HISTORY OF WILEY UNIVERSITY
In 1873, less than eight years after all hostilities were quieted from the Civil War, the Freedman’s Aid Society of the Methodist Episcopal Church founded Wiley University near Marshall, Texas for the purpose of allowing Negro youth the opportunity to pursue higher learning in the arts, sciences and other professions.
Named in honor of Bishop Isaac T. Wiley, an outstanding minister, medical missionary and educator, Wiley University was founded during turbulent times for Blacks in America. Although African American males were given the right to vote in 1870, intimidation of America’s newest citizens in the form of violence increased. The U.S. Supreme Court helped pave the way for segregation with the 1896 Plessy v. Ferguson decision that approved of the “separate but equal” doctrine.
Bishop Wiley was born in Lewistown, Pennsylvania, on March 29, 1825. He became interested in the Christian ministry as a boy, joining the church at 14 years of age and became active in missionary work. At 18, he was authorized to preach under ministerial direction. Due to difficulties with his voice, he studied medicine and upon graduation from medical school became a medical and educational missionary in China. Wiley was elected bishop in 1864 and organized a Methodist conference in Japan. Bishop Wiley died on November 22, 1884 in his beloved China.
Wiley University opened its doors just south of Marshall with two frame buildings and an overwhelming desire to succeed in a climate fraught with racism and Jim Crow laws. So entrenched was their desire to succeed that in 1880, rather than moving Wiley University farther out of town, the founders of the University moved nearer to Marshall on 55 acres of wooded land where the University stands today. Land was cleared and four additional buildings were constructed as student enrollment soared to 160 students with seven full-time faculty members. Wiley University had effectively become the first Black University west of the Mississippi River.
Among the visionaries of that era were presidents revered in Wiley University history. Individuals who persevered in a climate of hatred in the South and in the face of great personal sacrifice were Wiley’s first presidents: Rev. F. C. Moore (1873-1876), Rev. W. H. Davis (1876-1885), Rev. N. D. Clifford (1885- 1888), Rev. Dr. George Whitaker (1888-1889), and Rev. Dr. P. A. Pool (1889-1893). It was their strength of character in the face of hardship and acrimony that forged the early foundations of this bastion of academic excellence. Their labors were rewarded in 1888 when the first graduate of Wiley University (for so it was called at the time) was awarded the Bachelor of Arts degree. Mr. H.B. Pemberton would lead the way for generations of Wiley University graduates to come.
Reverend Isaiah B. Scott (1893-1896) was appointed as the sixth president of Wiley University in 1893. His appointment was significant because he was the first Negro president of Wiley. The Freedman’s Aid Society departed from its traditional administration of the school and boldly placed Reverend Scott in the lead role for the fledgling school. Twenty- three years had passed since the founding of Wiley University when Reverend Scott retired in 1896. Two years later, the General Conference of 1896 elected Dr. Scott to the editorship of the Southwestern Christian Advocate. A new generation of students then greeted a new president of the University.
Matthew Winfred Dogan, Sr. (1896-1942) was to become the most prolific and the longest-sitting president to grace the halls of Wiley University. The seventh president took office at the age of 33 and was to become the “backbone and strength of Wiley.” During his 46-year administration of Wiley University, many changes occurred on the campus and in the United States as a whole. At a time in history when the National Association for the Advancement of Colored People (NAACP) and the National Urban League were established to reinvigorate the old abolitionist struggle to achieve complete emancipation and full citizenship for Black Americans, Wiley University was building and expanding.
In 1906, the University boasted eleven buildings on campus. The first brick building constructed on campus under the Dogan administration was the central building. It was built of bricks made on campus and was constructed by students. Subsequent campus buildings were constructed around this main building and housed programs in mechanics, printing, tailoring, broom making, woodworking and industrial programs. Among the eleven buildings was the King Industrial Home for Girls bringing the important study of home economics to Wiley.
Dogan’s dream was to expand for the future and indeed Wiley University expanded as building after building was erected for more specialized programs. However, 1906 also brought tragedy to Wiley University as five buildings were destroyed by fire, including the main central building. Although the buildings were in ashes, the foundations remained strong and in 1907, buildings of greater magnitude began to take shape on the campus. Noted philanthropist, Andrew Carnegie, made possible the construction of the Carnegie Library that was erected in 1907.
In 1915, floods, cotton crop failures, and a reactivated Ku Klux Klan motivated Southern rural Blacks to migrate to the North in search of employment opportunities in the expanding military industry. Within a year and a half, 350,000 African Americans had moved from Southern farms to the factories of Northern cities. However, Wiley University was continuing to expand. Coe Hall, named for former teacher, Mrs. Isabel Coe, was built to serve as the men’s dormitory. Coe’s father had donated the sum of $5,000 to the University. Thirkield Hall, a magnificent three-story structure built with the grandeur befitting an institution of higher learning, was erected in 1918 and named for Bishop Wilbur P. Thirkield, a close friend of the University and former president of Howard University.
The Daniel Adams Brainard Chapel was erected in 1924 with a capacity for 800 students. The Chapel was equipped with a pipe organ that was one-of-a-kind among similar sized colleges of the time. In 1925, Dogan Hall was built to accommodate women in dormitories. Dogan Hall was a truly lavish residence hall in its day. The Refectory was also erected during this time period as a dining hall for students and a place for extra-curricular activities. Truly a pioneer in the educational arena, Wiley University took the leadership role in reorganizing Black schools of higher education and in 1929, renamed itself Wiley University, dropping the use of the word “University.” It was at this time the high school and trade school were discontinued. Wiley University was recognized in 1933 as an “A” class college by the Association of Colleges and Secondary Schools of the southern states. This marked the first time any Black school had ever been rated by the same agency and standards as other universities.
Wiley University was a leader in planting the seeds of the first social organizations in the Southwest. These fraternities and sororities nurtured the cohesiveness of Black college students. The Beta Chapter of Phi Beta Sigma Fraternity, Inc. was formed on the Wiley campus in 1915, the second chapter founded in the United States. The Theta Chapter of Omega Psi Phi Fraternity, Inc. was formed in 1922 and the Theta Chapter of Zeta Phi Beta Sorority, Inc. was formed in 1923. Other social organizations included the Phi Chapter of Alpha Kappa Alpha Sorority, Inc. in 1924, the Alpha Sigma Chapter of Alpha Phi Alpha Fraternity, Inc. in 1925, the Alpha Iota Chapter of Delta Sigma Theta Sorority, Inc. in 1930 and the Alpha Chi Chapter of Kappa Alpha Psi, Inc. in 1935.
During these years, the automobile was not widely used by many students and their families; thus, the nation’s rail system was the preferred, and sometimes the only means of travel to Wiley. Coaches with special connections from Dallas, Houston, Shreveport and Beaumont carried students to Marshall, Texas and Wiley University on the “Wiley Express.”
At a time when Jesse Owens was thundering to an unprecedented four gold medals in the 1936 Olympic Games in Berlin, Wiley University was introducing football to Black colleges and was a leader in forming the Southwestern Athletic Conference (SWAC), still in existence today. Wiley University won many national championships in football and basketball, having more championship athletic teams than all its opponents of the SWAC combined.
This drive for excellence extended beyond the football fields and the basketball courts and spilled over into the academic arenas with a debating championship in 1935 and notable accomplishments in the field of dramatic competitions. Wiley University was the first of its kind in the region to adopt an honor roll system for outstanding students. Wiley University was the leader that other Black colleges and universities eagerly followed.
Music has always played an integral part in Black history, and this was also true in the history of Wiley University. The Wiley University band was a first during this period. In the 1930s, Duke Ellington wrote “It Don’t Mean a Thing If It Ain’t Got That Swing” and George Gershwin’s Porgy and Bess debuted before record crowds in New York. At the same time, the Wiley University music department was making some noise of its own, proudly becoming second to none among similar colleges in the region. The Wiley Quartet sang for stage and radio during this time period, and the Glee Club, band, orchestra, and choir were all well equipped with instruments and talent.
The General Education Board of The Methodist Church provided funding in 1935 to refurnish and redecorate the Carnegie Library. The University accepted the gift and a challenge from the Board to match dollar-for-dollar a $3,000 proposed endowment. The Endowment Drive was completed in 1938, and the University endowment grew to $6,000 (equivalent to over $200,000 in today’s value).
With the arrival of the ’40s, the era of Dr. Matthew Dogan, the seventh and only president since the turn of the century, was coming to a close. Dogan’s tenure had been marked with struggles and successes, expansion and growth. It was a very different student that walked the halls of Wiley University in the 1940s. Students appeared younger and bolder. Styles and fashions took on a new look. Soon, the world would change once again with the coming of war to the United States. A new day was on the horizon, and in 1942, President Dogan retired as the president of Wiley University.
World War II began for the United States on December 7, 1941, with the Japanese sneak attack on Pearl Harbor. As President Franklin Roosevelt was addressing Congress on the proposition of war, Wiley University President, Dr. Matthew Dogan, was preparing to relinquish the reins of authority to Dr. E.C. McLeod, Wiley’s eighth president (1942-1948). While college enrollment took a back seat to the draft, Dr. McLeod never backed down from the vision established by the previous administration to build and expand “Dear Wiley”: thus, a five-year building plan was unveiled.
Wiley University served the defense effort well with the establishment of the Wiley Coll Committee on Community Service and National Defense. The Committee coordinated its efforts with the country’s national defense resources through an expansion of its summer program. Many Wileyites seized this opportunity and trained for community health improvement with the aid of this national program.
Addressing the demands of the market, homemaking education was added to the curriculum, and a new facility complete with lecture rooms, laboratories, and mock dining and lodging facilities was established in 1942. A new athletic stadium was constructed, and improvements were made to the athletic fields. McLeod Hall was constructed as a men’s residence hall to accommodate the veterans returning from the war. Many young men took advantage of the educational opportunities afforded them through their G.I. Benefits package. This was the most expansive record of enrollment in Wiley University history.
During McLeod’s administration, the University joined the United Negro College Fund in 1944 as a charter member. This brought new resources to the University for expanding programs and building projects. Wiley University enjoys the distinction of having won the title of “Miss UNCF” for three consecutive terms, being the only university of the era to receive this stellar national honor.
With the retirement of Dr. McLeod in 1948, Wiley University changed leadership. The ninth president of Wiley University was Dr. Julius S. Scott, Sr. (1948-1958). He had worked at the University in various capacities over the years and brought a true “Wiley Spirit” to the presidency. Under his leadership, the Alumni Gymnasium was completed. The new gym was a project initiated by the Wiley University National Alumni Association and was funded through gifts from alumni and grants from the federal government. The gymnasium was more than a new structure on campus. It was a monument to the struggles and the successes of its former students and graduates of the University.
Wiley University students were getting their first taste of rock-n-roll in 1954 listening to the sounds of recording artists like Fats Domino, Chuck Berry, and Little Richard. During this period, Smith-Nooks Hall of Music was built and dedicated and shortly thereafter, in 1958, Dr. Scott retired from the presidency.
Dr. Thomas Winston Cole, Sr. (1958-1971) was selected as the tenth president to lead Wiley University in 1958. He was a 1934 graduate of Wiley University and the first layman to hold the position. His visionary goal was to build on the great traditions established by his predecessors. In 1960, Wiley University was admitted to full membership in the Southern Association of Colleges and Secondary Schools (SACS). In addition, a new building program was established, including a complete renovation of the Refectory together with its transformation into a modernized dining facility. Dr. Cole was instrumental in refurbishing and remodeling many facilities on campus including the Aaron Baker Science Building, the T.W. Cole Library , and the Fred T. Long Student Union Building. He had the streets paved, new sidewalks installed, and created new parking facilities for students, faculty, and staff. It was also during this period that the annex for Dogan Hall was completed to house the senior females on campus. Dr. Cole served Wiley University well from 1958-1971.
The eleventh president of Wiley University was also an alumnus of the University, Dr. Robert E. Hayes, Sr. (1971-1986). His administration continued to advance the University. During his presidency, the University experienced continued growth and development. A new men’s dormitory was constructed to accommodate increasing enrollment. The fledgling KBWC, Wiley University radio station, received licensing approval by the Federal Communications Commission. The A Cappella Choir resumed its annual spring concert tour of the mid-west and the number of faculty members holding earned doctorate degrees increased to 41 percent. Dr. Hayes was also instrumental in raising over a million dollars through speaking engagements and gifts from individuals. Dr. Hayes served his alma mater from 1971 until his retirement in June of 1986. Between 1986 and 1987, Dr. E.W. Rand, and Dr. David R. Houston served successively as interim presidents of the University.
The Wiley University Board of Trustees elected Dr. David L. Beckley (1987-1993) as the twelfth president of the institution in 1987. Under his leadership, the University improved its fiscal management practices, retired outstanding federal bonds on several campus buildings and facilities, retired federal debts and loans, increased the endowment fund and increased the number of faculty members holding terminal degrees. Also, during the Beckley administration, the University was reorganized into five academic divisions: Basic Studies; Business and Social Sciences; Education and Physical Education; Humanities and Natural Sciences and Mathematics. These programs helped prepare students for careers in their major discipline as well as making available to them the opportunity to pursue graduate work.
Dr. Lamore J. Carter (1993-1996) was named the thirteenth president of Wiley University by the Board of Trustees in 1993. Under his administration, significant accomplishments included the reaffirmation of accreditation by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). The renovation of significant portions of the Wiley- Pemberton Complex was completed through the acquisition of several grants from the Department of Housing and Urban Development (HUD). Dr. Carter continued the initiative to increase the number of Ph.D.s on the faculty and brought about outstanding improvements in the educational programs via a Fulbright Faculty Seminar in Thailand in 1994.
In 1996, Dr. Julius S. Scott, Jr. (1996-1998), a 1945 graduate of Wiley University, became the fourteenth president and chief executive officer of the institution. Dr. Scott’s administration was marked by focused planning, fiscal stability, and a “seize the day” philosophical ideal. He is credited with enhancing the academic experiences of students, increasing enrollment, improving the living/learning facilities, and improving the overall academic standards of the institution.
Dr. Ronald L. Swain (1998-2000) became Wiley’s fifteenth president in 1998. Under his leadership, a College-wide strategic planning initiative was launched. Equally important, the University increased its technological capabilities by extending computer usage throughout the campus, providing laptop computers to each student. Improvements to the information systems were initiated that eventually led to increased network, Internet and computing capabilities and resources for the library.
