School Psychology PhD Student Handbook

2026–2027

The Ohio State University
Department of Educational Studies
College of Education and Human Ecology
(Revised Summer 2026)

For a printable version of the handbook, please email tles@osu.edu.

Mission Statement

The PhD School Psychology Program at The Ohio State University trains scientist-practitioners to
serve youth, families, and communities through evidence-based, socially just practice.
The program is grounded in four core commitments:

• Sociocultural foundations — training is rooted in sociocultural theories of psychological and educational practice with youth
• Ecological framework — students learn to recognize the complex interaction of person variables across the multiple systems in which children exist
• Diversity, equity, and inclusion — the program’s commitment to diversity, inclusion, equity, and social justice is woven throughout research, training, and service
• Breadth of theory — while the ecological model serves as the overarching framework, students are also exposed to behavioral, cognitive, sociocultural, humanistic, and social learning theories

Program Philosophy

The OSU School Psychology Program prepares students to serve youth, families, and learners of all
ages as Health Service Psychologists (HSP). What distinguishes school psychology from other
psychology specialties is its integration of both education and psychology — training students to
coordinate educational, psychological, and behavioral health services across the life span. School
psychologists advocate on behalf of youth across settings ranging from schools and clinics to
community organizations.

Program Structure

The doctoral program builds knowledge and skills progressively across three phases:

• Foundational coursework — students acquire core knowledge and beginning clinical skills through structured guidance and field-based assignments
• Practica — students refine clinical and leadership skills by applying psychological research and theory to real practice settings
• Internship — students develop professional autonomy under supervision in a culminating year-long experience

Urban Specialty Focus

A defining feature of the OSU program is its urban specialty focus. All students receive dedicated training in the psychological and educational dynamics of urban settings, with particular attention to how stressors such as poverty, family stress, and community violence shape children’s lives. This focus prepares graduates to practice competently not only in urban environments but in any setting where an understanding of structural inequity is essential to effective, socially just practice.

Doctoral Program Description

The OSU School Psychology Doctoral Program is a full-time, five-year program. Graduates are prepared to work as practitioners in schools, clinics, and private practice, as well as future leaders in research, academia, and supervision. Doctoral students receive advanced training in research design and statistical methods in keeping with the program’s scientist-practitioner model, and develop clinical skills as case managers, clinicians in comprehensive school and mental health settings, and supervisors of other providers.

Accreditation

The program holds accreditation and approval from the following bodies:

• American Psychological Association (APA)
• Council for the Accreditation of Educator Preparation (CAEP)
• National Association of School Psychologists (NASP)
• Ohio Department of Education

Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation, American Psychological Association, 750 1st Street, NE, Washington, DC 20002. Phone: (202) 336-5979. Email: apaaccred@apa.org. Web: www.apa.org/ed/accreditation.

Credit Hours

Students complete four years of post-baccalaureate coursework — including the dissertation — followed by one year of internship. During the first three years, students typically enroll in 14–17 semester hours per term, with fewer hours in the dissertation and internship years. The total credit hours for the program are 120 minimum, depending on research course and elective selections in Years 3 and 4.

Students who have not completed a prior master’s degree in school psychology or a related field should note that the doctoral internship cannot be substituted with a prior master’s internship or previous work experience.

Certification and Licensure

The OSU School Psychology Ph.D. Program prepares graduates for eligibility for licensure as a psychologist, licensure as a school psychologist, and national certification as a school psychologist (NCSP). Students should be aware, however, that the path to these credentials and their portability across states requires deliberate planning during training.

Practicing in Ohio

Ohio law permits qualifying pre-doctoral practicum and internship hours to count toward the 3,600 hours of supervised experience required for licensure as a psychologist. Ohio Rule 4732-9-01 permits supervision to be conducted by a licensed psychologist or a licensed school psychologist. As a result, students who complete their training and intend to practice in Ohio have a clear and well-supported pathway to both school psychologist licensure and psychologist licensure.

