Academics

You are here


General Education Program (Fall '98 - Spring '06)

Body: 
  Fall 1998 to Spring 2006 THE GENERAL EDUCATION PROGRAM — A REACH TOWARD EXCELLENCE Rationale The General Education Program at Delaware State University is predicated on the University's definition of the educated person. Delaware State University, through its general education curriculum and its specialized major curricula, provides a set of academic experiences designed to produce within students the knowledge, skills and attitudes that empower them to solve problems, clarify values, secure and sustain meaningful professions and careers, and embrace learning as a life-long process. Thus, Delaware State University aims to graduate an educated person possessing the following characteristics: A.        Fundamental skills in communication, computation, and critical thinking necessary for life-long learning; B.         A sense of self-dignity and self-worth; C.        An ever-expanding capacity for appreciating, understanding, and sympathizing with the human condition in all its variations of cultural, social, racial, ethnic, moral, and physical diversity; D.        Knowledge and skills necessary for meaningful and productive living; and E.         A desire to know more about one's environment. The General Education Program is the University's commitment to providing breadth and depth to students' academic, cultural, social, moral, ethical, and physical development during their undergraduate experience. The General Education Program recognizes that teaching and learning embrace several bodies of knowledge, skills, and sensibilities that combine to form the whole student. Therefore, at Delaware State the goals of the General Education Program are divided into those areas of study that best describe the experiences that all students are required to complete in order to complement those experiences that the specialized curriculum in each major program of study provides. Areas of study in the General Education Program at Delaware State University are the following: Core Courses — those courses that all students must study because they are fundamental to all learning and basic to the mission of the University. Foundation Courses for Life-Long Learning — those categories of courses from which students may choose a designated number of credit hours that provide breadth and the well-roundedness of a liberal education in the arts, humanities, natural sciences, mathematics, and social sciences. Senior Capstone Experience — a course such as senior seminar, internship, or student teaching-with-seminar--any course that serves as the final course in which a student demonstrates competence in the body of knowledge and skills inherent in a major. It is also the course in which the student shows an understanding of the breadth of knowledge and skills that a mastery of general education provides. It enables students to make "real world" connections to their discipline and to other disciplines as well. The Senior Capstone Experience brings general education and major programs of study together providing an opportunity for students to demonstrate their becoming "the educated person."         Goals The following goals of general education speak to breadth, integration, and scaffolding of knowledge, skills, and sensibilities that are inherent in the mission of the University. The goals of general education are the following: General education should focus on the essential attitudes and behaviors that promote reflection and encourage life-long learning, wellness, and engagement with ideas, issues, and new experiences. General education should foster the development of critical thinking; curiosity about the social and natural worlds in which we live; appreciation for the complexities of knowledge and tolerance for ambiguity; and a capacity for attaining perspective on one's own life through self-examination and the study of others. General education should engage students in activities that strengthen their ability to read, write, speak, listen, and think effectively. General education should provide students with opportunities to examine and reflect upon moral and ethical problems and issues. General education should enable students to use technology in order to access and manipulate information competently. General education should enable students to understand and appreciate the ways social and cultural differences and similarities structure human experiences and knowledge--in the arts, the humanities, mathematics, the natural sciences, and the social sciences. As an important aspect of general education, students should understand multicultural dimensions of the world in which we live, especially the experiences of people of African descent. General education should emphasize study in breadth and encourage students to explore the ways disciplined inquiry in the major can shed light on broader issues in their own lives and to render service to humanity. Integrated Strands If graduates from Delaware State University's undergraduate programs are to become effective communicators, critical thinkers, and problem-solvers in the world's pluralistic and global societies, then some critical concepts or "strands" should infuse the general education program and major curricula. These integrated strands should be linked with research and professional development that lead to the most effective instructional strategies, course activities, and assessments of student learning and program effectiveness. The strands that are integrated throughout general education courses and major curricula, and which produce the desirable learning outcomes in students are the following: (1) Reading, Writing, Speaking, and Listening Across-the-Curriculum (RWSL); (2) Computer and Information Technologies; (3) Critical Thinking/Problem-Solving; (4) Multiculturalism; and (5) Globalization. Reading, writing, speaking, listening across-the-curriculum College graduates should be able to communicate effectively. Students should be able to do the following: comprehend, analyze, and evaluate various texts; write coherent essays; write and speak effectively and correctly; listen actively to what teachers and peers are saying; and write the standard form of the English language that is relatively free from grammatical, mechanical, and usage errors. Communicating effectively is not the exclusive domain of the English department. It is the responsibility of all teachers to inculcate effective communication skills throughout the curriculum.   Computer and information technologies To the greatest extent possible and wherever practical, computer and information technologies should be integrated into general education courses and generally throughout the curriculum. Research shows that students who do their papers on the word processor generally perform better than students who do not. College graduates should be able to do the following: (a) use word processing; (b) access and manipulate spreadsheets and databases; (c) use printed and computerized resources to locate information; and (d) use and prepare multimedia applications. Students who enter Delaware State University unfamiliar with using the computer should enroll in computer literacy courses such as Survey of Computer Science (35-107) and Basic Computer Applications (44-100). Critical thinking/problem-solving College graduates should be able to move beyond the mere conveying or restating of other's facts and ideas. Students should be able to do the following: (a) reflect upon, question, analyze, and evaluate information; (b) assess bias, narrowness and contradictions; (c) formulate hypotheses and alternatives; (d) evaluate an argument in terms of reasoning and applicability; (e) determine how new data may lead to confirmation or questioning of conclusions; (f) make inferences, comparisons, formulate frameworks or categories, classify data, and translate information from one medium to another; and (g) analyze and evaluate their own arguments and those of others in order to confirm or deny the accuracy, validity, and reliability of their own reasoning and of the various sources of information they hear or read.  