In 2000, Dr. Haywood L. Strickland (2000-2018) was named the sixteenth president. His initial administrative theme was “Achieving Excellence through Pride and Performance.” During his first year of service, he exemplified this theme in achievements by beginning the construction of the $2.4 million Julius S. Scott, Sr. Chapel on September 11, 2001, a day that is etched in the memories of all Americans. As the New York “twin towers” were falling, the Julius S. Scott, Sr. Chapel was rising. This edifice is now a center for worship and a gathering place for educational and spiritual enrichment for the Wiley University family and will be for generations to come. Dr. Strickland was responsible for renovating and refurbishing every campus facility; spearheading the expansion of the physical plant to include a fourth residence hall-- the J. Jack Ingram Residence Hall; substantially improved science laboratory facilities and secured record amounts in private gifts, as well as increased external funding for sponsored programs. Under Dr. Strickland’s administration, the University had its accreditation re-affirmed to the year 2013. The University garnered rare, international visibility on December 25, 2007, with the release of the movie, The Great Debaters, directed by Mr. Denzel Washington and produced by HARPO Productions and the Weinstein Company. This major motion picture captured the fame and notoriety of Professor Melvin B. Tolson and the intellectual legacy of four former students -- Hobart Jarrett, Henry Heights, James Farmer, Jr. and Henrietta Bell (Wells). It was their 1935 victory over that year’s National Champions that was the subject of the movie, The Great Debaters, which also won national acclaim. Under President Strickland’s leadership, the University received a one-million-dollar gift from Mr. Denzel Washington to revive the school’s debate team which was subsequently named in honor of both Professor Tolson and Mr. Denzel Washington.
President Strickland began the second decade of his presidential leadership in 2010 by declaring it the era of transformation, a period that was launched by the record-breaking enrollment of approximately 1,400 students and the May 2011 groundbreaking ceremony for a new 500-bed living-learning center. The construction of this facility brought the number of residence centers to five and enables the University to meet the increasing demand for campus housing. The new living-learning center is just one of several improvement projects made possible by a $24 million loan through the Historically Black Colleges and Universities (HBCU) Capital Financing Project, a program sponsored by the US Department of Education. In addition, these resources also made it possible to expand the Fred T. Long Student Union Building by adding an additional 6,000 square feet to the former dining area to accommodate at least 700 students at each meal. Other capital improvement projects launched during the Strickland administration included improvements to the Wiley-Pemberton Complex, the repair of roads and parking venues, and the conversion of traditional classrooms to “smart classrooms” campus-wide. These initiatives were designed to transform the culture and climate of the University to cement its increasingly recognized and acknowledged status as a world-class institution of higher learning.
Under the 16th President’s administration, the University had its accreditation re-affirmed unconditionally to 2023. The University received commendations by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) site visit team in October 2012 for having designed an innovative and exceptional Quality Enhancement Plan, Communicate through Debate, which institutionalizes debate education across the curriculum. This plan was cited by the site visit team as “having the potential to transform Wiley University and, in general, higher education throughout the nation.” In addition, in June 2012, the institution received specialized accreditation of its business programs by the Accreditation Council for Business Schools and Programs (ACBSP).
In 2018, Herman J. Felton, Jr., Ph.D., J.D. (2018 – present), who has an intentional focus on social good and leadership, became the 17th President and Chief Executive Officer of Wiley University. Since his arrival, the revitalization of the campus with emphasis on re-branding of the institution through a new website, technology infrastructure, campus beautification, and numerous renovations have occurred on the campus to improve structural facilities and technology access. The Thomas W. Cole Sr. Library was renovated to serve and respond to a tech-savvy, research-focused scholar, enrollment in online programs have increased, the campus radio station has returned to the airwaves, numerous campus academic buildings and their classrooms have been retrofitted with technology reflective of the student-driven demand for the University to deliver pedagogy via smart classrooms. Additionally, more innovation in instructional practices, tools for institutional effectiveness (Watermark and Maxient) have been acquired, and upgrades have been made to the wireless infrastructure for a more consistent and reliable wireless experience. In continued support of the University’s affiliation with the United Methodist Church’s ethos, an infrastructure was incorporated, ensuring the entire university participates in Chapel every Tuesday. The University opened a Spirit Store to improve overall student pride. Wiley now offers continuing professional education (CPE) certificates through the Texas Education Agency (TEA). President Felton’s tenure has also brought the Heman Sweatt Center for Social Good, the University’s first Honors Program, and the hiring of a licensed clinical psychologist for mental health and wellbeing.
In Spring 2023, Wiley University officially transitioned back to its roots as Wiley University after a successful 10-year reaffirmation with Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and the approval of three graduate degrees. Starting in the Spring of 2024, Wiley University began offering a Master of Business Administration, Master of Arts in Criminal Justice, and a Master of Science in Higher Education.
The University is currently organized into three (2) degree-granting schools: 1) the School of Business & Social Sciences, and 2) the School of Education, Arts, and Sciences. These schools are supported by the Division of Graduate and Online Studies. The three academic units are supported by the Office of the Registrar, the Office of Student Achievement and Retention (designed to provide intensive support and advisement to entering freshmen), Student Support Services, and the Thomas Winston Cole Sr. Library.
For over 150 years, Wiley has offered educational opportunities to the citizens of Texas, the nation, and the world. The Wiley University spirit remains vibrant in the face of remarkable social change, global terrorism, economic strife, and adversity. The insightful vision of years past that made Wiley University a preeminent black university in the south is alive and well. Those leaders who brought Wiley University through its illustrious history and the dates of their service are shown in Table 1.
CAMPUS BUILDINGS
Wiley University’s historic 77-acre campus is located in Marshall, Texas. Academic and administrative structures, residence halls, and the President's home comprise the campus’s twenty-two (21) permanent buildings. A city of roughly 25,000 residents, Marshall is located 25 miles east of Longview, Texas and 40 miles west of Shreveport, Louisiana.
The Thomas Winston Cole, Sr. Library
The library was constructed and occupied in 1967 and named in honor of the tenth president of the University. The two- story building houses a variety of print, non-print, and electronic holdings which support the curriculum and meet the needs of users. The library houses a distinguished African American Book Collection as well as other special collections and maintains open-stack services for more than 60 hours per week. It houses two computer labs.
The Willis J. King Administration Building
This original two-story Carnegie Library structure was remodeled and converted into the main administrative complex. This building is named in honor of a former Bishop of the Central Jurisdiction of the Methodist Episcopal Church who once served as chairman of the Board of Trustees of the University and was a member of the Wiley University Class of 1910. The King Building currently houses the Division of Business and Finance services as a one-stop shop for students in all financial matters.
The Fred T. Long Student Union Building
This building is named for Coach Fred T. Long, who for many years produced championship football teams at the University. The facility is the center of student activities and the social hub of the campus. An expansion and renovation were completed in 2016, which includes an improved cafeteria kitchen facility and added 6,000 square feet to the former dining area to accommodate at least 700 students at each meal. This critical enhancement was in response to the enrollment of approximately 1,000 residential students. Located in the Student Union Building are a ballroom, the Wildcat Food Pantry, Innovation Lounge, Career Closet and the Trustees Dining Room. The KBWC (FM 91.1) Radio Station, owned and operated by the University, is also located on the second floor of this building.
The Aaron Baker Science Building
A two-story building was made possible by the gift of Aaron Baker, an alumnus of the Class of 1920 and former Wiley University employee, with additional funding secured from the U.S. Department of Education and the Board of Education of the Methodist Episcopal Church. It contains classrooms, science and computer laboratories, a greenhouse, a mathematics tutorial laboratory, and a lecture auditorium.
The Wiley University Apartment Complex
This twelve-unit apartment complex is located on University Avenue across from the Aaron Baker Science Building. The 8,400 square feet apartment facility renovated in 1989 houses members of the University’s faculty and staff.
Dogan Hall
This residence hall was reconstructed in 1991. It features a “home-at-school” environment that contributes to a comfortable living/learning atmosphere. It was named for the late President Matthew W. Dogan and houses a Parlor Room named in honor of former president, Dr. David L. Beckley, the Rev. Dr. Johnnie H. Coleman ’43 television lounge, and several guest rooms.
McLeod Hall
This building, named for President Dr. E.C. McLeod, was erected during the summer of 1945. McLeod Hall was completely renovated 2022. Once a dormitory for women, it is presently used as an administrative and classroom space, including offices for Wiley University’s Police Department and the Herman Sweatt Center Lab.
The President's Home
The President's home was built by students in 1903 and partially renovated in 2018. Some of the University’s special social events are held in the spacious reception rooms of this large frame house of classic design.
Thirkield Hall
This building is a three-story structure situated near the center of the main campus. It was erected in 1918 and named for Bishop Wilbur P. Thirkield, a close friend of the University and a former president of Howard University. This building houses instructional classrooms, computer laboratories, and the Office of Academic Affairs. Technology enhancements to the classrooms and partial renovations were made in 2019, 2024 and 2025.
Smith-Nooks Hall
This building was constructed in 1953 and was partially renovated in 2020. Funds contributed by Mrs. Charles (Leota) Robinson in memory of her mother, Mrs. Josephine C. Nooks, and aunt, Miss Jessie H. E. Smith, initiated the conception of this well-appointed building. Today the building also houses the Julius S. Scott, Sr. Meditation Room named for the ninth president of the University), the Office of Student Records/Registrar, and the Division Enrollment Management.
Johnson-Moon Hall
The former Dogan Hall Annex was completely renovated after a February 1990 fire. The building was renamed Johnson- Moon in 1991 to honor two long-time trustees, Dr. Joseph T. Johnson of Chicago ‘67, Illinois, and Dr. L.A. Moon ’32 of Marshall, Texas.
Freeman P. and Carrie E. Hodge Building
The facility, the former refectory, was renovated in 1993 with a gift from Dr. and Mrs. Norman (Anne Lane Hodge, Norman Class of 1888) Cottman in honor of Mrs. Cottman’s parents. Mr. and Mrs. Hodge were proud Wiley alums. Mr. Hodge served as business manager of Wiley University and Mrs. Hodge was a noted educator in the Marshall community. The building houses a rotunda-type auditorium used for special University programs.
Ocie and Mary Jackson Hall
This facility was built in 1972 to house 192 students. The building consists of four wings: three for housing and one that contains offices and laundry facilities. The wings are arranged around an open courtyard. The Hall was renovated in 2024-2025.
The Alumni Gymnasium
The gymnasium is a completely air-conditioned building around a basketball arena with seating capacity for approximately 1500. Included are modern locker rooms, classrooms, a wellness center, a weight room, a physical therapy room, and administrative offices.
The Wiley-Pemberton Complex
Wiley University acquired the H. B. Pemberton Complex, formerly a high school from the Marshall Independent School District in a property exchange in 1987 and partially renovated in 2020, 2024 and 2025. It was named for Mr. H. B. Pemberton, Sr., the recipient of the first bachelor’s degree awarded by Wiley University in 1888. This large complex houses a number of University programs including the Board of Trustees Conference Room, the Robert E. Hayes Auditorium and Theater Hall, the Learning Center, the Lee P. Brown Criminal Justice Institute, the Department of Sociology, the Melvin B. Tolson/Denzel Washington Forensics Society offices, The Office of Student Achievement and Retention (OSAR), the Student Support and Accessibility Services Unit that shares a spacious tutorial center with the SSC, a computerized laboratory ; classrooms, and the Intramural Gymnasium and related facilities.
The David L. Beckley Building
Formerly the Atlanta Life Insurance Building, this building was named in honor of the 12th President of Wiley University in November 2011. Dr. Beckley’s dynamic record of service as president from 1987-1993 was marked by exemplary stewardship and fiduciary trust. His legacy of fiscal soundness is reflected compellingly in his retirement of accumulated fund deficits of 1.5 million dollars; the negotiated forgiveness of federal indebtedness of more than two million dollars; and the purposeful growth of an endowment for the institution. The Beckley Building serves as the Office of the President providing easy accessibility for all Wiley University stakeholders.
The Julius S. Scott, Sr. Chapel
Named in honor of the ninth president of Wiley, the Chapel is a multi-purpose facility located in the center of the campus. This magnificent facility features a beautiful 15,000 square foot sanctuary with a seating capacity of over 600, a prayer and parlor room, a chaplain’s suite, a narthex, and gathering areas. The facility is also home to the Office of the Dean of Chapel and houses the cultural and religious activities of the University. This edifice displays in its stained-glass windows an artistic representation of the University’s history and its connectional relationship with The United Methodist Church.
The Haywood L. Strickland Living-Learning Center
During its November 2011 meeting, the Board of Trustees voted unanimously to name the new 500-bed facility in honor of president, Dr. Haywood L. Strickland. Construction began on the University’s fifth residence facility in the summer of 2011. The Haywood L. Strickland Living/Learning Center opened September 2012 and was consecrated by the Board of Trustees on November 2, 2012. The facility contains computer labs, study lounges, offices, meeting spaces, residential quarters for 500 students and a grand foyer which also functions as an art gallery with a premiere collection of ethnocentric art contributed by Mr. and Mrs. Harry (Dr. Kim) Long. In 2019, there was a partial renovation of the facility.
Kenneth “Kenny” Ponder Welcome Center
The newest building on the Wiley University Campus, the Ponder Welcome Center is the first campus building as you approach campus via Rosborough Springs Rd/Wiley Ave. This building serves as the hub for the Division of Institutional Advancement.
CAMPUS MASTER PLAN
The future growth and development of the University’s buildings and grounds for the next twenty (20) years are reflected in the Campus Master Plan 2031. This plan is the result of a thorough space needs analysis and provides for optimal use of existing land, as well as, planned property acquisitions based on enrollment projections. The Campus Master Plan 2031 is the University’s first comprehensive master plan that calls for transforming the physical infrastructure.
Morris Thomas, Ph.D., MBA, PMP
Provost and Vice President for Academic Affairs
Academic Affairs is responsible for coordinating the educational programs of the University. Approximately sixty to seventy percent of students at Wiley University are in the “traditional program.” They are recent high school graduates in their teens or early twenties attending college on a full-time basis with classes scheduled generally from 8:00 a.m. to 9:00 p.m. Monday through Friday. Another fifteen to twenty percent are “non-traditional students” who attend on evenings and weekends. These are adult students who are at least twenty-five (25) years of age and employed full-time in various occupations, pursuing degree completion or continuing education. A growing number of students are now taking courses online through the Wiley University Office of Extended Education. This innovative program seeks to accommodate any student who does not fit into the previous categories. The Office provides support for students to complete entire fully accredited degree programs by distance learning.