Practicing Outside Ohio

Students who anticipate practicing in another state should be aware that many states do not permit certified school psychologists to provide supervision that counts toward psychologist licensure. Students planning to practice outside Ohio are strongly encouraged to take the following steps during training:

• All students admitted to the OSU School Psychology Ph.D. Program are required to apply for APA-accredited internships through the APPIC matching process. Local non-APPIC placements will only be considered after a student has applied through APPIC and has not secured an APA-accredited placement.
• Seek out doctoral-level licensed psychologist supervisors at practicum and internship sites where available
• Consult with their faculty advisor early in training, no later than the beginning of Year 3, to develop a credential portability plan
• Research the specific licensure requirements of the state(s) in which they intend to practice, as requirements vary significantly

The program supports students in navigating credential portability and encourages all students to raise these questions with their advisor regardless of where they anticipate practicing. Questions about internship requirements and credential portability should be directed to the Program Director and Director of Clinical Training.

NCSP Certification

Doctoral students are encouraged to pursue the following credentials upon completing the program. The curriculum has been designed to prepare students for licensure regulations in Ohio, and program faculty play an active role in documenting the training experiences required for certification and licensure applications. Note that the only credential requiring a PhD is licensure as a professional psychologist. Applying for and completing the licensure process is the student’s responsibility.

Students are encouraged to consult the Association of State and Provincial Psychology Boards (ASPPB) for state-specific licensure requirements. Licensure is also covered during third and fourth year practicum experiences (ESSPSY 7189 and ESSPSY 8189).

Students are encouraged to pursue NCSP certification, which can be applied for after completing internship. Applicants must achieve a passing score of 155 on the National School Psychology Examination (Praxis), administered by the Educational Testing Service. Scores remain valid for ten years; expired scores require retaking the exam. Application forms are available on the NASP website.

Ohio Board of Psychology — Licensed School Psychologist

In Ohio, school psychologists may become licensed through the Ohio Board of Psychology. Licensure requires passing the Praxis II exam (minimum score: 155) and an oral ethics exam, plus four years of supervised clinical experience, of which the doctoral internship may count as one year.

Licensed Professional Psychologist

All doctoral students are encouraged to become licensed as a psychologist in the state where they plan to practice. Licensure requires a doctoral degree in school, counseling, or clinical psychology preferably from an APA-accredited institution and at least 12 months of internship supervised by a licensed psychologist. Although an APA-accredited internship is recommended, it is not required.

After completing the doctorate, licensure typically involves passing written and oral exams and completing at least one year of full-time supervised clinical practice. Graduates may work under supervision to accumulate required hours or opt for a postdoctoral position, which allows for more focused completion of supervised hours. Postdoctoral supervised hours are required; a formal postdoctoral position is not.

Students planning to practice outside Ohio should research their intended state’s requirements early. Information on APA-accredited internships and postdoctoral positions is available through the Association of Psychology Postdoctoral and Internship Centers (APPIC).

Doctoral Program Aims, Objectives, and Competencies

Aim #1: Students will develop the professional knowledge, skills, and identity to be ethical practicing school psychologists

• Objective 1: Students will develop professional values, attitudes, and behaviors that promote positive outcomes for youth and families and facilitate psychological well-being and educational success.
  • A1O1 Competency 01: Engages in behaviors that are consistent with values, attitudes, and skills of competent Health Service Psychologists
  • A1O1 Competency 02: Demonstrates effective oral and written communication and interpersonal skills in interactions with youth, families, colleagues, education professionals, and other professionals
• Objective 2: Students will develop an understanding of individual differences and the impact of societal inequities that negatively impact their psychological well-being and their educational experienceso A1O2 Competency 03: Students will demonstrate an understanding of individual and cultural differences
  • A1O2 Competency 04: Students will demonstrate an understanding of how societal inequities, culture, and individual differences impact psychological well- being and educational experiences
• Objective 3: Students will develop an understanding of professional ethics and legal standards relevant to the practice of school psychology
  • A1O3 Competency 05: Students will be knowledgeable and behave in ways consistent with professional ethical principles and legal standards to the practice of school psychology

Aim #2: Students will learn and apply knowledge and skills of evidenced-based practices to inform data-based decision making across direct and indirect service delivery