Students should also be able to conduct disciplined inquiry and be able to do the following: (a) determine the nature of a problem; (b) analyze the problem and determine possible solutions; (c) assess the advantages and disadvantages of each possible solution; (d) determine the most effective and efficient of the optional solutions; and (e) execute the solution. Being able to think critically and solve problems is one of the hallmarks of becoming an educated person. Multiculturalism College graduates must understand how to develop and manage human relationships by being able to identify and adapt to the needs, values, expectations, and sensibilities of others. Students must be able to do the following: (a) understand and consider diverse points of view; (b) determine what is appropriate in a given situation given the norms of groups and cultures which provide guidance for acceptable language and behavior; (c) be open-minded about and inclusive of other cultures; and (d) understand different points of view based on gender, ethnicity, race, or national origin. Globalization College graduates should understand that their world is no longer circumscribed by the boundaries of nations and continents. The world is a global community and students should understand and appreciate the pluralism of this global community. Students should be able to do the following: (a) learn at least one language other than English; (b) understand some of the mores and customs of at least one culture other than their own; and (c) appreciate the beauty and dignity of at least one language and culture other than their own. The integrated strands of general education-- multiculturalism, critical thinking, reading, writing, speaking, listening, technology, and global view--should infuse as many other courses as possible. These strands connect general education courses to each other and to the majors. GENERAL EDUCATION COURSES CORE COURSES Required of All Students xx-191 University Seminar I xx-192 University Seminar II 01-101 English Composition I 01-102 English Composition II 16-100 Lifetime Fitness and Wellness 01-200 Speech  Global Societies (Students must have junior status) FOUNDATION COURSES Arts and Humanities---------------------------------3 Hours             05-101 Introduction to Art              06-101 Introduction to Music 06-100 Introduction to African-American Music 01-113 Introduction to Theatre 03-201 Introduction to Philosophy 03-202 Ethics 03-105 Contemporary Moral Issues History/Social Science------------------------------6 Hours Three hours must be in one of the following American history courses: 34-201 American Civilization 34-202 American Civilization 34-203  African American Experience 34-204 African American Experience The other three hours may come from one of the other courses listed above or from one of the ones listed below: 40-201 Principles of Macroeconomics 34-101 World Civilization  34-102 World Civilization 33-103 Introduction to Political Science 36-201 Introduction to General Psychology Introduction to Sociology Foreign Languages-----------------------6 Hours In the Same Language French Language and Culture, Spanish Language and Culture, German Language and Culture, Kiswahili Language and Culture, or Japanese Language and Culture Literature------------------------------------------6 Hours 01-201 and 202   World Literature I and II 01-205 and 206   African-American Literature I and II Students may take 01-201 and 01-206 or 01-205and 01-202, but not 01-201and 01-205. Mathematics-----------------------------------------6 Hours 25-101* and 102 Survey of Mathematics 25-121* College Algebra 121              and either 25-122 Trigonometry or 25-125 Finite Math or Statistics * Students may substitute the combination 25-110 Algebra A and 25-111 Algebra B for 25-121 College Algebra in the General Education Program. Students may receive General Education credit for at most one of the following: 25 - 101 Survey of Mathematics I 25 - 121 College Algebra The combination 25 – 110 Algebra A and 25-111 Algebra B In order to meet individual student needs, other combinations of 100 and 200 level courses may be approved by the student's major department in consultation with the Department of Mathematics. Natural Sciences------------------------------------6 Hours Any two courses selected from the following: Introduction to Biology** 23-110 Essential Topics in Biology** 24-100 Introductory Chemistry 23-105 Basic Ecology 22-101 Descriptive Astronomy 27-101 Geology *** 27-201 Physical Science Survey*** 27-207 Earth/Space Science*** 23-101 General Biology** 23-102 General Biology                      24-101 Gen. & Elem. Analytical Chemistry 24-102 Gen. & Elem. Analytical Chemistry 26-121 Concepts of Physics 26-122 Concepts of Physics Prerequisites and co-requisites must be satisfied when selecting courses, especially the second course in a sequence. **        General Education credit will given for at most one of the following: 23 - 100 Introduction to Biology 23 - 101 General Biology 23 - 110 Essential Topics in Biology *** General Education credit will be given for at most one of the following: 27- 201 Physical Science Survey 27- 101 Geology 27- 207 Earth/Space Science                         Higher level physics survey courses (111-112 or 201- 202) may be substituted when a mathematical approach is more appropriate.                   The catalog description for each major must be consulted for more specific requirements within the foundation courses.  English Composition I and II, six hours of mathematics, University Seminar, and Fitness and Wellness should be completed within the students' first 30 hours of courses.   UNIVERSITY SEMINAR: XX*-191, XX*-192                                            1:2:0, 1:1:0 University Seminar is a two semester, general education course sequence designed to provide students with the essentials for a smooth transition to college life and academic success. Academic skills will be developed. These skills include critical reading, thinking, listening, writing, speaking, and using the library, the internet and word processing. Values clarification, coping with peer pressures and the impact of a healthy lifestyle will be addressed. Opportunities will be provided for self evaluation and growth in basic learning strategies as well as personal and career goals. Knowing the history of the University, feeling connected to the institution, and sharing a common educational experience with other freshmen are important goals of this course. Students entering Delaware State University with sixty (60) credit hours or an associate degree do not have to take University Seminar. Some Departments may advise these students to take the course since they need the content of the departmental component of University Seminar. * XX is the primary number of the department in which the student is majoring. Undecided majors will take 02-191 and 02-192 GLOBAL SOCIETIES 31-395                                                                                    3:3:0 This course is designed to develop persons with educated and informed perspectives on the world for the twenty-first century. These are individuals who know their world, and who can understand facets of globalism which transcend time, space and place. Factors to be considered include global geography, global themes of the past, the global marketplace, and global political, social and cultural developments. This will enable students to appreciate the past, comprehend the present, and be effective and knowledgeable global citizens for the future. Students must have a minimum of 60 credit hours to register for Global Societies. SENIOR CAPSTONE EXPERIENCE----3 HOURS (Minimum) The senior capstone experience is a course in a major program designed to integrate general education and the major course of study. It enables the student to demonstrate the following: 1) a competence in the major and 2) an understanding of the breadth of knowledge, skills, and sensibilities that general education provides. The course may be planned and/or implemented in an interdisciplinary manner.    