The Division of Graduate and Online Programs is proud to provide leadership for all distance, online, adult degree-completion, and other non-traditional degree program options at Wiley University. Our office helps to advance the excellence of research, scholarship, teaching, learning, and administrative functions to better support the academic enterprise at Wiley University.
Wiley University is committed to exploring new and different ways of providing educational opportunities (credit and non- credit courses) to citizens of this region. This commitment is not only to traditional students, but also non-traditional students and working adults as well. The University has added and enhanced its offering of courses and degree programs via the online modality to include offering courses through Interdisciplinary Studies, Organization Management and Criminal Justice Administration. At the Shreveport, Louisiana Police and Fire Academy site, classes are offered from 6 p.m.-10 p.m., Tuesday-Thursday. The Office of Extended Education and the Division of Academic Affairs are responsible for coordinating these activities and services with all facets of the University to ensure that the needs of the non-traditional students are addressed.
Components of the evening program include the following:
(a) Two adult degree-completion concentrations: Organizational Management and Criminal Justice Administration. These programs serve working adults who are twenty-five (25) years of age or older and who generally have an associate degree or sixty (60) college credits and desire to complete their university degree. For additional information about these programs, contact the Office of Extended Education.
b) General education and non-accelerated degree-completion courses are offered to mature students in various occupations. This program is designed for those who desire to complete degrees in one of the majors offered through attendance to selected day and/or evening courses on campus and/or courses offered through the distance learning (online) program of the university. A distinct advantage at Wiley University is that with the appropriate advisement, a degree may be earned using a combination of these different avenues for learning.
Distance Learning
The University offers students the opportunity to earn college credit or complete certain degrees at a distance through two (2) types of online courses: fully online or blended. Fully online courses are taught entirely over the Internet. Students sign into the course where they “meet” their instructor online, access the syllabus and other course materials, participate in discussions, collaborate with other students, turn in assignments, and engage in a variety of assessments (i.e., quizzes and exams).
Blended courses require regular, predetermined classroom attendance in addition to coursework that is conducted online. Both types of online courses provide students with flexibility and convenience. Some online courses allow for real-time interaction through chats or the virtual classroom. Online courses require the same prerequisites, admissions, and registration procedures as do on-campus courses. Online courses have the same learning objectives as those taught in a traditional format. Distance Learning students have access to the same services as do on-campus students, including online or walk-in counseling and advising sessions, and access to library databases and other resources.
DEGREE-GRANTING SCHOOLS, MAJORS, CONCENTRATIONS, MINORS, AND SUPPORT COMPONENTS
Wiley University offers four (4) degrees: The Associate of Arts (A.A.), the Bachelor of Arts (B.A.), the Bachelor of Science (B.S.), and the Bachelor of Business Administration (B.B.A.). The University offers thirteen (13) majors and five (5) concentrations leading to the bachelor’s degree as well as eleven (11) minors in the fields of study, as listed and numbered in Table 2. This table outlines the organization of the degree-granting schools and their coordinating academic areas that facilitate the administration of closely related departmental majors and minors. The adult degree- completion programs are marked with an asterisk (*).
Academic Affairs is also responsible for the activities of the Thomas Winston Cole, Sr. Library, and all grant-supported academic activities including research grants, academic enhancement, and community outreach programs.
Minors
Every student enrolled in the University, including freshmen, must register with a chosen major. A student may change his/her major any time, preferably at the completion of any semester after consultation with his/her academic advisor by completing and submitting the appropriate forms to the Office of Student Records/Registrar.
A major is a program of study offering both depth and breadth in a particular discipline or field of study. The requirements and the curriculum for a major are determined by the faculty in the academic department offering the major with the appropriate approvals of the Academic Council and the Vice President for Academic Affairs. A major consists of a minimum of 30 and may not exceed 56 semester credit hours representing a prescribed set of courses in the specific discipline.
The University adheres to the standard definition for one semester-hour credit associated with a class meeting for 50 minutes per week for a 15-week semester (or the equivalent 750 minutes of contact time). There is an expectation that each in-class hour of college work should require two hours of preparation or other outside work. Therefore, a three- hour credit course meeting three times per week for 50 minutes (in a 15-week semester) is expected to have formal student-teacher classroom contact for a total of 45 hours per semester plus approximately six hours of homework per week x 15 weeks (90 hours) for a total investment of approximately 135 hours for a typical 3-hour credit course.
Concentration is an area of prescribed specialization or program of study within a given major. Concentrations may be embedded as part of the requirements of a major or may appear as a separate option within the major. A baccalaureate degree is earned when required courses in the major and/or concentration are combined with the general education, departmental, major field of study and elective requirements to meet or exceed the required minimum total required hours for graduation.
A minor is an option open to every student. It is a secondary field of study outside of the major and concentration, often seen as complementary, and it generally requires eighteen (18) to twenty-four (24) semester credit hours. Students cannot earn a minor in the same area as the major or concentration. Likewise, students cannot earn a concentration in the same area as the minor.
Two (2) major programs offer concentrations as shown in Table 2. There are four (4) concentrations in Business Administration: 1) Accounting, 2) Computer Information Systems, 3) Management, and 4) Organizational Management. Students in Interdisciplinary Studies have a concentration in General Education. The Organizational Management and Criminal Justice Administration programs are designed for working adults who are twenty-five (25) years of age or older and who have earned at least sixty (60) hours of university credits.
A degree plan is the prescribed set of courses and graduation requirements mandated by the university for a student to earn one of the degrees conferred by Wiley University. Within a degree plan, there are a number of options from which the student must choose in terms of content and timing. The student, in consultation with his/her advisor, will review the degree plan for the chosen major, study its requirements and review the suggested four (4)-year schedule of courses in the course catalog for this chosen major.
With that information, the student, in discussion with the advisor, outlines the degree plan. The student makes all choices and completes all optional courses in the appropriate sequence within his/her eight-semester degree program curriculum (some plans may be shorter or longer depending on the class load chosen by the student). This degree plan must be reviewed and may be revised at the end of each semester as the student successfully completes courses, meets requirements, chooses new options, and retakes courses in which he/she was not successful. The objective is that each time there is a change to the current degree plan, the effects of that change are “rolled-out” throughout the remaining parts of the plan, the best and most efficient new course sequence is mapped out completely, and any resulting change in the projected graduation date is noted. A current degree plan is not only useful for the student; it also allows the advisor, the department, and the university to make preparations to satisfy the needs of the students in the most efficient and mutually beneficial manner.
Paper copies (in addition to official electronic information) of a student’s current degree plans are maintained in files in the student’s major departmental offices and advisor’s permanent record. The official student records are maintained by the Office of Student Records/Registrar in the university’s course management system (Jenzabar).
A student may change a major by completing the Petition to Change Major Form, obtainable from the Office of Student Records/Registrar, the appropriate school’s dean, or the University’s web page. Any changes in a student’s official degree plan must be approved in writing by the appropriate advisor, the dean of the school in which the student is enrolled, as well as the dean of the school to which the student wishes to transfer. A copy of this completed form is signed, dated and submitted by the student to the Office of Student Records/Registrar.
While such an occasion is rare, if a major is suspended or discontinued because of low enrollment or other factors, a student will be counseled into a new major. Additionally, the university will provide support and assistance to the affected students to ensure a smooth transition to a new major.
The course prefixes and corresponding fields of study used at Wiley University are listed in Table 3.
Wiley University is a member of the Texas Common Course Numbering System (TCCNS). This system is designed to aid students in the transfer of general education courses from colleges and universities throughout Texas. This system ensures that when students take courses that the receiving institution identifies as common, the course will be accepted in transfer.
The course numbering system consists of a four-letter alphabet prefix followed by a four-digit course number. This provides for a unique number for every course offered by the university. The first digit of a course number indicates the academic level as follows: 1, freshman; 2, sophomore; 3, junior; 4, senior. The second digit indicates the number of semester hours of credit. The last two (2) digits indicate a unique course within each academic field and their natural sequence of complexity. Higher numbers are given to more advanced courses. Generally, consecutive numbers represent a two (2)-semester course sequence and the lower number in the sequence may be a prerequisite for admission to the second-semester course.
The University adheres to the standard definition for one (1) semester-hour credit associated with a class meeting for a fifty (50)-minute session (teacher: student contact hour) once per week for not less than fifteen (15) weeks, including testing periods, and an expectation that each in-class hour of college work should require two (2) hours of preparation or other outside work. Courses with laboratory periods (generally in the sciences) follow the same convention for lecture hours, but with a laboratory. The laboratory is included in the four (4)- hour course and generally represents two (2) to three (3) fifty (50) minute periods of laboratory per week, in addition to the lecture hours, for no less than fifteen (15) weeks. For example, the course BIOL 1411 General Biology I (Zoology emphasis) includes the laboratory and generally will meet for lectures three (3) times per week for fifty (50)-minute periods each, plus two (2) to three (3) additional fifty (50)-minute periods – (100 to 150 minutes) of laboratory practice per week for not less than fifteen (15) weeks.
In accelerated courses, the class meets no less than four (4) fifty (50)-minute periods (contact hours) per week for at least five (5) weeks with added assigned outside structured homework, research, projects, and/or online complementary assignments or additional sessions (weekend lecture/workshops) designed to involve at least fifteen (15) additional hours per week and to ensure the learning outcomes, time on task and experience described in the course description and syllabus are adequately met by at least seventy (70) percent of the students who complete the course.
Certain courses for which there is limited demand are offered on alternate years. A notation at the end of the course description indicates whether a course is offered in even or odd years (i.e., “This course is offered only in even years.” or “This course is offered only in odd years.”). Courses offered regularly do not show either of these notations. If courses offered every other year are required in a degree program, it is the responsibility of the student, working with his/her academic advisor, to fit such courses into his/her degree and graduation plans to ensure timely completion of the chosen program of study. The maintenance of a well-designed Degree Plan is crucial in these cases.
Each student is assigned an advisor to assist the student in planning and implementing his/her academic career at Wiley University. As soon as a student is admitted to the university and has chosen a major field of study, the student is matched with his/her advisor by the dean over his/her chosen major working with the Office of Academic Affairs. Early contact between new students and their advisors, even before matriculation, is strongly recommended. The dean or a designee may advise the student when the assigned advisor is not available.
Freshmen and sophomores are assigned an advisor from the Office of Student Achievement and Retention; they are mentored by departmental faculty. Juniors and seniors are assigned an advisor from their departmental faculty and are mentored by faculty within the student's chosen major. A first-time freshman is advised by an individual designated as their Office of Student Achievement and Retention Coach. Each coach is responsible for a small cohort of compatible students.
Each new freshman admitted to Wiley University is guided by a four-year degree plan found in this catalog for the student’s chosen major. The student, with his/her advisor, is expected to develop a comprehensive degree plan. A degree plan is a listing of all the courses and activities the student must complete to qualify for graduation by a target graduation date. This is the “road map” that will guide the choice and sequence of courses the student will progressively complete. The construction, regular review, and maintenance of both (a) the degree plan form and (b) the recommended four-year curriculum, are crucial and will result in the most efficient completion of a degree. Additionally, transfer students will need their transcript (s) from prior colleges attended and the record of advanced placement (AP) high school credits, if applicable.
As much as possible, every student should complete the General Education core requirements (45 credit hours) by the end of his/her sophomore year. He/she should be enrolled in at least one course in her/his major every semester until all major requirements are fulfilled. During initial advisement sessions, the advisor and the student design the four- year degree plan to fit into a specific sequence of eight (8) semesters (recommended four-year curriculum). This requires completion of an average course load of sixteen (16) semester hours for the eight semesters (16 hours x 8 semesters = 128 credit hours) allowing for one or two “course repeats” if needed. Changes in the plan must be documented at the end of each semester, ensuring that the full impact of such changes is mapped and rolled out to define its effect on the graduation date. A comparable graduation plan is developed for transfer students after their transcripts have been evaluated, and transferable courses have been determined. It is critical that it is examined and updated regularly since transfer students generally have a shorter timeline to meet all graduation requirements.
Although enrollment in twelve (12) semester hours is equivalent to full-time academic status, a normal academic load at Wiley University for a full-time student is fifteen (15) to eighteen (18) semester hours per semester. A student may take up to 21 semester hours with approval of the Vice President for Academic Affairs, the appropriate dean and advisor, provided the student has maintained a cumulative grade point average of 3.0 or above for the two semesters prior to the overload request and agrees to pay the excess course load fee (see Tuition and Fees). Students on academic probation and those granted conditional or probationary admission may be required to take a reduced load (12 to 15 hours). Under extenuating circumstances, a student may be allowed to take more than three (3) additional semester hours while student teaching with the approval of the dean of the School of Education, Arts, and Sciences and the Director of Teacher Education. Students enrolling in fewer than twelve (12) semester hours are classified as part-time students. A student who is classified as part-time must check with the Financial Aid Office to ensure eligibility for financial aid. A student may accumulate additional credits in a given semester through credits earned by Credit by Examination or Credit for Prior Learning.
A student may adjust class schedules for which he/she has already registered, by adding and/or dropping courses or by withdrawing by fixed dates. Add/Drops are allowed only up to the Census Date (12th class day) of each semester. Withdrawals from any course are allowed only up to a date set, generally one week after mid-term grades are due in the Office of Student Records/Registrar. Specific procedures and deadlines must be adhered to in making these changes. A student may drop or add a course by completing an Add/Drop form and securing the approval of the instructor of record, the advisor, the appropriate dean, and the Vice President for Academic Affairs. The course addition or withdrawal becomes effective only when the completed form is filed with the Office of Student Records/Registrar by the stipulated date.
Academic status is based on the total number of semester credit hours earned with classifications designated as follows:
Freshman 0-29 semester hours
Sophomore 30-59 semester hours
Junior 60-89 semester hours
Senior 90 semester hours and above
Course Modalities, Definitions, and Course Codes
Direct-Instruction (DI)
A course that involves individualized direct supervision or guidance, typically with no classroom instruction. The schedule is worked out with the supervising instructor or researcher and may be in person, online or some combination of modalities. Details should be established through conversation with the supervising instructor or researcher before registration. Not required to take place on a specific day and time (where applicable and per the instructor of record).
This modality can be used for dissertations, thesis, independent study, voice class, internships, etc.
Emergency Remote Instruction (ER)
A virtual delivery modality that occurs when students and instructors are not in the same location. Emergency Remote Instruction is usually implemented in rapidly changing landscapes with differing needs and limitations and involving a "temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances" (Hodges et al., 2020, p. 6).
