to the U.S. Department of Education on the student’s behalf and owed to C of I must be paid directly to Business Office. Do not send payments to any other department or agency.

Most of the awards that appear on the Financial Aid Award Notification are automatically applied to your student account with receipt of a signed award letter or via electronic acceptance by the student on Web Advisor and confirmation of attendance following 10th day of the semester (census day). Exceptions to this rule include:

• Outside Scholarships are applied when the scholarship check is received by The College.
  NOTE: Please notify the Office of Student Financial Aid Services if receiving any outside scholarships.

• Federal Subsidized Stafford Student Loan and/or Federal Unsubsidized Stafford Student Loans are applied directly to your student account.
• Federal PLUS Loan is applied directly to your student account.