Academics

Description: 

“Delaware State University has been a part of my life since the summer before I entered high school, when I was selected to be a part of the Upward Bound Program. I later chose to attend DSU, realizing my purpose of being a social worker, and began pursuing my Bachelor’s degree.”

Terry Channel, social work major

feature_image: 
Body: 
Self-Achievement Through Academics Academics are the cornerstone of an education at Delaware State University, and knowledge is key to achieving your life goals.  At Delaware State University (DSU), you’ll acquire the education and skills you need to be a competitive force in today’s changing global job market. Whether you’re preparing for a career in international relations through one of our study-abroad programs, looking to hone your talents as music major or learning the latest technology in applied optics, DSU has a dedicated faculty and challenging curriculum to empower you for life’s road ahead.  DSU is accredited by the Middle States Commission on Higher Education (MSCHE).  In addition, the University’s Business, Education, Social Work, Nursing, Didactic, and Hospitality and Tourism all have national accreditations.  Most DSU students will agree that our world-renowned faculty helps set us apart from other colleges and universities. We have some of the most knowledgeable and dedicated instructors in higher education today. In fact, our 205 faculty members, spread over 21 departments, hold a total of 174 doctoral degrees or terminal degrees. Our faculty’s years of practical experience help DSU students connect what they learn in the classroom to their chosen major’s applications in industry and everyday life. Our 13:1 student-to-faculty ratio ensures that you’ll get the attention you need to grasp the concepts and theories in your discipline. Learn a new scientific approach in one of our state-of-the-art laboratories in the Mishoe Science Center, or discover a love for Harlem Renaissance poetry in an English class in the Education and Humanities Building. The range of disciplines and learning opportunities is vast, and discovering your niche at DSU can lead to a world of exciting career options. Choose any one of nearly 70 academic paths, including doctoral programs in Applied Chemistry, Educational Leadership, Interdisciplinary Applied Mathematics and Mathematical Physics, Neuroscience and Optics, and embark upon a journey that will lead to a rewarding career in a knowledge-based global economy. We invite you to explore the plethora of ways DSU is the right fit to inspire you in your educational venture. Putting students first is our most important work. We are committed to bringing forward the full force of our talents and resources that rest at DSU to aid in the design and development of programs and the implementation of strategies that will produce successful outcomes that each of you deserve.   Click here to view a complete listing of majors and concentrations…  

Academic Support Center

Description: 