Hybrid (HB)
A course modality where ideally 50% of the instructional meeting contact hours take place virtually. For example, if a class is scheduled to meet twice a week for the semester (i.e., 32 instructional sessions not counting finals), then 16 of those instructional sessions take place in-person (instructors of record do have flexibility with the 50% formula and are encouraged to make the class schedule available for their students). Part of the instructional time is completed by the instructor and students physically sharing the same physical space/location at the same time. The remainder of the course time is completed in a virtual/remote environment (i.e, learning management system, web conferencing tool, etc.). These sessions are required to take place on a specific day and time.
Hy-Flex(HY)
A course modality where instructional delivery and learning facilitation can integrate in-person instruction, online synchronous video sessions, and/or asynchronous content delivery. Students are expected to be able to fully engage in the class session regardless of their location.
Please note: Being on camera is required for all participants in this learning modality, whether you are participating in-person or virtually.
In-Person
A course modality that meets entirely in-person; may utilize the Learning Management System and other digital learning tools to enhance the learning experience.
In-person courses are your prototypical didactic lecture or seminar course, where students and instructors meet in a designated location on a set schedule. Most of the learning happens synchronously during the class session. Students have little flexibility as the course is designed for learners and instructors to be together at the same time and place.
In-person courses must meet 1-3 times per week on campus at particular days and times.
Students will complete regular reading and homework outside of class, but class activities and instructional support primarily happen in the classroom. Due dates can be expected several times each week, many of which correspond with class meeting days.
Students must be able to attend the in-person instructional sessions.
Online (OL)
At Wiley University, a course designated as an official online course must undergo a Learning Design and Quality Assurance process and be designated an approved online course.
To initiate this process, email
Omcafee@wileyc.com or mking@wileyc.com
Instructors of Record must complete any required training determined by the Division of Academic Affairs to be assigned as instructor of record in this modality.
All instruction occurs virtually/online utilizing the Learning Management System and other technological tools. There are no required in-person components.
100% of the instructions, whether asynchronous or synchronous, occur online. Fully asynchronous courses are not allowed outside of approved online programs at Wiley University.
Please note: This instructional modality may require students to be on camera.
Virtual (Synchronous) (VS)
This modality meets at scheduled times via video conferencing tools, such as Zoom, MS Teams, etc. The scheduled meetings cover the entirety of the required contact hours for the course and have no in-person requirement. 100% of the instructional content is delivered using digital learning tools. All aspects of the course include instruction, assignment submission and faculty office hours, are hosted in a virtual/remote environment (i.e., learning management system). Course instruction is required to take place on a specific day and time.
Students must be able to attend and engage/interact with other students in the virtual instructional sessions just as they would for an in-person instructional session. Students will need the appropriate digital learning tools to participate in this instructional modality.
Please note: This instructional modality may require students to be on camera.
A student becomes a member of a class/course only by registering through the proper procedure. A student may add or drop a course after the initial registration by filing a completed and approved Add/Drop Form by the specified deadline. Registration has online (electronic) and in-person components and is held on dates shown in the academic calendar and announced by the Office of Student Records/Registrar. Students registering after the regular registration period will be charged a late registration fee. The registration process is not complete until the student has acquired final clearance respectively from the Offices of Business & Finance and the Information Systems and Technology Division.
The semester course schedule is published online by the Office of Student Records/Registrar. Students who fail to take advantage of academic advising and do not follow a well-developed degree plan may experience difficulty in meeting graduation requirements in a timely manner. It is not the responsibility of the university to assist a student to make up time wasted through improper course scheduling contrary to a well-developed and approved degree plan. Specific instructions for places and procedures for registration are provided by the Office of Student Records/Registrar. Students will generally follow six sequential steps:
Step 1. Complete all admission requirements and receive a letter of acceptance (if a new or transfer student). Continuing students proceed to step 2.
Step 2. Complete application for campus housing (resident student) or obtain clearance to qualify for independent housing (off-campus/commuter student).
Step 3. Meet with the assigned academic advisor to determine a schedule showing the courses in which the student will enroll during the upcoming semester. This semester course registration schedule should parallel the student’s prepared and approved degree plan.
Step 4. Complete registration link in the electronic registration system of the University (MyWiley).
Step 5. Confirm the list of textbooks and other materials the student is expected to own or have access to for each of the courses to be attended. Define what sources will be used and proceed to obtain them on time for the first class. All courses use electronic and hard copy textbooks from Cengage Unlimited so the students may not have to purchase traditional textbooks for a course. If there is a question, contact the professor of record or the dean of the school in which that course is offered.
Step 6. Obtain a photo and electronic identification badge, computer and e-mail access codes, and final clearance from the Information Systems and Technology Division.
Each class instructor receives the class roster electronically with each student’s name listed as generated by the Office of Student Records/Registrar. Students attending a class whose names are not on the official electronic roster must report immediately to and/or make contact with the Office of Student Records/Registrar to validate their registration for that specific course. A student may not continue to attend class if not officially listed on the electronic roster for that course. Any course for which a student registers is recorded as “attempted” and will bear a grade notation on the student’s transcript. If the student drops the course using the proper procedure or is administratively withdrawn, the course will still appear on the transcript with a grade of “W” (withdrawn). Courses with grades of “W” are listed as “courses attempted” and do not affect the grade point average, but at some point, may affect eligibility for financial aid. A student is expected to attend and participate in all scheduled sessions for each course for which he/she is registered until the student officially completes the course or formally withdraws from the course. No student can be admitted to a course after the official census date (12th day of class), whether initially registered or not.
Students who are currently enrolled in Wiley University will generally register for the entire upcoming academic year (fall and spring) during a registration period set by the Registrar in the academic calendar (usually starting after the first month of classes in the fall semester until the end of the semester) as published by the Office of Student Records/Registrar. This registration allows the student to receive maximum personal attention and service from his/her academic, business, financial aid, and career advisors. It also provides for preferred placement in courses with multiple sections and improved planning for financial aid, scholarships, internships, etc. Continuing students who have completed this process are considered registered for the new semester
Registration (on published dates) immediately before the first day of class for any semester is exclusively reserved for new students and transfer students. This registration is closely linked with the scheduled Freshman and Transfer Student Orientation activities and induction into the Office of Student Achievement and Retention and the “First-Year Experience Program.” The focus of the advisors and registration staff from all departments is dedicated to incoming new and transfer students at the start of each semester. Please contact the Registrar’s Office to obtain the specific registration dates for students in the Adult Degree-completion Programs (Organizational Management and Criminal Justice Administration). Students in these programs follow a slightly different schedule from those of the traditional University because they are in an accelerated program that operates year-round (12 months).
Students must register on the appointed days described above for their admission status. There is still an opportunity for the following students to register late with an additional fee: (a) Continuing students who did not pre-register; (b) Students who pre-registered but did not check in on the official registration/check-in day; (c) New or transfer students who did not register before the first day of class. All these students may register in the “late registration window” that extends from the official first day of class through the 12th day of class. They will be assessed a late registration fee (see Tuition and Fees). Registration closes at 5:00 pm on the announced Census Day (generally the 12th class day). The preregistered status of students in the second category above disappears the moment regular registration closes. These students have access only to classes and spaces remaining open at the time of their late registration and have no prior claim to rooms or specific class seats or any former privileges.
Students from high schools with the Advanced Placement (AP) Program may contact the Office of Student Records/Registrar for evaluation of transferable credits that may be awarded as a result of participation in the AP Program. Credit will be awarded at Wiley University for AP courses based on the certified test scores as follows:
*These letters correspond to the requirements for the associated course. For more information concerning these courses, please see http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html.
The Office of Student Records/Registrar will place the Advanced Placement (AP) credit on the student’s permanent record upon receipt of proof of payment as outlined in the Special Fees section of the University catalog.
Wiley University accepts course credit earned at institutions fully accredited by their regional accrediting association. Credit earned at colleges and universities that have become candidates for accreditation by a regional association is acceptable in a manner similar to that from regionally accredited universities, if the credit is applicable to a degree program at Wiley Universities. In addition, the following guidelines are used by the university to determine whether transfer credit will be accepted:
Official transcripts will be evaluated, and course transfer credits may be granted, provided the courses are applicable to the Wiley University degree. University catalogs from the previous institution may be requested from students. The evaluation is made using only official transcripts sent directly to the university from the last university attended or hand-delivered in an original, sealed envelope which bears the official school seal. Electronic transcripts submitted from the last university attended are accepted as official transcripts. Transcripts that are faxed, marked "student copy" or "unofficial" are not accepted.
Credit will be accepted for individual courses for which a grade of S (Satisfactory), P (Pass), or C or better was earned.
No more than 15 credits will be awarded for dual credit courses (university courses taken while concurrently enrolled in high school or GED program). Combined dual credit and Advanced Placement or International Baccalaureate will be limited to 30 semester credit hours.
Courses must be university-level and not developmental or vocational.
Credit for non-traditional learning experiences, such as the armed service,s will be evaluated on a case-by-case basis and in accordance with the recommendations of the American Council on Education (ACE) and as described in this catalog for Credit for Prior Learning (CPL). In awarding credit for non-traditional learning, the university will review and evaluate documents such as certificates, publications, test scores, licenses, job performance appraisals, and the like, and award credit if the assessment identifies the learning as creditable, relevant, and university-level.
Academic departments have the right to impose limits on the age and grade level of transfer credit courses.
When a transfer course is repeated at one or more institutions, the credit and grade for the course with the higher grade are counted in the transfer and cumulative GPAs.
Transfer credit is evaluated on a course-by-course basis. Based on total transferable credits, students transferring to Wiley University with an Associate of Arts degree or 60+ credit hours prior to matriculation are exempt from the Academic Success Seminar (GESS 1100 and GESS 1200, three credit hours total) general education requirement.
Adult degree-completion program and evening and weekend students (at least 25 years old) are exempt from the Academic Success Seminar (3 credit hours) and the Physical Education (2 credit hours) general education requirements.
Students transferring to Wiley University with 30-59 credit hours with one or two Freshman Seminars or equivalent credits prior to matriculation are required to matriculate in the Academic Success Seminar (3 credit hours) and must complete one hour of the Physical Education general education requirement, if younger than twenty-five (25) years at the time of admission.
If the credits being transferred were awarded in quarter credit hours, the credits will be converted to semester hour equivalents using the ratio of 3.0 quarter credit hours equals 2.0 semester credit hours. If the credit hours for a parallel course are less than those granted by the University, the course will not be accepted for transfer. The student may receive credit by examination, if applicable.
A transfer course must closely parallel courses in the student’s chosen curriculum as offered by Wiley University. Unrelated courses may be transferred to meet elective degree requirements as determined by the academic school granting the degree.
When a student changes his/her major or concentration, all transfer credits will be evaluated based on the new program requirements.
International students requesting transfer of credit courses from international institutions of higher education must present official records in the original language, accompanied by a certified English translation of all non-
English language transcripts. Translations must be literal and complete. Course evaluations must be obtained through an approved U.S. foreign credential evaluation service. Faxed documents are not accepted.
After enrollment at Wiley University, a regularly matriculated student must obtain permission before taking a course at another institution for the purpose of meeting degree or general education requirements at Wiley University. Affected students should consult with their major field advisor and school dean and submit the appropriate application form to the Vice President for Academic Affairs for approval. Courses taken without prior approval may not be transferable to Wiley University.
PLA Portfolio Overview
PLA portfolio assessment is a rewarding process through which students document their learning from experience to earn college credits. A portfolio is built by matching a college course within a declared Wiley University degree program with the knowledge and skills gained by professional or life experience (work, through volunteerism, independent self-directed study, travel, etc. In awarding credit for such non-traditional learning, the University will review and evaluate documents such as certificates, publications, test scores, licenses, job performance appraisals, and the like and award credit if the assessment identifies the learning as creditable, relevant and college level.
Once a non-traditional student is matriculated into the Extended Education Program and appears to fit the experiential qualifications, such a student, after completing MANA 3100-Career and Portfolio Management with a 'C' better, may apply for PLA, and prepare and submit his/her portfolio for evaluation for the conversion of applicable and documented previous learning experiences into credit hours for specific courses.
*Note: Applying for prior learning assessment does not guarantee that course credit will be granted. Credit for prior learning will be granted based upon each non-traditional student's experience and the extent to which that experience is documented and deemed to be equivalent to comparable learning achieved in college level coursework. A student may earn up to 24 semester hours through credit for prior learning.
Credit hours for prior work benefit non-traditional students in several ways:
Provides an opportunity to acquire college credits based on work/life experience.
Reduces the amount of time required to earn a degree by up to one academic year.
Reduces the overall cost of education.
Fees for PLA
Every student who applies for Prior Learning Assessment credit must work with an advisor to complete the appropriate application for Prior Learning Assessment Form and submit a $25 fee. Students submitting multiple options on one application (due to multiple sources of credit) only need to pay one $25 fee. Students are charged a discounted tuition fee of $60 per credit hour awarded for prior learning assessment ($180 per 3 credit course).
1. Students who are interested in a prior learning assessment should first consult with their advisor. Student must complete Application for Prior Learning Assessment form with all required signatures and pay $25 application fee.
2. Once a non-traditional student is matriculated into the Extended Education Program and appears to fit the experiential qualifications, such a student, after completing MANA 3100-Career and Portfolio Management with a 'C' better, may apply for PLA, and prepare and submit his/her portfolio for evaluation for the conversion of applicable and documented previous learning experiences into credit hours for specific courses. This is an online course that will teach students critical thinking reflection skills to rethink the value of learning from experience and will also teach the student how to build a Learning Portfolio. This is a non-credit, interactive, and self-paced workshop offered through Canvas.
3. To build the electronic portfolio the student will:
Identify courses based upon their descriptions and syllabi that best match the student’s expertise. The student will determine if what she/he knows is the same as the learning outcomes for the course.
Prepare a narrative (comparable to an end-of-semester term paper) that describes how the student meets the course learning objectives through his/her experience, what has been done, how the student knows what she/he knows, and how she/he links theory and application.
Provide documentation to prove that what the student says is supported by evidence. This could include letters from supervisors, videos, work product examples, certificates of completion, and more.
4. The completed portfolio(s) is reviewed and assigned to a faculty assessor with specific subject matter expertise. Students will learn how to do this in the workshop. They have been trained by CAEL to review the portfolios with consistency and academic integrity. The assessor reviews the portfolio and provides feedback. The assessor evaluates the portfolio and determines if credit is awarded based upon CAEL Prior Learning Assessment general rubric.