• Objective 1: Students will develop knowledge and skills related to the practice of effective consultation with education professionals and other key stakeholders (e.g., parents, caregivers, community health care professionals)
  • A2O1 Competency 06: Students are able to effectively apply a model of consultation in practice that incorporates a cross cultural framework
• Objective 2: Students will develop knowledge and skills of evidence-based interventions to facilitate the psychological well-being and educational success of youth.
  • A2O2 Competency 07: Students will be able to identify evidence-based interventions that match the targeted need, implement the interventions, and evaluate the effectiveness of the interventions
• Objective 3: Students will develop knowledge and skills of evidenced-based assessment practices and tools
  • A2O3 Competency 08: Students will demonstrate the ability to administer and interpret psychological and educational assessments
  • A2O3 Competency 09: Students will engage in targeting assessments that meet the individual needs of youth

Aim #3: Students will learn to be critical consumers of research and develop advanced knowledge and skills to conduct scientific inquiry and dissemination of research.

• Objective 1: Students will develop knowledge for understanding research and interpreting data in applied settings
  • A3O1 Competency 10: Students will demonstrate knowledge of research design and data analysis
• Objective 2: Students will conduct methodologically sound research
  • A3O2 Competency 11: Students will conduct research that has the potential to contribute to the literature
• Objective 3: Students will disseminate research in a public forum or in a publication outlet
  • A3O2 Competency 12: Students will present and/or publish research in a public forum (e.g., conference) or publication outlet

Aim #4: Students will learn the expanded role of the school psychologist

• • Objective 1: Students will develop knowledge of supervision theories and models and skills to engage in supervisory activities
  • A4O1Competency 13: Students will demonstrate knowledge of supervision theories and models
  • A4O1Competency 14: Students will effectively engage in supervisory activities that demonstrate an understanding and application of a supervision framework
• Objective 2: Students will be knowledgeable of school-wide practices to promote learning
  • A4O2 Competency 15: Students will be knowledgeable of school-wide practices that influence academic, behavioral, and psychological variables
• Objective 3: Students will develop knowledge and skills in the promotion of family, school, and community collaboration
  • A4O3 Competency 16: Students will demonstrate the knowledge and skills to successfully engage in collaboration across system

APA Profession-Wide Competencies and NASP Domains: Course Map

Core Requirements

NOTES:

Research courses (12 hours minimum): All students must take the GLMI and GLMII courses. Additionally, students are required to take at least two additional research courses of their choice that aligns with their dissertation research. This is determined in collaboration with their advisor.

Electives (6 credit hours minimum): Students are required to take at least six hours of elective courses. One of these electives may be an additional research course.

Full-Time Status During Internship: If you are taking out financial aid, you need 4 credit hours for full-time status. Most students take an Independent Study (ESSPSY 7189) for 1credit either with their Advisor or the Internship course Instructor.

General Note: It is expected that all students will earn a B- or higher in all courses and maintain a 3.0 overall GPA. If a student receives less than a B- in a course, they will be required to repeat the course and obtain at least

Clinical/Field Based Experiences Requirements

During the first three years of the doctoral program, students participate in various field-based experiences connected to their core school psychology courses. The majority of these experiences are conducted at practicum sites in the Columbus City School District. Students have the opportunity to complete field-based hours before their second-year practicum by participating in activities such as shadowing a school psychologist and conducting assessments, consultations, and behavioral interventions. Students are expected to maintain a log of their hours using a web-based system such as Time2Track.

Experiences Connected to Early Coursework

Second-Year Practicum

All students participate in a practicum experience during their second year, completed in the Columbus Public Schools over the entire academic year. Each semester, students are expected to spend approximately 15 hours per week engaged in practicum, 12 of which are expected to be on- site. Students also participate in weekly group supervision for a minimum of one hour per week.

Students must complete at least 400 hours connected to second-year practicum (approximately 200 each semester). Students must receive at least a B- in all school psychology courses and be granted advancement to practicum during the annual review at the end of their first year. Prior to beginning practicum, students are expected to attend a practicum orientation, meet with their practicum supervisor, and
practice test administration.