Academic Support Center
William C. Jason Library 2nd Floor
Main Office - Room 214
302.857.6385 (phone)
302.857.6386 (fax)

Body: 
A Message from the Director The Academic Support Center (ASC) is one of the offices within the Division of Academic Enrichment that provides quality academic services and programs that help you become an active and independent learner while pursuing your DSU degree. Our staff is actively engaged and committed to helping every student prepare, advance, and excel in their academic performance by offering the following: Credit-bearing Academic Enrichment Courses Tutorial Center and Drop-In Computer Lab Office of Student Accessibility Services Staying-On-Course Program Supplemental Instruction Program Quantitative Reasoning Center Drop-In Writing Studio In addition, the ASC works with other offices within the Division to coordinate Summer Bridge programs to ensure a comprehensive first-year experience for freshmen.  No matter where you are in the learning process, you can benefit from the variety of programs and services in the ASC.  Visit the ASC, ask our staff questions, and let us help you realize your academic potential and success from freshmen year unto graduation! Go Hornets! Academic Support Center Staff Academic Enrichment Courses  Cindy Seto-Friel, Technical/Adjunct Coordinator  Main Office-Library Room 214  302.857.6385  cfriel@desu.edu Courses include: Learning Strategies for Academic Success, Reading Lab, and University Seminar. For further information, click here. Tutoring Center  Jackye Fountain, Coordinator  Library Room 206, Office-Library 206 A  302.857.6389  jfountain@desu.edu Students may sign up for a personal tutor for courses across the curriculum. Tutors will schedule appointments in the library at the convenience of the student. For further information, click here. Office of Student Accessibility Services  Roberta C. Durrington, Student Accessibility  Services Coordinator  Office-Library Room 218  302.857.7304  rdurrington@desu.edu Students with documented learning or physical disabilities may request reasonable accommodations to address their specific needs.  Students, who are struggling with understanding coursework while demonstrating solid effort, may ask for a screening, consultation, and/or referral for an in-depth evaluation.  Students with temporary disabilities may also apply for services. For further information, click here. Staying-On-Course Program (SOC) Students on Academic Probation or Readmitted Suspension are required to participate in academic enrichment activities that promote their return to Academic Good Standing. For further information, click here.  Supplemental Instruction Program (SI) Anna Cortese, Coordinator Office-Library Room 213 302.857.6387 afisher@desu.edu Supplemental Instruction (SI) offers weekly study sessions to students taking "historically” difficult courses. SI participants meet with their leader and classmates outside of class to discuss challenging concepts and develop study strategies. They develop a better understanding of course content and learn how to effectively test themselves. For further information, click here. Quantitative Reasoning Center  Dr. Sharon Smith, Instructional Specialist  Office-Library Room 212A  302.857.6396  stsmith@desu.edu The Quantitative Reasoning Center (QRC) provide math assistance to students at DSU.  For further information, click here. Drop-In Computer Lab   Jackye Fountain, Computer Specialist       Library Rooms 205 and 206, Office-Library Room 206A  302.857.6389  jfountain@desu.edu Students are required to have a current pass code issued by the Academic Computing Office in order to gain access to computers.  The Coordinator serves as a resource for technical assistance, information, and study sessions. For further information, click here. Drop-In Writing Studio  Jean Gilroy, Coordinator       Library Room 205, Office-Library Room 207  302.857.7540  jgilroy@desu.edu Students may drop in for assistance with any writing assignment across the curriculum. For further information, click here.    
Leftbar: 

Rightbar: 

 

 

 

 

 

Cassandra Green, Ed.D., Director
William C. Jason Library
Room 214 A & B
302.857.6388 (phone)
cgreen@desu.edu