5. The credits approved for the course or courses earned by portfolio are documented on an NCCRS Transcript and sent to the HCC Office of Admissions and Records. Students are eligible to receive up to 24 credits for prior learning.
6. The credits are posted to the student’s transcript.
Portfolio for Prior Learning Assessment should include the following:
Course Information: Including the course number, name, and number of credit hours for which a student is awarded upon passing the course.
Learning Narrative Introduction: Begins with an introduction to provide context for the assessment. Students generally provide some personal information, references to career progression, and academic goals as related to the portfolio. This should include the “why” and the “what” of the portfolio. Why does the student believe they should be awarded credit for the course and a brief overview of what is contained in the portfolio as evidence of learning.
Learning Narrative: Students will use an essay format using citations when applicable to express their acquisition of each course learning outcome through prior learning experience. The narrative should be organized narrative by referencing each learning outcome, objective, competency, or topic.
References to Documentation: Documentation should show the assessor how various artifacts bring evidence to experiential learning claims.
Learning Narrative Conclusion: “final arguments for credit” for her portfolio.
Actual Documentation: Jacqueline presents appropriate documentation in the form of work products, a resume showing her responsibilities as a purchasing manager, her Certified Purchasing Manager Certificate, and a letter of verification.
a. Certificates and licenses
b. Professional development transcripts
c. Letters of verification from an expert or employer attesting to specific learning outcomes, objectives, or competencies referenced in the learning narrative
d. PowerPoint presentations
e. Resume (Note: the resume is only used to document one’s experience)
f. Work products, such as spread sheets, strategic plans, newsletters, reports, and websites
g. Audio or video recordings of the student performing specific tasks, such as making a speech or performing a specific skill
References: APA citations are specified in a References or Works Cited section.
Credit or competencies are awarded only for evidence of learning, not for experience or time spent.
Assessment is integral to learning because it leads to and enables future learning.
Assessment is based on criteria for outcomes that are clearly articulated and shared among constituencies.
The determination of credit awards and competence levels must be made by appropriate subject matter and academic and credentialing experts.
Assessment advances the broader purpose of equity and access for diverse individuals and groups.
Institutions proactively provide guidance and support for learners’ full engagement in the assessment process.
Assessment policies and procedures are the result of inclusive deliberation and are shared with all constituencies.
Fees charged for assessment should be based on the services performed in the process and not determined by the amount of credit awarded.
All practitioners involved in the assessment process pursue and receive adequate training and continuing professional development for the functions they perform.
Assessment programs should be regularly monitored, reviewed, evaluated, and revised to respond to institutional and learner needs.
An advisor guides each non-traditional student through the process of evaluating his or her portfolio. The benefits of a guided portfolio development are that it:
Provides assistance with navigating the assessment process for non-traditional students.
Provides an opportunity to explore work and life experiences accomplishments in depth.
Promotes development of academic skills and enhances motivation to toward career goals.
Provides an opportunity to be mentored and evaluated by an advisor who appropriate assessment expertise through continued professional development.
Facilitates understanding of learning outcomes and evaluates college course offerings in preparation for creating a portfolio.
Provides a flexible and interactive environment to explore personal experiential learning as a part of a cohort group.
Promotes an ability to conduct effective research and provide accurate documentation.
Promotes critical and analytical thinking.
Promotes a broader understanding of the personal definition of learning.
Veterans with at least one year of military service may be allowed a maximum of six semester hours of credit in health and physical education in accordance with recommendations of the Commission on Accreditation of Service Experiences. In addition, veterans admitted to the Organizational Management Program may qualify for additional credit for prior learning experiences.
To ensure the sustainability and efficiency of the Credit for Prior Learning work, it is recommended that the university have no less than 3 faculty/staff members certified to conduct portfolio assessments. It is also recommended that the following faculty/staff positions obtain Prior Learning Assessment certification and participate in annual Credit for Prior Learning professional development:
Director of Online Engagement & Retention
Director/Instructor of Organizational Management
Director/Instructor of Criminal Justice Administration
Other faculty/staff positions certified to conduct portfolio assessments may include the university registrar, academic deans, and/or academic advisors. Wiley University obtains our certification and professional development through CAEL (Council for Adult and Experiential Learning).
Portfolio assessment data collection is an important aspect of administering a high-quality portfolio assessment program. Here are some data points that are useful in providing adequate oversight:
● Number of credits awarded per student
How many credits are awarded per student?
What is the most credit that has been awarded and how frequently?
What is the credit awarded/credit denied rate?
Are courses being requested for certain academic programs or majors?
How are the credits used—for electives, general education, or to meet major/degree requirements?
● Portfolio student academic outcomes
When portfolio students earn credits for prerequisites, how do they perform in subsequent courses?
Do they have higher persistence and graduation rates, as the national research indicates?
How do their GPAs compare to non-portfolio students?
● Assessor statistics
How many portfolios are assigned to assessors?
Which assessors are assessing the most portfolios?
Are there trends?
● Timing
What is the assessor turnaround time for portfolios?
Are there peak times for portfolios?
Are portfolios completed by first-year students?
The Office of Student Records/Registrar will place the credit for prior learning on the student’s permanent academic record upon receipt of proof of payment as outlined in the Special Fees section of the University Catalog.
Veterans with at least one year of military service may be allowed a maximum of six (6) semester hour credits in health and physical education in accordance with the recommendations of the Commission on Accreditation of Service Experiences. In addition, if a veteran is seeking admission to the university’s Evening and Weekend Program, including the Organizational Management, Criminal Justice Administration, and post- baccalaureate programs, the candidate may qualify for Credit for Prior Learning experiences. Veterans should submit official copies of service records for evaluation prior to initial matriculation.
Granting of academic credit for military service school experiences will be guided by the evaluations prepared by the American Council on Education and published in the “Guide to the Evaluation of Educational Experiences in the Armed Services.”
Students who do not agree with the university’s decision on the granting or placement of credit earned at a prior institution have the right to submit an appeal to the Vice President for Academic Affairs or their designee
To graduate from Wiley University, a student must be in good academic standing, which means that the student must have a cumulative grade point average of “C” (2.0) or better (2.75 for teacher education candidates), must have fulfilled all financial obligations to the university, and must have exhibited conduct in keeping with the standards set for students at the university.
In addition, the candidate must comply with requirements outlined for a particular major, including, but not limited to, the following:
Attain no grade less than “C” in major and minor courses.
Attain no grade less than “C”.
Complete a minimum of twenty-five (25) percent of the semester credit hours required for the degree through instruction in residence at Wiley University.
Complete a minimum number of semester hours required for graduation in the chosen major (excluding hours earned in developmental courses) and meet all other applicable requirements for the degree as described in the applicable University Catalog.
The student’s final degree plan must meet the graduation requirements under the catalog that was current when the student first registered at Wiley University and pursued uninterrupted studies through to graduation. When a student re-enrolls at the university following a break of one or more semesters, the student’s graduation degree plan is governed by the catalog that is current upon their re-enrollment, and that is continued uninterrupted through graduation.
A student may graduate with a double major if he/she has met all the graduation requirements listed for each major independently from each other. Courses required for one major may serve as electives for the other and vice versa. The same credits for general education courses may provide the core for both degrees.
A student who takes more than four years to graduate after having been admitted to a major field of study may be required to take additional courses in order to satisfy any new requirements for the degree and/or for graduation.
Students must adhere to the following procedures to obtain candidacy status for graduation:
Working with the major advisor and no later than the sixth week of classes before the end of the semester when the student will complete a minimum of 90 semester hours (one year before expected graduation), a potential graduate must update, complete, sign, and file with the Division of Academic Affairs a final formal degree plan demonstrating how all graduation requirements will be completed by the projected graduation date. After approval by the advisor and the department chair, the document will be submitted to the Vice President for Academic Affairs.
After review and approval of the final degree plan, the Vice President for Academic Affairs submits it to the Office of Student Records/Registrar for final review. If any issues are uncovered, the student and advisor will be notified to include the necessary adjustments to the plan and affirm or redefine the graduation date. These adjustments must take place before the close of registration for the semester prior to the one in which the student expects to graduate (e.g., fall when the student expects to graduate at the end of the spring semester). The student is expected to follow the plan with no changes, earn a passing grade in every course on the plan, and meet all other graduation requirements in a timely manner issued by the Office of Records/Registrar. The Vice President for Academic Affairs will then request approval of the student’s graduation candidacy by the University faculty as a body (fall), by the Executive Cabinet (fall), and by the Board of Trustees (spring).
No later than the fall semester mid-term, the potential graduate must complete and file an Application for Graduation provided by the Office of Student Records/Registrar and pay the graduation fees (see Tuition and Fees section of this catalog). An additional late graduation application fee will be charged for filing and/or paying the graduation fee after this published date.
The potential graduate must submit official transcripts to the Office of Student Records/Registrar for any course work included in the approved degree plan and recently taken for credit at another institution to be applied towards graduation. It is the student’s responsibility to ensure that all transfer credits have been received by the Office of Student Records/Registrar soon after course completion or by the end of the semester prior to the student’s last semester of enrollment.
Taking a course at another institution during the last semester of enrollment prior to graduation is not permitted. Occasionally, because of extenuating circumstances, a graduating student may be granted an exception to this policy. It requires a strong justification, and documented approval by the advisor, the Dean, the Academic Council, and the Vice President for Academic Affairs, on condition that an official transcript certifying passing such a course is received by the Office of Records/Registrar by a documented pre-defined deadline. Such transfer credit will not be counted towards meeting graduation requirements (for May graduation) unless (a) such course was previously included in the approved degree plan the prior semester, (b) the course is completed and (c) official credit transfer documentation is received by the Office of Student Records/Registrar as originally agreed.
A student will not be allowed to participate in the commencement ceremony if all graduation requirements are not completed as specified in the applicable catalog and previously approved degree plan.
Graduation with Honors
Students graduating in residence are eligible for the following honors at graduation for excellence in scholarship:
Cum Laude
3.50 – 3.69 GPA (with honors)
Magna Cum Laude
3.70 – 3.89 GPA (with high honors)
Summa Cum Laude
3.90 – 4.00 GPA (with highest honors)
To be eligible for graduation with honors, at least forty-five (45) semester hours (50 hours for Summa
Cum Laude) above the freshman level must be taken at Wiley University. If multiple candidates tie for Summa Cum Laude within 0.05 GPA points, they will be ranked in order of preference for the greatest number of credits earned in residence at Wiley University.
Graduates of the Honors Program who have maintained the required GPA and completed all program requirements will receive an accompanying distinction where applicable.
Graduates who complete the Senior Thesis and with a grade of B or higher will receive an accompanying distinction where applicable.
Graduates who complete the Thesis in a Graduate program will receive an accompanying distinction where applicable.
Degrees are conferred by Wiley University three times per year on August 30th, December 30th and in May of each year. May, however, is the only time in which degrees are conferred during commencement exercises unless in extremely rare cases. The specific date, time, and location of commencement may be obtained from the Division for Academic Affairs or the Office of Student Records/Registrar. Students who complete at any point during the year are encouraged to participate in the May ceremony.
The General Education curriculum is central to the mission of Wiley University. It defines and monitors required courses designed to provide a common base of knowledge, values, and core competencies essential to the education of students and their leadership development. It is vital to the accomplishment of the University’s mission that a balance between professional and general education be established and maintained in which each is complementary to and compatible with the other. The goal of general education is to ensure that all Wiley University students become articulate and acquire reasoning and critical thinking, moral sensitivity, awareness of society, consciousness of human diversity, and understanding of the value of citizenship.
Wiley University has a core curriculum of 45 credit hours that all students aspiring to become candidates for the Bachelor of Arts, the Bachelor of Science, or the Bachelor of Business Administration must complete. The core curriculum is defined as “the curriculum in the liberal arts, humanities, sciences, and political, social and cultural history that all undergraduate students are required to complete, preferably within the first two years of the university experience” (Texas Higher Education Coordinating Board). The purpose of the core curriculum is to provide the skills, knowledge, and perspectives, known as competencies, that help define the educated person. This curriculum is in general alignment with the State of Texas Education Code and thus provides for smooth credit transfer of its courses between accredited colleges and universities in Texas.
The core curriculum focuses on strengthening four basic intellectual competencies listed below that are essential to the learning process in any discipline and serve as benchmarks of achievement and proficiency needed to succeed not only in college but also as life-long learners able to meet the general demands of society.
Critical Thinking
Students will demonstrate the ability to think critically and independently as well as demonstrate analytical reasoning skills and make inferences across the disciplines.
Written Communication
Students will demonstrate the ability to write effectively, that is, clearly and persuasively, and demonstrate the ability to gather evidence and to construct a coherent argument.
Quantitative Reasoning
Students will demonstrate the ability to solve mathematical problems associated with their chosen discipline, to understand data related presentations, and to derive conclusions useful in problem-solving and decision making.
Civic Engagement
Students will demonstrate an awareness of spiritual, ethical, and moral considerations in making decisions and evaluating common actions enlightened by a Christian perspective and that inherited from the rich history and legacy of Wiley University.
The available options to meet the general education core requirements are outlined in Table 5 below.
**Students should refer to the departmental entry for their intended major to view the specific listing for the General Education requirements in their degree area.
Academic Advising seeks to foster the formation of meaningful and possibly life-long relationships between a student and an advisor/mentor with the latter guiding the student through an academic plan that produces a graduate who exemplifies the ideals proposed for each student in the Wiley University mission statement. Academic advising is both purposeful and cumulative. It is best described as a systematic process of ongoing student-advisee/faculty-advisor interactions that cover the student’s entire time of enrollment from first matriculation to graduation. It assists students as they define and pursue personal, academic, and professional goals and objectives.
It is difficult to assign greater value to the service a professor provides for his/her students, teaching subject matter, or providing an advisement/mentoring relationship. In the Wiley University environment, the two are critical, inseparable, and of equal meaning. A student’s future generally depends on an ideal blend of the two. Most successful professionals will proudly refer to the one or two persons who played the advisor/mentor/friend role during the developmental stages of their successful lives.
Advisor-Advisee pairing is done, so students are advised within their prospective majors. Professional Academic Advisors serve as advisors for all freshmen and sophomores. Students are assigned to their Academic Advisors based on last name Alpha not by meta-major cohorts. The SSC advisor serves as the primary advisor while the students are mentored by departmental faculty. All parties work collaboratively to meet the needs of the students and guide them into practices and habits for successful life-long learning, reflection, academic and social progress.