Practicum evaluations are completed three times per year: early November, mid-February, and early April. Students meet with their site-based supervisor to review the evaluation (see Appendix F) and are encouraged to complete a self-evaluation beforehand.

Advanced Practicum

Seminar

Advanced Practicum I and II include weekly to bi-weekly seminars covering case presentations, group supervision, supervision issues, current field issues, career preparation (e.g., APPIC, EPPP, academia), and research preparation.

Advanced Practicum I

Students must complete 6 semester hours during their third year and are expected to complete 8 clock hours per week, totaling at least 276 clock hours for the year.

Advanced Practicum II

Students must complete ESSPSY 8081 Professional Ethics and Supervision prior to beginning Advanced Practicum II. Students continue clinical practice either at a community-based site or in urban schools, spending 4 hours per week in supervision and 4 hours per week in clinical practice, totaling at least 216 clock hours for the year. Prior to internship, students are expected to have completed at least 892 hours of practicum experience.

Preparing Future Faculty (PFF) for the Professoriate

Students have the option of participating in Ohio State’s Preparing Future Faculty (PFF) program through the Graduate School. Students must apply in the fall and, if accepted, register for one credit of GRADSCH 6701 in both fall and spring semesters.

Doctoral Internship

A doctoral internship must be a year-long, 1,500-hour experience completed after doctoral coursework. Master’s- or specialist-level internships and prior work experience cannot be applied toward a doctoral internship. Students are highly encouraged to seek an internship through the Association of Psychology Postdoctoral and Internship Centers (APPIC) or an APA-accredited site.

Ohio-Based Doctoral Internships

The Ohio internship training program provides students from state-approved school psychology training programs with applied learning experiences in an approved educational setting on a full-time basis over at least nine months. Interns who accept state funding agree to repay Ohio’s investment by providing quality school psychological services to Ohio’s children for a minimum of one year following the internship.

Internship placements are determined by program faculty and distributed during the spring semester of the fourth year. The application for licensure is submitted online through the Ohio Department of Education; guidelines are provided in Appendix C. For more information regarding the internship, please visit OSPA’s website.

International Students: Curricular Practical Training (CPT)

International students with F-1 visa status must submit a CPT application at least 5 business days before the internship start date. It is strongly recommended to begin this process at least one month before the deadline. Application requirements and forms are available through the OSU Office of International Affairs (OIA) or at oia@osu.edu.

Praxis Exam

The Praxis School Psychologist Exam #5403 measures entry-level competency for professional school psychology practice. All interns must take the Praxis exam, as it is required for NCSP certification and Ohio Department of Education licensure. The minimum passing score is 155 for the Ohio Department of Education, Ohio State Board of Psychology, and NCSP. Test scores remain valid for 10 years.

Research Requirements

Advanced Individual Studies in School Psychology

Doctoral students are required to complete a minimum of 6 credit hours of advanced individual study in school psychology. Students typically complete this work with their advisor, either individually or as part of a research team. Students are graded on a Satisfactory/Unsatisfactory (S/U) basis.

Other Requirements

Students are also required to complete the Non-Course Requirements found within the Annual Review Form (see Appendix H).

Candidacy Examination

The Candidacy Examination consists of written and oral portions, administered under the auspices of the Graduate Studies Committee. Students in the five-year program will most likely complete candidacy exams the summer prior to their dissertation year. For full procedures, refer to the Graduate School Handbook.

The written portion is administered over ten weeks. Students receive four questions — one from each committee member — and are expected to write a scholarly paper of no more than 25 pages per question. The oral portion, lasting approximately two hours, must be completed within one month of the written portion. A unanimous affirmative vote is required to advance to candidacy.

If the examination is judged unsatisfactory, the committee decides whether a second examination will be permitted.

Continuous Enrollment

After successfully completing the candidacy examination, doctoral candidates must enroll in every autumn and spring semester (summer excluded) until graduation, for a minimum of three credit hours per semester.

Dissertation

The dissertation is a scholarly contribution to knowledge in the student’s area of specialization, demonstrating a high level of expertise and capacity for independent scholarship. The Dissertation Committee is composed of the advisor — who must be a Category P Graduate Faculty member — and at least two other authorized Graduate Faculty members, one of whom must be from the school psychology core faculty. For information regarding authorship guidelines, refer to Appendix G.