Advising for Undeclared Majors

Body: 
No Major? No Problem! Still trying to figure out what you want to be "when you grow up"? It seems like some people were born knowing what they wanted to do in life. But for many students, choosing a major and a career path is an agonizing prospect. Of course, choosing a major is a big decision in your life. But it doesn’t have to be stressful. DSU will help you. Relax…But Don’t Procrastinate We encourage students to declare majors by the end of their first year. DSU will guide you through the process to help you arrive at a comfortable decision. And don’t forget, you’re not locked in. You can change your mind. Professional academic advisors are available during office hours to talk to you about majors in their departments. A Major is Not Forever The fact is, most college students change majors at least once—including those people who knew what they were going to do! People follow different paths in finding a major. Some choose a subject that is their passion in life. Some develop a passion by getting an interesting part-time or summer job. Others choose a major that they believe will bring financial security. There is no one right way. Let Yourself Dream Deciding on a major requires some self-reflection—and imagination. Make a list of your skills, hobbies, dreams, things that inspire you, and people that inspire you. Think about what motivates you. Think about ways to make a contribution to society. Imagine yourself doing the unimaginable—from public speaking, to flying, to discovering a medical breakthrough. Someone has to do it—why not you?  My Dream Job is Out There—But Where? Undecided students often say, "I know there must be great jobs out there that I would enjoy, but I don’t know what they are." With a few clicks, you can read about hundreds of fascinating jobs, many of which you’ve probably never thought about. For example: Career Services welcomes the opportunity in assisting you in realizing your full potential, interests, abilities, and academic experiences. Such a realization is essential in the process of selecting the career opportunity which will best provide personal growth and professional development. The College Board’s Career Browser has a Major and Career Profiles site with an overview of dozens of careers, including required skills, expected wages, and job demand. Are you willing to write reports? Work outside? Work under a deadline? These are questions that will help you think about what kind of work you’ll enjoy and be well suited for. For more detailed descriptions of careers, browse the U.S. Department of Labor's Occupational Outlook Handbook. Job listings include working conditions, training and education needed, and job market outlook. The Princeton Review's site, Taking the Mystery Out of Majors, has a feature that describes each field of study and then lists related fields you might also enjoy, with a sample curriculum for each and "Fun Facts." Princeton's Creating Your Career Path has smart ideas for figuring out what you want to do, step by step. Other jobs sites include jobprofiles.org, Job Hunter's Bible and MonsterTrak's Major to Career Converter. These sites can help you identify a few fields that sound intriguing, so you can take courses in those fields. Map Your Course with DSU At DSU, you will have a special academic advisor to help you explore your options. Students with the "undecided major" designation receive academic advisement in the Office of Mentoring, and Advising (OMA) until they declare a major in an academic department. All DSU students, regardless of their majors, take courses in General Education courses. These include a wide variety of introductory courses. The coursework will help you identify fields you might want to pursue. In addition, you will take a special section of University Seminar to help identify your skills and goals. You can pursue numerous strategies for mapping your course at DSU. Perhaps you can work on two or three minors, with the goal of choosing one as a major and minoring in the others. If you just can’t decide between two majors, you can choose to pursue a double major degree. Employers Like Explorers Don't be afraid to explore a wide variety of courses. The experience of gaining a deep and broad education is enriching, regardless of where life takes you. Additionally, many students eventually wind up in fields not directly related to their major, whether in graduate school or in a job. In fact, many employers look for job applicants who are widely educated and can master a range of tasks.
Rightbar: 

 

Staff Profile

Frances T. Rogers
Director
Administration Bldg. Rm. 215
302.857.7985
302.857.7979 (FAX)
frogers@desu.edu

Dr. Sonja Jackson-McCoy
Associate Director
Jason Library, Rm. 204
302.857.7226
sjmccoy@desu.edu

Raymond Lee
Interim
Academic Support
Service Specialist
Jason Library, Rm. 204
302.857.7203
rlee@desu.edu

Advisement Outreach Center
Jason Library, Rm. 204
302.857.7203

 