During the second semester, the first-time freshman will have a conference with his/her Academic Advisor and the Faculty designated from the student’s chosen major to be his/her advisor when the student moves forward from the Academic Advisor at the end of the sophomore year. This new relationship, coming to full fledge in the sophomore year, generally continues through graduation as that with the original Academic Advisor progressively tapers down as a new freshman class occupies the Academic Advisor. The faculty advisor is appointed by the dean of the academic school where the chosen major belongs. Initially in the student’s freshman year, the student and the Academic Advisor work out the student’s program, but by the second semester, the student, the Academic Advisor and the Faculty Advisor begin to work and plan together to accomplish a successful transition to the student’s junior year and beyond. Their first task is the construction and review of the student’s complete degree audit that culminates in graduation with the desired major, minor, and elective courses. Such a program should prepare the student for post- graduate training as well as a successful entrance into a chosen career.
This program seeks to enhance the student’s successful transition from a “high school mindset,” its customs and practices to the “Wiley University Mindset” with its different ideals and values, routines, demands for self-direction and self-directed responsibility, academic rigor, student success “best practices,” and customs. The vehicle is the Office of Student Achievement and Retention. It includes all aspects of the “24-7” life of a first-time freshman. This experience is concerned with the academic, physical, mental, social and spiritual development of the first-time freshman and his/her transformation into an aware, happy, and successful college student concentrated on graduation and successful careers beyond.
FYE begins for some first-time freshmen with a summer Wildcat Academy. Wildcat Academy is an opportunity for recent high school graduates who have a 2.5 GPA or below and are interested in attending Wiley University.
Students have the opportunity to complete College Algebra, English 1, Humanities and Spanish during the program. They have to attend weekly Chapel and participate in a weekly Chat & Chew with Wiley Administration, along with having access to peer mentoring and tutoring. Students will also have the opportunity to live on campus and be a part of social activities that will take place during the summer.
Orientation sessions, introductions, completion of registration, and campus identification continue as soon as the freshman arrives on campus and is checked into the residence halls. When the academic term and classes start, every first-time freshman attends a course titled GESS 1100 and GESS 1200 Academic Success (aka Freshman Seminar). This course is a rigorous, challenging, and interesting three-credit hour course. Complete involvement and consistent attendance and participation are mandatory for all first-time freshmen in this and all freshman courses. The academic success course consists of three blended components: (a) basic skills to make it in college, (b) orientation of the history of Wiley University and legacies, methods and traditions of the institution, (c) Campus Resources/Student Accountability, (d) civic engagement/community service in partnership with Heman Sweatt Center for Social Good & Leadership, (e) career development, and (f) The Road to Completion “Forward to Graduation”.
The first-year experience extends to all courses in which freshmen are enrolled. In these courses, a number of student engagement techniques are utilized including debate-like discussions, research, and group projects all working together to assist each student to “find his/her voice,” to know how to think critically and to form opinions based on fact. Students learn about the University’s history, its academic programs, and services. They are oriented to library and information resources and provided with a spectrum of academic survival skills. Freshmen are organized in supporting, discipline- oriented cohorts and project working groups. The regular academic program is supplemented by special lectures and cultural awareness activities reflective of Wiley over its 150 plus year legacy of continuous pursuit of excellence.
The University has in place several programs that work in concert to address the specialized needs of students needing guidance and academic orientation and support. These include (1) the Freshman Orientation Program, (2) the GESS 1100 and GESS 1200 - Academic Success Seminar courses, (3) the First-Year Experience Program/Wildcat Academy for first-time freshmen, and (4) the Student Support Services Program.
Student Support and Disability Services is a federally funded support program designed to help students overcome class, social, economic and cultural barriers to complete their college education. Services are targeted to students who are at risk of becoming “discouraged learners” because of basic skills deficiencies. The complement of services includes tutoring, extra academic and personal counseling and advisement, social and career counseling, and a variety of structured learning experiences. Eligible students are monitored from the time of enrollment to the date of graduation (and beyond) employing an individualized academic support plan grounded in the student’s degree plan and graduation target.
The Office of Student Achievement and Retention (OSAR) is a physical location where eligible students receive services that best fit their needs for information and academic support. From this location, students are referred, based on their needs and eligibility, to the Office of Student Achievement and Retention. The respective intake personnel respond to the incoming student or a referral and direct the student to an appropriate counselor or advisor who will conduct an intake interview
All students are required to attend every scheduled class session and arrive punctually in the prescribed course modality (technology requirements including camera usage/visibility also applies). Regular attendance is fundamental to academic success and reflects the professional standards expected in higher education. Class participation, discussions, and in-class activities are integral components of the learning experience that cannot be replicated outside the classroom setting.
Students are responsible for attending all scheduled class sessions, arriving on time, actively participating in class discussions and activities, maintaining professional classroom behavior, and meeting all assignment deadlines as specified in course syllabi. Absences directly affect class participation grades, overall course performance, and learning outcomes. Students remain fully responsible for all material covered, assignments given, and deadlines established during any absence, regardless of the reason for the absence.
Students who miss class due to health-related issues must provide appropriate documentation within one week of the absence. Acceptable documentation includes official medical statements from licensed healthcare providers, hospital records, or emergency department visit records. Submission of documentation does not automatically excuse an absence or alter course requirements, deadlines, or grading policies.
The university recognizes that extraordinary circumstances may occasionally prevent attendance, including documented medical emergencies, family emergencies requiring immediate attention, severe weather conditions making travel dangerous, or university-sanctioned activities with prior approval. Students experiencing such circumstances must notify their instructor as soon as reasonably possible, preferably in advance when circumstances permit.
All assignments must be submitted by specified deadlines as established in course syllabi. Late submissions are generally not accepted. Technology failures, personal scheduling conflicts, or minor inconveniences do not constitute grounds for deadline extensions. Students must plan accordingly to account for potential issues and should contact instructors immediately when extraordinary circumstances arise.
Students who miss scheduled examinations, presentations, or other assessed activities will receive a grade of zero unless prior approval has been obtained from the instructor or the absence qualifies as an extraordinary circumstance with appropriate documentation. Alternative arrangements may be made at the sole discretion of the instructor in consultation with departmental policies.
Incomplete grades will be awarded only under extraordinary circumstances where the student has satisfactorily completed the majority of course requirements, circumstances beyond the student's control prevent course completion, and the instructor determines that an incomplete is appropriate. Students should not expect incomplete grades for poor planning, routine scheduling conflicts, or failure to meet regular course requirements.
Students are expected to demonstrate professional behavior including regular and punctual attendance, respectful interaction with instructors and peers, appropriate classroom demeanor, and adherence to all course policies and procedures.
Instructors maintain authority to establish specific attendance requirements for their courses, determine what constitutes acceptable documentation, evaluate requests for extensions or accommodations, assign grades based on attendance and participation, and recommend withdrawal for students with excessive absences. Attendance and participation typically constitute a significant portion of final course grades as specified in individual course syllabi.
This policy applies to all courses unless specifically modified by program requirements or accreditation standards. Any modifications must be clearly stated in course syllabi and approved through appropriate academic channels.
Students will attend classes for which they are registered unless they are officially dropped from the class roll by means of the official Drop/Add Form. This form must be signed by the instructor, the major advisor, and it is then submitted to the Office of Student Records/Registrar. Students are advised to consult the academic calendar for specified dates after which courses cannot be dropped. A fee is charged for dropping or adding a course. Drop procedures must be completed by 5 p.m. on the deadline specified in the academic calendar.
Failure of the student to complete the paperwork to drop a course by the set date in the academic calendar will result in a grade of “F.” A course is not considered officially dropped until the student returns the signed add/drop form to the Office of Student Records/Registrar.
The unit of credit is the semester hour. The four- point grading system is used at Wiley University to calculate the grade point average (GPA). Grades are assigned as follows:
*These grade symbols are not counted in the GPA calculation. “W,” “P/NP,” and “CR” grades may be included as credits attempted for Satisfactory Academic Progress (SAP) calculations.
The grade of “W” is given when a student officially withdraws or is administratively withdrawn from a course. If a student is absent from a class more times than the official limit set for that course (see Class Attendance) without approved excuses, the instructor may administratively drop the student from the course.
The Incomplete “I” grade is generally administered to the student who has completed a minimum of seventy-five percent (75%) of the course and has satisfied the attendance requirements set by the University; however, because of extenuating or extraordinary circumstances, he/she has failed to perform a requirement. A request form must be approved by the the Vice President for Academic Affairs before an incomplete grade is promised and awarded. It is not granted in lieu of an “F” (failing) or to give the student opportunities or more time to improve a grade, if such opportunities have not also been made available to all students in the same class. It is the responsibility of the student to confer with the instructor of the course and to complete the prescribed requirements of the course on or before the designated date shown for final examinations in the University calendar.
For each proposed grade of “I” (incomplete), the instructor and the student must file an “Incomplete Grade Application Form” prior to the published date when grades are due at the end of each semester. The application must be approved by the the Vice President for Academic Affairs. If approval is denied, the grade earned to date prevails and must be posted accordingly. If approval is granted, the “I” grade is posted as a temporary notation on the student’s official record. It is the mutual responsibility of the student and the instructor to complete and file the “Incomplete Grade Application Form” in a timely manner. An “I” grade submitted to the office of Records/Registrar without approved documentation will be administratively converted to an “F” grade.
Students will obtain credit for courses in which their grades are “incomplete” only by completing the work agreed upon on the signed “Incomplete Grade Application Form” in a satisfactory and timely manner. The standard window for replacing an incomplete grade starts at the end of the semester in which the “I” grade was received and closes at the start of the mid-term examinations for the consecutive full semester. If the work is not completed within the designated time frame, the grade in the course automatically becomes an “F.” The grade of “I” (Incomplete) shall be neutral in the calculation of the grade point average. A grade of Incomplete must be changed to a permanent grade by the instructor within the time limit specified on the Change of Grade Form that is submitted to the Office of Student Records/Registrar, Delinquent Change of Grade Forms will not be processed without the approval of the Vice President for Academic Affairs.
The records of all students are measured both qualitatively and quantitatively at the end of each semester. Official designation of a student’s academic standing is made according to an official degree audit and is certified by the Office of Student Records/Registrar. Grade point calculations are made on a 4.00 scale. Grades, including “I,” “W,” “P/NP,” “CR,” and audited courses (AU), are not counted in the computation of the cumulative grade point average. However, allowable transfer credits and grades will be included in the calculation of the cumulative grade point average.
A student’s cumulative grade point average (GPA) is based on a four (4)-point grading system. The grade point average is determined by dividing the total number of quality points earned by the number of hours attempted, including courses failed. When a course is repeated, only the last grade can be considered in computing the cumulative GPA. The original grade remains on the student’s transcript. The quality point scale appears in the section titled Grading Scale.
Faculty members post grades for their classes in the electronic transcript MyWiley for each student soon after grading is completed. Students have constant access to their posted grades in the MyWiley system. The teacher of record is required to post midterm and final grades in the MyWiley System by the required dates announced by the registrar. Midterm grades do not become a part of the student’s permanent official record but provide an indication of student progress to the advisor, the instructor, and the student.
Mid-term and final semester grade reports are available for all students by accessing the MyWiley system with the use of their login credentials. If the student is missing a grade, he/she must contact the instructor for that course. Grades are posted by the instructor of record.
All course grades except “I” grades are intended to be final and permanent when posted by the faculty of record. It is expected that faculty will arrive at and report final grades as accurately and precisely as the nature of the evaluation of student achievement and the grading system will permit. It is the faculty’s direct and personal responsibility to ensure that grades are fair and reported the first time correctly. Final grades cannot be improved by submission of “make-up work” after grades have been submitted by the instructor at the end of the term.
If an error occurs in the calculation or recording of a grade, it may be corrected only by the faculty of record completing a “Change of Grade Form” which must include:
The student’s name, student number, course designation by title and number, semester, and the change desired.
A statement unequivocally identifying the person who made the error and explaining the nature of the error.
An explanation of how the new grade was computed.
The form must have the signature of the school’s dean and/or appropriate academic administrator and must be forwarded to the Vice President for Academic Affairs for final approval. Requests for grade corrections must be submitted to the Office of Student Records/Registrar by the Vice President for Academic Affairs or their designee within nine (9) weeks of the next regular enrollment period.
No grade will be changed after twelve (12) months following the completion of the course in question. This provides ample time to have a grade formally and successfully appealed. Students must appeal in writing to the Vice President for Academic Affairs within six (6) months following the completion of the course.
The grade appeal process must be initiated by the student with the instructor within nine (9) weeks after the grade is awarded. If this attempt does not prove satisfactory, the aggrieved student may take the matter to the school’s dean and subsequently (within six [6] months following the completion of the course in question), to the Vice President for Academic Affairs for resolution. The appeal should be in writing and should contain all pertinent facts including copies of papers, grades, and the like. The decision of the Vice President for Academic Affairs is final.
Any student who is not making satisfactory academic progress at the completion of any one semester is subject to academic probation and remains on academic probation as long as the student's cumulative grade point average (GPA) is less than 1.75 for freshmen and sophomores and 2.00 for juniors and seniors. Failure to make satisfactory academic progress (being on continuous probation) for two (2) consecutive semesters will result in academic suspension and the student loses financial aid. Before financial aid can be reinstated, the student must enroll at his/her own expense until the GPA has been raised to the required semester standards. The student may enroll in courses at the University or at another accredited institution to bring up the GPA to the required standard. Maintaining a satisfactory GPA and keeping up one's academic progress and academic standing are the responsibilities of each student. Advisors will counsel, but the final responsibility remains with the student.
First Suspension: One semester plus any contiguous summer terms
Second Suspension: Two consecutive semesters (one academic year)
A student on probation is admitted to the University only after making a commitment to meet the conditions of an Academic Performance Contract administered by the Vice President for Academic Affairs or his/her designee. Failure to significantly meet the terms of an Academic Performance Contract may lead to suspension of enrollment and financial aid.
Students placed on academic probation or suspension may appeal the decision in writing to the Office of Academic Affairs within 30 days of notification. Appeals will be reviewed by the Provost Council, which includes the Vice President for Academic Affairs and senior academic leadership team members.