Evaluation and Master’s Competency Exam

Evaluation

Students are evaluated at two levels: course-level and program-level.

Course-level evaluation is described in each course syllabus. Students must earn at least a B- in all core school psychology courses. The OSU Graduate School requires all graduate students to maintain a minimum 3.0 GPA each semester.

Program-level evaluation provides students with a comprehensive picture of their progress. Students receive written feedback via the Annual Review Form (see Appendix H), reviewed during an annual meeting with their advisor.

The annual review at the end of each year focuses on a specific milestone:

• End of Year 1 — advancement to second-year practicum
• End of Year 2 — advancement to Advanced Practicum I
• End of Year 3 — advancement to Advanced Practicum II
• End of Year 4 — advancement to internship

Master’s Competency Exam

All students are required to take a written Master’s Competency Exam toward the end of the spring semester of their first year. The exam consists of applied questions encompassing all content and skills taught during the first year. The minimum passing score is 80%. Students must pass this exam and earn 33 semester hours to be eligible for the Master of Arts in Education degree.

Minimum Levels of Achievement

Program Policies

Student Involvement

Student Affiliates of School Psychology (SASP) is a student-run organization representing the needs of graduate students in school psychology, serving as a liaison to program faculty. All school psychology students are required to be members and are encouraged to participate in all sponsored activities.

Students also participate in program governance through the Student Advisory Board. Three students serve each year: two elected at the beginning of the academic year and the president of SASP. Representatives are required to meet with the program director once per semester and attend the end-of-year faculty meeting.

Professional Organizations

Students are required to maintain active membership in the following professional organizations and show proof of membership to the program Graduate Assistant at the beginning of each academic year:

• Graduate Student Member of American Psychological Association (APA)
• National Association of School Psychologists (NASP)
• Ohio School Psychology Association (OSPA)
• School Psychologists of Central Ohio (SPCO)
• Division 16 (School Psychology) of the American Psychological Association (SASP)*

*When you become a member of Division 16 of APA, you also become a member of the APA Division 16 student organization, Student Affiliates in School Psychology (SASP).

Academic Standing

All students are expected to earn a B- or higher in all courses and maintain an overall GPA of 3.0 or above. Students who receive lower than a B- in any course must repeat that course and earn at least a B- before advancing to internship.

Student Insurance

As part of practicum, students must purchase student liability insurance and provide proof of
insurance (a certificate of liability) to the course instructor by the first practicum seminar meeting. Insurance is available through either NASP or APA.

Technology Competencies

Students are expected to demonstrate proficiency in email communication, internet research, word processing, presentation software, digital video for supervision, and assessment software.

Doctoral students are additionally required to demonstrate competency in data management and statistical software.

The following platforms are used across the program:

• MHS Online Assessment Program — social-emotional assessment tools used in coursework, practicum, and internship
• Time2Track (or equivalent) — web-based practicum and internship hour tracking; students purchase access by the start of their second year
• Q-Interactive Assessment Program — digital system for administering and scoring cognitive and achievement tests via iPad Termination Procedures Students may be dismissed from the program for violating institutional standards of conduct or for failing to maintain reasonable progress toward the degree. The dismissal process is forwarded to the Department’s Graduate Studies Committee and then to the OSU Graduate School for final approval.

Students may be dismissed or denied further registration based on the following conditions:

• Violating institutional standards of conduct
• Failing to maintain reasonable progress toward the degree (see Graduate School Handbook, Section V)
• Failing to maintain a 3.0 GPA for two continuous semesters
• Failing to meet the goals of a remediation plan

Mentoring Relationship

The faculty-student relationship is central to the graduate experience. Students are expected to communicate openly with instructors, attend all course activities, complete assignments on time, treat all members of the community with respect, and remain knowledgeable of all applicable policies.

Doctoral students are expected to take an active role in their training by engaging in mentoring activities with their advisor — such as contributing to research projects, presenting at conferences, assisting with teaching, and supervising master’s- and specialist-level students when appropriate.