Graduate Financial Aid

Body: 
  Delaware State University applicants for financial aid must use the Free Application for Federal Student Aid (FAFSA). The FAFSA is used to determine the need for financial assistance and as a mechanism for non-need based and need based loan certification. Further, all students applying for scholarships, grants and tuition fee waivers must file and complete the financial aid process before any form of aid can be applied to the students account. Financial Aid at the University is made available for graduate students through tuition fee waivers, loans and part-time employment opportunities. Students applying for Financial Aid must meet the United States Department of Education, as well as, the University's Satisfactory Progress requirements to be considered for and to continue to receive financial aid during their program of study. Delaware State University requires a student to: Complete at least 24 hours by the end of an academic year, including summer school. Have at least a 1.70 cumulative GPA each academic year including summer school and by the end of the second academic year maintain a cumulative GPA of 2.0 until graduation. For undergraduates, the program of study must not exceed 182 attempted credit hours. Student (undergraduate and graduate)who attend as part-time (1–11) credit hours must complete each term respectively by maintaining the attempted enrollment status. New transfer students who are accepted on probation must submit an appeal letter with a signed participation agreement with Academic Support Services. Students who do not meet the criteria for Satisfactory Academic Progress may appeal in writing to the Director of Financial Aid for reconsideration of reinstatement. The student must provide documentation with the statement of appeal indicating any special circumstances (e.g. medical records, accident report, medical bills, change in program of study, etc.) which may have interfered with meeting eligibility. Students cannot receive financial aid for audited classes. Federal Family Educational Loan Program (FFELP) Considered one form of self-help aid. Under the FFELP Loan Program students are able to borrow directly from choice lenders. Students may apply by completing the Free Application for Federal Student Aid (FAFSA) and ensuring that the results of the application (Student Aid Report) are submitted to the Financial Aid Office. The financial aid award will automatically include a loan offer based on the students' level of eligibility. FFELP loans are either subsidized or unsubsidized. A subsidized loan is awarded on the basis of financial need. The federal government pays the interest on the loan until the borrower begins repayment and/or during authorized periods of deferment. A student can borrow an unsubsidized loan regardless of financial need. Interest will be charged from the time the loan is disbursed until it is paid in full. If the interest is allowed to accumulate, the interest will capitalize — that is, the interest will be added to the principal amount of the loan which will increase the amount of the borrower=s outstanding balance. A dependent undergraduate student with freshman status (0–29 earned credit hours), enrolled in an approved program of study for at least a full academic year, may borrow up to $2,625 per year. The student may borrow $3,500 per year with sophomore status (30–59 earned credit hours) and enrolled for a full academic year. Students with junior and senior status (59-120 earned credit hours) may borrow up to $5,500. An independent undergraduate student or dependent student whose parents are unable to get a PLUS (Parents ) loan can borrow up to $6,625 as a first-year student in a program of study for at least a full academic year (at least $4,000 of this amount must be in unsubsidized loans) $7,500 after completion of the first year of study ($4000 of this amount must be unsubsidized) and $10,500 if two years of study are completed (at least $5,000 must be unsubsidized). Generally, graduate students may borrow up to $18,500 each academic year. Only $8,500 of this amount can be in a subsidized Stafford loan. The total debt you can have outstanding from all Stafford loans combined as a graduate student is $138,500. Only$65,500 of this amount may be subsidized loans. Remember that the debt limit includes any Stafford loans received for undergraduate study. PLUS Loans are available to the parents of dependent students. The parent may borrow up to the remaining cost of attendance. To apply for a FFELP loan, students should submit a Free Application for Federal Student Aid to U.S. Department of Education by February 1 for the Fall Semester and by October 1 for the Spring Semester. Federal guidelines stipulate that the University must determine that the student has maintained eligibility for the loan before each disbursement of loan proceeds. Reaffirmation of loan eligibility includes establishing that the student has maintained satisfactory academic progress; has at least half-time enrollment status and progressed to next classification level for increased annual borrowing amounts. Students who do not progress to the next classification level must borrow at the prior year level. For example, a student with 0–29 earned credit hours is classified as a freshman. A freshman may borrow $2,625 per year but may not borrow at the next level ($3,500 per year ) until he/she obtains Sophomore status (completion of 29 earned credit hours. Federal Loans and Grants Federal College Work Study Program (FWS) A work study job can be a source of valuable work experience as well as financial aid. Under the work study program, the employer pays a small part of the student's wages, and the government pays the rest. Work study positions are on campus. Students can work part-time while they are in school, and they can work full time during the summer and other vacation periods. The basic pay rate is usually the current minimum wage. This may vary, depending on the skill and experience needed for the job. FEDERAL PERKINS LOAN PROGRAM Under this program, students can borrow from the federal government through the university. Each participating institution receives a certain amount of loan funds. The financial aid administrator distributes these funds according to need. Depending on when you apply, your level of need and the funding level of the school you can borrow up to $3,000 for each year of undergraduate study and $5,000 for each year of graduate or professional study. PROCEDURES FOR APPLYING FOR FINANCIAL AID Candidates for admission to the university who wish to apply for financial aid should complete the Free Application for Federal Student Aid (FAFSA) no later than February 1st. FAFSA can be obtained from your high school guidance counselor, most public libraries or Office of Financial Aid, Delaware to ensure the results are received before March 1st. Students currently enrolled should apply on or before January 30th for assistance during the succeeding year. Applications filed later than the deadline indicated above will receive consideration for funds available. Financial Aid applicants should note that FAFSA should be completed and mailed according to the instructions in January prior to the academic year the student expects to receive financial aid. Financial aid award announcements will begin in March for the Fall semester and continue as students apply for Spring semester. Your financial aid application must be submitted to Delaware State University electronically. To ensure that we receive your application from the Department of Education, use our School Code 001428 in the section requesting the school's address and Title IV School Code. ALL FINANCIAL AID PROGRAMS ARE MANAGED IN ACCORDANCE WITH FEDERAL, STATE AND INSTITUTIONAL REGULATORY REQUIREMENTS. UNIVERSITY RESIDENCY: IN-STATE STATUS REGULATIONS The State of Delaware Legislature has established a lower rate of tuition for students who are Delaware residents. These regulations define eligibility requirements for in-state status classification. All students at Delaware State University shall be assigned in-state or out-of-state status classification consistent with these regulations. A Delaware domicile must be established for in-state status. In-State Status Classification Rules Domicile shall mean a person's true, fixed, and permanent home. It is the place at which one intends to remain indefinitely and to which one intends to return when absent. As one element of domicile, a student must reside in Delaware continuously for one year prior to the semester for which in-state status is sought. A residence established for the purpose of attending DSU shall not by itself constitute domicile. An applicant becoming a student within one year of first moving to the State shall have created a refutable presumption that residency in Delaware is for the purpose of attending DSU and/or acquiring in-state status for tuition purposes. A domicile or residency classification assigned by a public or private authority neither qualifies nor disqualifies a student for DSU in-state status. Such classification may be taken into consideration, however, in determining the student's status at DSU. It shall be presumed that a student who has not reached the age of twenty-four (24) holds the domicile of his/her parents or legal guardian(s). Receipt of financial support by a student from his/her family shall create a refutable presumption that the student domicile is with his/her family, regardless of whether the student has reached the age of 24. A student who has not reached the age of 24 whose parents are legally separated or divorced shall be refutably presumed to hold the domicile of the parent with legal custody. A student of parents legally separated or divorced may be granted in-state status if a non-custodial or joint custodial parent is domiciled in Delaware and has contributed more than 50 percent of financial support for at least one year prior to the semester for which in-state status is sought. The burden of proof as to eligibility for in-state status rests with the student. Eligibility must be established by clear and convincing evidence. In-State Status Classification Documentation The student must submit with the applicant form all relevant information The classification decision shall be based upon information furnished by the student, information requested of the student, and other relevant information available consistent with University policies and procedures and legal guidelines. Testimony, written documents, affidavits, verifications, and/or other evidence may be requested. The student's failure to produce information requested may adversely affect the decision for in-state status. A student or other furnishing information may request the deletion from documents of irrelevant private data. In-State Status Classification Appeals The decision or others furnishing information may request the deletion from documents of irrelevant private data. In-State Status Reclassification A student who does not qualify for in-state status may reapply for such classification each subsequent semester. In-state status classification becomes effective the first semester following the date of successful application. Re-Examination of Classification Status Classification status may be re-examined upon the initiative of the Residency Officer in the exercise of sound discretion. Circumstances such as periodic enrollment may be cause for re-examination. Adopted by the Board of Trustees, December 14, 1999.