Written statement explaining circumstances that led to academic difficulties
Supporting documentation describing reasons for reconsideration
Academic improvement plan outlining specific steps for future success
Documentation of any mitigating circumstances (medical, personal, financial hardship)
Review Process: The Provost Council will evaluate each appeal on its individual merits, considering the student's complete academic record, documented circumstances, and potential for academic success. The Council will respond to the student in writing within three weeks of receiving a complete appeal.
Restoration to good standing with conditions
Continued probation with modified academic plan
Conditional reinstatement with enhanced support requirements
Upholding of original academic action
Secondary Appeal: Students whose initial appeals are denied may request a secondary review by submitting new or additional evidence of changed circumstances to the Provost Council within 15 days of the initial decision.
Maintaining a satisfactory grade point average and keeping up with one's academic progress and academic standing are responsibilities of each student. Advisors will counsel, but the final responsibility rests with the student. The standards of academic progress at Wiley University are in accordance with the Higher Education Act of 1965 and the Code of Federal Regulations 668.16(e) which mandate that institutions of higher education that participate in the federal Title IV financial aid programs establish guidelines or a Standard of Academic Progress policy to monitor a student's academic progression toward a degree or certificate objective. Wiley University's Standards of Academic Progress policy applies to all students whether they are receiving federal and state aid or not. The student's cumulative attempted hours, transfer credits accepted toward the student's major and cumulative grade point average are taken into consideration, regardless of whether a student paid for some or all of his or her courses and regardless of when the student took the courses. The same standards for Satisfactory Academic Progress (SAP) are followed for academic and financial aid purposes.
Student Appeals Process: Step-by-Step Guide
Step 1: Notification and Timeline
1. Student receives written notification of academic probation or suspension
2. Student has 30 days from notification date to submit a written appeal
3. Late appeals will not be accepted unless extraordinary circumstances are documented
Step 2: Prepare Your Appeal
1. Written Statement: Prepare a detailed letter explaining:
o Specific circumstances that led to academic difficulties
o Why you believe the academic action should be reconsidered
o What has changed that will enable future academic success
2. Supporting Documentation: Gather relevant evidence such as:
o Medical records or doctor's statements
o Death certificates or family emergency documentation
o Financial hardship documentation
o Military deployment orders
o Other official documentation of extenuating circumstances
3. Academic Improvement Plan: Develop a specific plan outlining:
o Steps you will take to improve academic performance
o Resources you will utilize (tutoring, counseling, etc.)
o Realistic timeline for achieving academic goals
o How you will monitor your progress
Step 3: Submit Your Appeal
1. Submit completed appeal packet to the Office of Academic Affairs
2. Ensure all required components are included:
o Written statement
o Supporting documentation
o Academic improvement plan
o Any additional evidence of changed circumstances
3. Keep copies of all submitted materials for your records
4. Confirm receipt of your appeal with the Office of Academic Affairs
Step 4: Review Process
1. The Provost Council (Vice President for Academic Affairs and senior academic leadership) will review your appeal
2. The Council evaluates each appeal individually, considering:
o Your complete academic record
o Documented circumstances and evidence provided
o Your potential for future academic success
o Feasibility of your proposed improvement plan
3. The review process takes up to three weeks from receipt of complete appeal
Step 5: Appeal Decision
1. You will receive written notification of the Council's decision
2. Possible outcomes include:
o Restoration to good standing with conditions: Specific requirements you must meet
o Continued probation with modified academic plan: Revised expectations and support
o Conditional reinstatement with enhanced support: Additional resources and monitoring
o Upholding of original academic action: Original probation/suspension stands
Step 6: Secondary Appeal (If Applicable)
1. If your initial appeal is denied, you may request a secondary review
2. You have 15 days from the initial decision to submit new or additional evidence
3. Secondary appeals must present:
o New evidence not available during initial review
o Additional documentation of changed circumstances
o Clarification of previously misunderstood information
4. The Provost Council will conduct a final review within three weeks
Step 7: Compliance and Follow-Up
1. If your appeal is approved, you must comply with all conditions specified
2. Failure to meet appeal conditions may result in immediate suspension
3. Continue working with academic advisors to monitor progress
4. Maintain regular communication with the Office of Academic Affairs as required
Important Notes for Students
Appeals are evaluated based on documented extenuating circumstances beyond your control
Personal responsibility and a clear plan for improvement are essential components
Academic appeals are separate from financial aid appeals, which may have different requirements
Contact Student Academic Services for assistance in preparing your appeal
For the purpose of “Satisfactory Academic Progress,” Wiley University will review a student’s progress at the end of each academic year. For this determination, the Wiley University academic year is defined as two (2) semesters of fifteen (15) weeks of course work occurring between August 1 and May 31.
During the assessment period, a financial aid committee determines whether or not a student is making “Satisfactory Academic Progress” toward his/her program of study and is thus eligible to continue to receive federal student financial aid during the next academic year. A student’s progress is measured both qualitatively and quantitatively.
Courses approved and taken during summer school that are accepted by Wiley University (if taken at another school) and the removal of an incomplete grade, at the request of the student, will be included as an appeal provision in determining satisfactory progress for the next term.
It is the student’s responsibility to ensure that the Office of Student Records/Registrar provides the Financial Aid Office with a copy of the record of courses taken and the grades received.
To retain eligibility for the federal financial aid programs, a student must maintain the following grade point average (GPA) based on the number of hours attempted. Attempted credit hours include all enrolled hours at Wiley University and include only those transfer credit hours accepted toward the student’s major.
Completion Rate
Each student is required to successfully complete 67% of all credit hours attempted, including transfer hours accepted towards the student’s major. Attempted hours are credit hours that the student is enrolled in after the drop/add period and includes grades of A, B, C, D, P/NP, I, and W.
Maximum Time Frame
The maximum timeframe a student is eligible for financial aid is 150% (six [6] years) of the published length of educational programs. Most baccalaureate degrees require a minimum of 120 semester hours and associate degrees a minimum of 60 semester hours. Therefore, a student pursuing a bachelor’s degree is eligible for financial aid up to 180 semester hours attempted. A student pursuing an associate degree is eligible for federal aid up to ninety (90) semester hours attempted
Repeated Courses
Undergraduate students are permitted to repeat and replace up to twelve (12) hours of course work with the following conditions:
Students may only repeat and replace courses in which they received a D or F.
Degree credit for a repeated course will be given only once, but the grade assigned at each enrollment will be permanently recorded on the Official Transcript.
Repeated course credit hours excluded in a student’s GPA will be removed from the number, of course, hours attempted, as well as quality points; thus, in computing the GPA, only the highest grade of those repeated and corresponding grade points earned in a course are used.
Change of Major/Additional Degrees
When a student changes his/her major or seeks an additional degree, the student may appeal to the Financial Aid Office to have courses attempted and earned that do not count toward the student’s new major or degree excluded from the calculation of a student’s SAP standing.
Financial Aid Probation
Students who fail to meet one or more of the SAP standards for the first time will be placed on Financial Aid Probation for the next two semesters of attendance at Wiley University. Students are still eligible for financial aid while on probation.
Financial Aid Suspension
If at the end of the probationary period, a student still does not meet ALL minimum cumulative SAP standards, the student will be placed on Financial Aid Suspension and will become ineligible for federal financial aid. Financial aid, once lost, cannot be reinstated retroactively for previous semesters. The student must pay expenses incurred while his/her aid is suspended. This policy applies to all students at Wiley University receiving financial aid.
Financial Aid Appeal Process
A student whose financial aid eligibility is suspended can appeal to have financial aid reinstated if he/she can demonstrate that there were mitigating circumstances that interfered with his/her ability to comply with the University’s standards for Satisfactory Academic Progress (SAP).
Examples of mitigating circumstances are illness or death of immediate family members, illness of the student or his/her children, becoming unemployed, and any other special circumstances that occurred during the semesters that the student was enrolled at Wiley University. Students may appeal to have their financial aid eligibility reinstated by completing an Appeal Form and submitting documentation to support their mitigating circumstances to the Financial Aid Office. The Appeal Form can be obtained from the Financial Aid Office. Appeals submitted without documentation will be denied.
Reinstatement of Financial Eligibility
Students who demonstrate that there were mitigating circumstances that interfered with their academic performance will have their financial aid eligibility reinstated for one (1) semester. To maintain financial aid eligibility, the student must enroll and successfully complete at least six (6) semester hours with a grade of “C” or better. The deadlines for submission of appeals are:
Failure to maintain a “C” average will cause the student to again lose financial aid eligibility.
Wiley University is committed to the holistic development of students and as such, the Division of Student Development is organized to provide services and programs consistent with the needs of students and the purpose of the institution. Moreover, the Division promotes the emotional and social adjustments of students as well as their intellectual growth. These services and programs include new student orientation, student health, counseling and wellness, student engagement, student conduct, career planning and placement, and the Student Government Association.
The Vice President for Student Development provides leadership for the coordination of student development and enrollment services programs. The major units within the Division work cooperatively toward this end: Office of Admissions and Recruitment, Office of Career Services; Office of Student Engagement; Student Health, Counseling & Wellness; Residence Life; Dean of Student Engagement; and the Student Government Association (SGA). These units, except for the SGA, are staffed by leaders who have academic preparation and experience consistent with their administrative assignments. The managers are responsible for the development and implementation of policies and procedures that are designed to enhance the student experience.
The Office of Career Services engages the aspects of students’ development that are involved in the selection of a career. Services include assisting the students in self‐assessment, exploring occupational areas, choosing occupational areas, and making decisions about either embarking upon graduate study or selecting entry‐level employment. To assist the student in implementing a career choice, career planning is also concerned with the establishment of relationships with potential employers in locating career opportunities in business, education, government, industry, and service organizations.
Services provided through the Office of Career Services include conducting interviews, developing resumes, and conducting business dress and etiquette workshops; scheduling of campus interviews for students with potential employers; maintaining a data bank of employment opportunities; a careers information library, including computer‐ assisted career guidance services; referral to part‐time and summer jobs and internships when available, and assistance to graduating seniors and alumni in identifying employment and/or graduate school opportunities.
Nine national fraternities and sororities are represented on the Wiley University campus. Students who have accumulated thirty (30) or more semester hours and have earned a grade point average of 2.50 or better are eligible for membership in these organizations. Fraternities and sororities are permitted to conduct membership intake during the spring semester. Special permission for Fall intake can be requested by contacting the Dean of Student Engagement. Membership intake procedures are governed by the University as outlined in the Student Organization Handbook and the national office for each fraternity and sorority. The organizations include:
Alpha Phi Alpha, Alpha Sigma Chapter Alpha Kappa Alpha, Phi Chapter
Kappa Alpha Psi, Alpha Chi Chapter Delta Sigma Theta, Alpha Iota Chapter
Omega Psi Phi, Theta Chapter Sigma Gamma Rho, Beta Gamma Chapter
Phi Beta Sigma, Beta Chapter Zeta Phi Beta, Theta Chapter
Iota Phi Theta, Theta Xi
The University’s Pan‐Hellenic Council is composed of elected representatives of all fraternities and sororities and is organized for the promotion of fellowship, cooperation and brotherhood and sisterhood among the Divine Nine Greek‐ letter organizations.
Student activities include social, cultural, and educational programs that are designed with input from students and are carried out through the combined efforts of students, faculty, and staff. These co‐curricular activities support the educational mission and academic goals of Wiley University. An individual student’s participation in co‐curricular activities is subject to the regulations and eligibility policies of Wiley University, which are spelled out in the Student Handbook. Student activities are coordinated through the Office of Student Development and supervised by the Assistant Dean/Executive Director of Student Engagement.
There are a variety of special interest clubs and organizations available to students; some of these include the Accounting Club, Computer Club, Biology Club, National Association of Blacks in Criminal Justice, International Club, United Methodist Student Organizations, Hispanic Student Organization and Students in Free Enterprise. For additional information, contact the Office of Student Development.
The student body of the University is organized and is represented by the Student Government Association
(SGA). Its officers are elected by students, who in turn, represent the student body. The purposes of the SGA are to collaborate with the administration and faculty on behalf of student life, to assist with coordination of campus activities, to serve as the vehicle for expressing students’ thoughts and opinions, and to promote University loyalty. The president of the Student Government Association is the official student body representative at Wiley University. The president, together with members of the SGA Cabinet and other student leaders, hold appointed membership on most standing committees of the University. The Student Government Office is on the ground floor of the Fred T. Long Student Union Building. The SGA is governed by a constitution which appears in the Student Handbook.
The University recognizes (1) the importance of organized student activities as an integral part of the total education program of the University and that the acquisition of knowledge is not confined to the formality of the classroom; (2) that university learning experiences are enriched by student organizational activity; and that student organizations provide a framework for students to develop special talents and interests.
Inherent in the relationship between the University and organized student groups is the understanding that the purposes and activities should be of significant value to the student as a member of the University community. All organizations must demonstrate that their purposes are to broaden the scope of the academic experience, extend knowledge in specialized areas, enhance professional, cultural, and social interests, or promote recreational interests within the college community. All student organizations must register with the Office of Student Activities and are subject to regulations spelled out in the Student Organization Handbook.
The University requires a high level of maturity and self‐discipline from its students. The University’s Student Code of Conduct applies to both residential and non-residentials students. Each student is responsible for becoming acquainted with the information printed in the Academic Catalog, the Residence Life Handbook, and the Student Handbook. Rules and regulations in these documents have been established to protect the rights and privileges of each student, the faculty, staff members, and the University.
Students may operate automobiles on the Wiley University campus in accordance with posted regulations. Copies of these detailed regulations are in the Student Handbook. Students who operate cars on campus must have an appropriate operating license, vehicle insurance and must purchase a parking decal each academic year at the Cashier’s window in the Division of Business and Finance. A current decal must be displayed in automobiles at all times.
Vehicles not properly registered with the Security Office or those found parked in violation of parking regulations will be towed off campus at the owner’s expense. A warning, written citation or any other communication from a Security Officer is an official University notice. The recipient who does not respond to such communication is subject to disciplinary action.
Consequences for Students Who Violate Rules and Regulations
The Director of Residence Life may recommend that a student who is destructive, non‐cooperative, disrespectful, disruptive, or persistent in violating residence life policies and practices, including violating the rights of others, be required to vacate the residence hall in the timeframe shared by the Dean of Student Engagement. Furthermore, any student who withdraws or is suspended from the University must leave the residence hall immediately.
The University dining program provides students a healthy and balanced diet essential to physical well‐being. All students who reside in university residence halls are required to purchase the University’s meal plan. Non-residential students may purchase a meal plan and are to make arrangements and payment in the Division of Business and Finance.