Self-Care

The faculty recognizes that graduate school can be demanding and encourages students to attend to factors that may affect their well-being and academic performance. The following campus resources are available:

• Student Wellness Center — wellness education and resources
• Counseling and Consultation Services (CCS) — free and confidential mental health services; 614-292-5766
• Mental Health Resources — curated resources for mild, moderate, and severe concerns

International Students

International students whose primary language is not English are encouraged to proactively address language factors that may affect their clinical work. Students are encouraged to enroll in EDUTL 5902 Academic Writing in English as a Second Language and to explore resources through the OSU Office of International Affairs.

Policy for Individuals Holding a Specialist-Level Degree in School Psychology

Credit Transfer Policy

An academic department may accept coursework completed at another regionally accredited university toward its graduate degree requirements. Transfer credits may be accepted only if: (1) the student has been admitted to graduate degree status at Ohio State; (2) the transfer credit is approved by the School Psychology program director; (3) the courses are graduate-level and applicable to the OSU degree program; and (4) grades of at least B- (3.0 on a 4.0 scale) were achieved.

Individual transfer courses must be completed within 8 years prior to admission. A previously completed master’s degree may be considered in its entirety for up to 30 semester hours. The advanced standing form can be found in Appendix J.

Policy for Individuals Seeking Re-specialization or Retraining

Clinical, counseling, and developmental psychologists who hold a PhD, EdD, or PsyD and seek school psychology licensure may be considered for re-specialization through the OSU program.

Faculty conduct an in-person review of the candidate’s transcripts, CV, work samples, and recommendation letters to assess prior training and determine which program requirements remain.

Grievance Procedures and University Policies

Grievance procedures cover grade disputes, academic misconduct, sexual harassment, and other concerns. These procedures are the jurisdiction of the school, college, or university. The information provided here is an introduction to these topics. For more information, students are encouraged to review the appropriate university documents.

Code of Student Conduct: https://trustees.osu.edu/bylaws-and-rules/code

Non-Discrimination, Harassment, and Sexual Misconduct Policy: https://go.osu.edu/non-
discrimination-policy

Grade Grievance — Faculty Rule 3335-8-23

(A) A mark filed in the office of the university registrar is a part of the official records of the university. It is subject to change only when a procedural error has been discovered in evaluation or recording of a grade. Action to change a grade must be initiated before the end of the second succeeding semester or summer term. In no case will a grade be revised in accordance with criteria other than those applied to all students in the class. If the instructor agrees that an error in the mark was made, the mark will be changed upon written authorization of:

(1) The instructor of the course, and

(2) The instructional unit's dean, director, or college secretary.

If a student believes that a procedural error in grading was made, the student should meet with the instructor. If the instructor does not agree that a procedural error was made, the student may meet with the department chair to discuss the grade grievance. The chair shall respond to the student no later than thirty days after the student has requested a review by the chair. Upon receipt of the chair's response, if the issue is not resolved to the satisfaction of the student, the student may within two weeks request in writing by duplicate submission to the dean or director of the instruction unit and the department chair the procedures in paragraph (B) of this rule.Unresolved cases of grade grievance due to grading procedures are subject to paragraph (B) of this rule; unresolved cases of grade grievance due to other causes are not subject to paragraph (B) of this rule.

(B) Unresolved cases of grade grievance due to grading procedures shall be reviewed by a faculty departmental committee appointed by the department chair.

(1) In cases of instructors still affiliated with the university, the review committee shall consult both the student and the instructor and shall determine the validity of the grade grievance due to grading procedures. The review committee shall make its findings known in writing to both the student and the instructor within thirty days of the student's request to the chair.

If the committee finds that a procedural error has occurred and if the instructor declines to accept the findings of the review committee, the committee shall consider the reasons for not authorizing a grade change given by the instructor and may, upon consideration of these reasons, authorize in writing a grade change to be instituted by the department chair.

(2) In cases of instructors no longer affiliated with the university, the findings of the committee shall be reported to both the student and the instructor. If the instructor chooses not to respond, the judgment of the committee shall prevail. If the instructor responds and declines to accept the findings of the committee that a procedural error has occurred, the committee shall consider the reasons for not authorizing a change given by the instructor. In either case, the committee may, upon due consideration, authorize in writing a grade change (if such can be determined) to be instituted by the department chair.