Student Activities for Mass Communications

Body: 
  The Mass Communications Society provides students the opportunity to participate in school government as well as provide student access to alumni and mentor programs. The Mass Comm Society also provides students with opportunities for professional and career development and encourages relationships with alumni through mentorship programs and social gatherings. PRSSA, the Public Relations Student Society of America, is the student arm of the professional organization, Public Relations Society of America, and is a place for students to meet and network with working professionals. The campus chapter also sponsors resume writing and interviewing workshops. SPJ, the Society of Professional Journalists provides harmonious relationships between students and professional broadcast and print journalists. NABJ, the National Association of Black Journalists provides students with the opportunity to interact with Black professional journalists and to insure the rights, privileges, and responsibilities of aspiring journalists. DSU Radio (Channel 15) gives students the chance to initiate and further their creative and technical potential in the radio medium. The award-winning, student-run station broadcasts news, music, sports, including play-by-play coverage of DSU athletic events, and other informative and entertaining programs. Hornet Vision (Channel 16) is the student-operated cable television station. Students have an opportunity to receive studio and field instruction in television and to expand their creative abilities in television by working with student-produced television programs. Students have the choice of working in programming, production, advertising, or technical support. DSU Speaks is the student-run and produced weekly television news magazine that offers students hands-on experience in production, as well as stage management and audio assistance. The Black Broadcasters Alliance provides a means of expressing the needs of students to owners and practitioners in the broadcasting industry. Lambda Pi Eta is a nationally recognized honor society for Mass Communications majors. The honor society is open to all declared Mass Communications majors who have completed a minimum of 60 semester hours, have maintained a 3.25 GPA in departmental courses, and have maintained a 3.0 GPA overall. The Daily Hornet Online allows students to operate a daily online news service. Students create and maintain a web site for campus, local, statewide, national, and international news.

HBCU-UP SMILE Project

Body: 
  The HBCU-UP Project Mission "To increase the number of students graduating in the STEM (Science, Technology, Engineering, and Mathematics) disciplines at DSU and to provide them with the quality preparation necessary to transition successfully into the STEM workforce or to attain advanced STEM degrees.”   Did you know? HBCU-UP stands for Historically Black Colleges and Universities Undergraduate Program. It is a nationally-recognized program funded by the National Science Foundation, geared towards enriching the education of students attending HBCU’s and pursuing careers in the science, technology, engineering and mathematics (or STEM) disciplines. At DSU, these majors include:  Biology/Forensic Biology, Chemistry, Computer and Information Sciences, Mathematics, and Physics/Pre-Engineering.   The SMILE Project The Science and Math Initiative for Learning Enrichment (SMILE) Project is a unique program exclusive to DSU STEM students. The project involves several components which enhance your academic success and involvement at DSU. SMILE sponsors your New Student Orientation for STEM majors and your STEM Training Camp. The project is also at the heart of your Learning Communities. SMILE sponsors your Peer Mentors and Peer Leaders, and gives you the opportunity to participate in Undergraduate Research at Delaware State University. Your success at DSU is only a SMILE away!   About the HBCU-UP Project The HBCU-UP Project is designed to support students majoring in science, technology, engineering and math with academics, financial and social support. This free program is funded by the National Science Foundation and Delaware State University.   Programs include: tutoring, mentoring, research and internship opportunities, career services and a state of the art computer lab exclusively for the use of students in science, technology and mathematics.   Questions or Comments? To request more information: HBCU-UP Program c/o Dr. Mazen Shahin Delaware State University 1200 North Dupont Highway Dover, Delaware 19901   Ph: 302-857-7055 Fx: 302-857-7054 Email: mshahin@desu.edu      **Apply now for the Scholarship in Mathematics and Science (SIMS) - Open to incoming freshmen to the College.** Two (2) years of support to students who meet eligibility requirements.         Back to College Homepage   (c) Copyright 2011 DSU CMNST Dover, Delaware 19901. All rights reserved.      
Leftbar: 