If a department committee can find no academic basis upon which to recommend an appropriate grade for the course, the student shall be given the option of having the course stricken from the student's record and, if so desired, to retake that course without prejudice or penalty.

(C) If charges of grave academic misconduct against an instructor are made and substantiated under rule 3335-5-04 of the Administrative Code, the department chair shall be authorized to appoint a department grade grievance committee to consider grading errors that are alleged to be related to the misconduct. The committee shall consider all evidence and present, in writing, a report to the chair indicating any recommended grade changes. The department chair shall be authorized to institute grade changes in accordance with the recommendations of the committee.

If a department committee can find no academic basis upon which to recommend an appropriate grade for the course, the student shall be given the option of having the course stricken from the student's record and, if so desired, to retake that course without prejudice or penalty.

(D) The graduate school and graduate professional colleges may formulate appropriate modifications of this rule, subject to the approval of the council on academic affairs, and publish this rule in their bulletins.

Academic Misconduct — Code of Student Conduct 3335-23-04

Any activity that tends to compromise the academic integrity of the university or subvert the educational process. Examples of academic misconduct include, but are not limited to:

1. Violation of course rules and/or assignment guidelines as contained in the course syllabus or other information provided to the student;
2. Knowingly requesting, providing and/or receiving unauthorized information, materials, and/or assistance during academic activities;
3. Possession and/or use of unauthorized information, materials, and/or assistance during academic activities;
4. Submitting plagiarized work for an academic requirement. Plagiarism is the representation, including but not limited to copying, of another’s work or ideas as one’s own; it includes the unacknowledged word-for-word use and/or paraphrasing of another person’s work, and/or the inappropriate unacknowledged use of another person’s ideas;
5. Unauthorized use of generative artificial intelligence systems or similar technologies to complete academic activities;
6. Submitting substantially the same work to satisfy requirements for one course or academic requirement that has been submitted in satisfaction of requirements for another course or academic requirement without permission of the instructor of the course for which the work is being submitted or supervising authority for the academic requirement. This includes submitting the same work for courses that the student is retaking pursuant to the university's grade forgiveness rule;
7. Falsification, fabrication, or dishonesty in creating or reporting laboratory results, research results, and/or academic activities;
8. Serving as, or enlisting the assistance of, a substitute for a student in academic activities;
9. Alteration of grades or marks by the student in an effort to change the earned grade or credit;
10. Alteration of academically-related university forms or records, or unauthorized use of those forms or records;
11. Engaging in activities that unfairly place other students at a disadvantage, including but not limited to taking, hiding, or altering resource material, or manipulating a grading system;
12. Violation of program regulations and/or policies as established by departmental committees and made available to students; and
13. Providing falsified materials, documents, or records to a university official to meet academic qualifications, criteria, or requirements, including but not limited to submitting falsified doctor's notes and/or falsified transcripts.

Background Check and APL Clearances

All students involved in field placements must complete mandatory clearances through the Office of Accreditation, Placement and Licensure (APL) prior to entering any K–12 school building or providing services to students. All requirements must be completed no later than the first day of the Fall academic semester.

Required clearances:

• Pre-Service Permit — required for all students attending any placement type in a P-12 school who do not hold a current Ohio license
• Bureau of Criminal Investigation and Identification (BCI&I) background check — see APL background check page
• Federal Bureau of Investigation (FBI) national background check — see APL background check page
• Student Field Experience and Clinical Practice Application Form
• Youth Policy Training — complete via BuckeyeLearn (search “Youth Protection at The Ohio State University”)
• Standards of Behavior form — completed via DocuSign using your @osu.edu credentials

Program Improvement Process

Faculty meet annually for a one-day retreat in May to review the program and plan for continuous improvement. Every three years, this expands to a two-day retreat for a more comprehensive review aligned with APA and NASP standards. Student input is gathered through the Student Advisory Board, which meets with the program director once per semester and with the full faculty at the end-of-year meeting.