 

Funding by:

Rightbar: 

 

HBCU-UP Project Highlights


  • Free Summer Training Camp for STEM Freshmen
  • Peer mentoring
  • Freshman Learning Communities
  • Career counseling
  • Undergraduate research opportunities ($4,000 per year in stipends)
  • Assistance in applying to graduate schools
  • Opportunities to become a peer mentor/leader 

Staff Profile


Dr. Harry L. Williams
Principal Investigator
 
Project Director
 
Co-Principal Investigator
 
Co-Principal Investigator
 
Co-Principal Investigator
 
Project Coordinator
 
 

External Advisory Board Members


Dr. Richard Guarasci
Dr. Teck-Kah Lim
Dr. F.M. Ross Armbrecht, Jr.
Dr. Randolph J. Guschl
Dr. Michael I. Vaughan
Mr. Malik J. Stewart

Resources


 

STEM Orientation/Training Camp Registration Form

Incoming Freshmen Checklist

Undergraduate Research Program

 

 

Center for Teaching and Learning

Description: 

 The Center is located next to University Village Cafe in Building 53. Our office is open from 8:30 - 4:30 p.m., Monday - Friday.

(302) 857-6140 (office)
(302) 857-7536 (fax)

"Who is not satisfied with himself will grow; who is not so sure of his own correctness will learn many things" - Palestinian Proverb

 

Body: 
Welcome to the Center for Teaching and Learning! (Located next to University Village Café) The Center for Teaching and Learning has as its principal mission the improvement of teaching and learning across all disciplines.  CTL creates opportunities for university faculty to strengthen teaching efforts through research-based methodologies, professional development experiences, advanced studies and assessment practices that lead to improved teaching and student learning.  We operate as part of the University’s Title III Grant. Title III is a federal government assistance program given to historically Black colleges and Universities. Title III assures equity in educational opportunities for all students.  CTL works in conjunction with the Title III office to assure that university faculty are equipped with the tools and resources needed to enrich their teaching in order to increase student learning. All expenditures submitted by the Center to the Title III office must be allowable under federal guidelines. We want your feedback to continually provide Professional Development services to our teaching community. Please complete this brief survey.   The Center for Teaching & Learning partnering with The Regional Educational Laboratories (REL) Mid-Atlantic presents: "Organizing Instruction and Study to Improve Student Learning" September 17, 2013 Martin Luther King Student Center Parlor A 8:00 am - 3:00 pm Speakers: Harold Pashler, Ph.D. University of California, San Diego Patrice M. Bain, Ed.S Columbia Middle School, Illinois    HELPFUL TIPS! Promotion & Tenure Tip Sheet Fall 2013 P&T Workshop - TBA Spring 2014 P&T Workshop - TBA   MINI-GRANTS Innovative Teaching Grant Submission Guidelines     PROFESSIONAL CONFERENCE TRAVEL Travel Procedures Travel Authorization Form Travel Summary Report   FACULTY ADVISEMENT   Classroom Observations Faculty Peer Mentoring Promotion & Tenure Counseling  Contact the Center for further information.   PROFESSIONAL DEVELOPMENT SERIES Blackboard Classroom     MADE CLEAR Grant 2013-14 MD and DE MADE CLEAR Initiative    
Rightbar: 

Dates & Events

Wednesday, September 17, 2013
"Organizing Instruction" Workshop
8:30 am – 2:30 pm MLK Parlor A

Thursday, September 24, 2013
"I<Clickers" Workshop
Time: 11:00 am - 1:00 pm CTL

Wednesday, October 16, 2013
"Promotion & Tenure" Workshop
Time: 11:00 am - 1:00 pm CTL

Thursday, October 17, 2013
"Academic Advising" Workshop
Time: 11:00 am - 1:00 pm CTL

Tuesday, October 29, 2013
"Accessibility for All" Workshop

THE CENTER FOR TEACHING & LEARNING LEADERSHIP


Dr. Rebecca Fox-Lykens, Director
rlykens@desu.edu 

 

Dr. Rebecca Fox-Lykens

                                                                                                                         

Pages