Each student is required to have a picture identification card which includes the student’s name, identification number, signature, and a validating label. This card is validated each semester that a student is enrolled at Wiley University. If the identification card is lost or stolen, there is a replacement fee. Lending this card to anyone or failure to present it when requested by university officials is a violation of university regulations and subjects the holder and unauthorized user to disciplinary action. Each student is personally liable for all obligations incurred by use of this card. In order for students to protect themselves, the identification card must remain with them and visible at all times.
All residential students receive their mail at the University Post Office that is located in the Wiley University Pemberton Complex, temporarily located in the basement of the Fred T. Long Student Union. All registered, certified, and government mail is issued through the campus Post Office.
In order to provide a well‐rounded educational program as distinguished from one confined solely to classrooms and laboratories, the University sponsors many programs and activities ranging from collegiate and intramural athletics to various off‐campus programs and events, which, as with other activities of life, involve the possibility of personal injury, loss of personal property, or both. While the University provides necessary supervision and counseling, it is unable to assume the risk of injury or loss to individuals. Participation in these programs and events outside classrooms and laboratories is voluntary and participants, along with their parents or legal guardians, assume all risks of personal injury, loss of property, and/or any other type of loss.
The participant and parents or guardian of the participant release and discharge Wiley University (a corporation organized under the Non‐Profit Corporation Act of the State of Texas), its trustees and officials, the directors of any such programs, cooperating institutions, and the drivers and owners of cars, their heirs, and successors from any and all actions, cause of actions, claims, demands, damages, costs, loss of services and expenses due to personal injuries and property damages or loss of any kind or degree by reason of any accident or occurrence while the participant is engaged in any such activity, whether on or off the campus.
All students 18 years old or older must sign a release of liability statement. Students under 18 must also present a statement signed by their parent or guardian.
If personal property insurance is desired, it is available, but it is the sole responsibility of the student. Students are encouraged to purchase renter’s insurance for protection against property damage or theft.
In keeping with Wiley’s long‐standing policy to promote and protect the safety of students, faculty and staff, and in recognition of the ill effects of tobacco on both smoking and non‐smoking persons, the University declares that all buildings on the Wiley University campus shall be “smoke free.” There shall be no use of smoking materials of any kind inside the University buildings, including student rooms in residence halls.
All first-time freshmen are required to live on campus unless they reside within a 50-mile radius of the University. Housing for upperclassmen is offered on a space-available basis. Students seeking off-campus housing must submit a formal request with appropriate documentation. The Committee on Off-Campus Housing will review each request for approval or denial.
Residential students are under the direct supervision of an Area Coordinator. Expectations for behavior and policies related to residence life are outlined in both this handbook and the Residence Life Handbook. Students are expected to contribute positively to the residential community and respect the rights of others.
The Director of Residence Life & Housing reserves the right to recommend removal from university housing for students who are disruptive, disrespectful, destructive, uncooperative, or repeatedly violate residence life policies. Such students may be required to vacate their residence within twenty-four (24) hours and may also be subject to local law enforcement action. Students who withdraw or are suspended from the University must vacate their residence immediately.
Residence hall rooms are furnished. However, students are encouraged to bring the following personal items:
● Twin-size sheets
● Pillowcases and pillow
● Bedspread and blanket
● Towels and shower shoes
● Mattress cover
● One set of curtains
Students who wish to personalize their rooms (e.g., wall décor) must obtain prior written approval.
To ensure the safety and well-being of the residential community, the following items are strictly prohibited in residence halls:
● Air conditioners and space heaters
● Hot plates and cooking appliances
● Microwaves and air fryers
● Weapons of any kind
● Alcohol and illegal drugs
● Candles
● Empty liquor bottles/cans used as decoration
Students are responsible for securing their own personal property insurance. Wiley University does not provide coverage for personal belongings. Students are strongly encouraged to purchase renter’s insurance to protect against loss, theft, or damage.
All residential students are required to participate in the University meal plan. For information regarding room and board adjustments, please refer to the refund policy outlined in the Financial Aid section of this handbook.
The Student Handbook
The Student Handbook is intended to furnish the student with the information needed to ensure meaningful, productive, and enjoyable educational and social experiences while at Wiley University. It is made available to every student at the beginning of each academic year. The Handbook is designed to serve as a guide to students pertaining to university life and to clarify the expectations that Wiley University holds for each student. The Handbook clearly states the policies and procedures that govern student life, the rights and responsibilities of students, and the standards established for student behavior, whether on‐ or off‐campus.
The University has a definite and binding responsibility to promote appropriate student conduct on the campus. This responsibility must be shared by all members of the University community. The policies governing standards for student behavior, referred to herein as the Student Code of Conduct, reinforce the University’s right and duty to promulgate regulations for the safety and welfare of the University community. The purpose of publishing disciplinary regulations is to give students general notice of prohibited behavior. The Code of Conduct sets behavioral expectations and guides all Wileyites on how to govern themselves as a member of our community.
The policies provided herein are designed to provide a swift remedy, by means of exclusion from the campus or University premises, for cases involving students who commit overt acts of violence, or otherwise engage in illegal conduct that disrupts the orderly operation of the University.
As you embark on your academic journey with us, it's important to establish a shared understanding of our community values and expectations. Our Student Code of Conduct serves as a guide to promote a safe, respectful, and inclusive environment where all members can thrive academically and personally.
At Wiley, we believe in the power of restorative practices to resolve conflicts, repair harm, and foster accountability within our community. Restorative practices are rooted in principles of empathy, dialogue, and mutual respect, emphasizing the importance of building, and maintaining positive relationships.
Rather than focusing solely on punitive measures, restorative practices aim to address underlying issues, promote understanding, and encourage personal growth. When conflicts arise or misconduct occurs, we strive to approach resolution through restorative processes, which may include facilitated dialogues, mediation, and community circles.
Our Student Code of Conduct reflects these restorative principles, emphasizing the following key values:
1. Respect: We expect all members of our community to treat each other with dignity, courtesy, and consideration, regardless of differences in background, beliefs, or identity.
2. Responsibility: Each member is responsible for their actions and their impact on others. We encourage accountability and ownership of one's behavior, with a commitment to making amends and learning from mistakes.
3. Integrity: Honesty, integrity, and ethical conduct are fundamental to our community. We uphold high standards of academic and personal integrity, promoting a culture of honesty and trust.
4. Inclusivity: We celebrate diversity and embrace inclusivity as essential values of our community. Discrimination, harassment, and intolerance of any kind are not tolerated, and we are committed to creating an environment where all feel valued and respected.
5. Community: We recognize the interconnectedness of our community and the importance of collaboration and cooperation. Through open communication, active listening, and empathy we seek to build and strengthen relationships that contribute to a vibrant and supportive campus community.
As members of the Wiley University community, it is incumbent upon each of us to uphold these values and adhere to the expectations outlined in the Student Code of Conduct. By doing so, we can collectively contribute to a positive and inclusive environment where all individuals can thrive and succeed.
We encourage you to familiarize yourself with the Student Code of Conduct and the restorative practices outlined within it. Should you have any questions or concerns, please don't hesitate to reach out to the Dean of Student Engagement Office. We are here to support you and guide you through any challenges you may encounter.
The University reserves the right to take necessary and appropriate action to protect the safety and well-being of the campus community. Such action may include taking disciplinary action against those students whose behavior off University premises indicates that they pose a substantial danger to others. People are encouraged to promptly report violations of the Student Code of Conduct to a University Official.
Together, we can build a campus environment that reflects our shared values and promotes the well-being of all members of the campus community.
Definitions
● Advisor: a person who gives information, advice, or opinions.
● Business Day: A day of normal business operation as designated by the University,
generally Monday through Friday during the hours of 8:00am to 5:00pm.
● Campus Community: refers to any administrator, faculty, staff, or student of the Wiley University, including all land, buildings, facilities, streets, parking lots, sidewalks, and other
property in the possession of or owned, used, or controlled by Wiley University.
● Charged Student (Accused): A student charged with violations of the Student Code of
Conduct or any other University policy.
● Complainant: Any person who submits a report alleging that a student violated the Student
Code of Conduct or any other University policy.
● Contempt: Show of willful disobedience to, or open disrespect of judicial proceedings. Acts
include but are not limited to failure to appear and failure to adhere or comply.
● Faculty Member: Any person hired by the University to conduct classroom instruction and/or research activities or who is otherwise considered by the University to be a member
of its faculty.
● Hearing Body: Any person or persons who have been authorized by the University to
determine whether a student has violated the Student Code of Conduct and to recommend sanctions that may be imposed when a student is found responsible for violating the Student Code of Conduct.
● Judicial Hold: Prevents the student from conducting business at the University (i.e. any form of registration or obtaining transcripts).
● Legal Counsel: An attorney who gives advice regarding law.
● Mediation: The process in which all parties voluntarily agree to meet with an impartial
mediator to communicate their concerns and needs to each other and to reach their own
agreement on the resolution of the case.
● Mediator: Any neutral member of the University community who assists parties in reaching
a mutual agreement to resolve their differences.
● Not Responsible: When a charged student has not been found responsible (not guilty) for
the alleged violation(s) of the Student Code of Conduct.
● Preponderance of Evidence: The information and evidence presented in a case supports a
finding that it is more likely than not that the violation occurred.
● Responsible: When a charged student has been found responsible (guilty) for violating a
provision(s) of the Student Code of Conduct.
● Sanction: A penalty imposed upon a student after the student has been found responsible
for violating the Student Code of Conduct.
● Student Organization: An administrative and functional structure of persons enrolled at
the University that is officially registered with the Office of Student Life.
● University Judicial Process: Actions designed to safeguard a student’s right to due process. Observance of state or federal courtroom procedures is not required of the University’s judicial process. The imposition of such rigid standards and time-consuming processes may
interfere with administration and due process.
● University Official: Any person employed by the University, performing administrative
or professional responsibilities.
● University Premises: All buildings, land, facilities, and any other property owned, leased,
controlled, or supervised by the University.
● University Sponsored Activity: Any activity on or off campus which is initiated, aided,
authorized, or supervised by the University.
● The word Can is used in the permissive sense.
● The word May is used in the permissive sense.
● The word Shall is used in the imperative sense.
● The word Will is used in the imperative sense.
The Student Handbook
The Student Handbook is intended to furnish the student with the information needed to ensure meaningful, productive, and enjoyable educational and social experiences while at Wiley University. It is made available to every student at the beginning of each academic year. The Handbook is designed to serve as a guide to students pertaining to university life and to clarify the expectations that Wiley University holds for each student. The Handbook clearly states the policies and procedures that govern student life, the rights and responsibilities of students, and the standards established for student behavior, whether on‐ or off‐campus
Wiley University Student Health Services, located in Jackson Hall (Health Services) and the Hodge Center (Counseling Services) serve to protect and maintain the health of all enrolled students. Staffed with a full‐time registered nurse, health services are equipped to handle students’ minor or chronic illnesses and injuries, to give allergy shots or injections with a physician's order, to help coordinate care with a physician, as well as to help obtain a primary care provider. Some over‐the‐counter medications and first aid supplies are available free of charge. When treatment is required, the nurse will aid in coordinating services with a physician or local clinic. The Health Services office is open from 8:00 a.m. to 5:00 p.m. Monday through Friday. In the case of an emergency after hours, the student should call 911 and On-Call Crisis Management team member will determine if the nurse or therapist should be notified.
Health insurance is primarily the student and/or family's responsibility, and any family coverage must provide primary care. The University does provide secondary insurance through the assessment of general fees. This coverage is designed to supplement primary care coverage and, therefore, is limited to accidental injury and in‐patient hospitalization. Coverage for medication, eyewear, out‐patient treatment, and dental needs is not offered by the University. A pamphlet describing the University coverage is available in Health Services.
i. COVID-19 (Asymptomatic)
Isolate for 5 days
Retest on Day 6 with Rapid COVID test (proof of negative required)
ii. COVID-19 (Symptomatic, Vaccinated)
Isolate at least 5 days
Retest on Day 6 if symptom-free (must provide proof of negative test)
iii. COVID-19 (Symptomatic, Unvaccinated)
Isolate at least 10 days
Retest on Day 11 if symptom-free (must provide proof of negative test)
iv. COVID-19 Exposure (Unvaccinated)
Quarantine for 5 days
Retest on Day 6
v. COVID-19 Exposure (Vaccinated)
No quarantine required
Mask required in public areas
Monitor for symptoms for 10 days after exposure
Texas Legislation requires vaccinations for higher education students. Texas House Bill 4189 (HB 4189) was passed and signed into law by Governor Rick Perry. HB 4189 requires that any incoming new student who lives on‐campus must either receive a vaccination against bacterial meningitis or meet certain criteria for declining such a vaccination before that student will be permitted to live in campus housing.
As of January 1, 2010, incoming students who live on campus are required to provide either evidence of vaccination against bacterial meningitis or a signed affidavit declining the vaccination prior to living on campus. Students will not receive a housing assignment until one of these two documents is received by Wiley University. All new students and reentry students must provide either:
Evidence the student has received the vaccination or booster dose during the five years preceding enrollment. This evidence must be submitted in one of the following three formats: A document bearing the signature or stamp of the physician or his/her designee, or public health personnel (must include the month, day, and year the vaccination was administered)
OR
An official immunization record generated from a state or local health authority (must include the month, day, and year the vaccination was administered).
OR
An official record received from school officials, including a record from another state (must include the month, day, and year the vaccination was administered).
OR
Evidence the student is declining; the vaccination must be submitted in one of the following two formats: An affidavit or a certificate signed by a physician who is duly registered and licensed to practice medicine in the United States, in which it is stated that, in the physician’s opinion, the vaccination required would be injurious to the health and wellbeing of the student.
OR
An affidavit signed by the student stating that the student declines the vaccination for bacterial meningitis for reasons of conscience, including a religious belief. A conscientious exemption form from the Texas Department of State Health Services must be used. (This may take up to thirty [30] days.) https://webds.dshs.state.tx.us/immco/affidavit.shtm
A student is not required to submit evidence of receiving the vaccination against bacterial meningitis or evidence of receiving a booster dose: If the student is twenty-two (22) years of age or older by their first day in residence hall in which s/he intends to enroll.
OR
If the student is enrolled in online or other distance education courses only.
The Office of Student Engagement is designed to inspire and engage students through the strategic integration of co‐ curricular and experiential learning opportunities. These programs intentionally engage students in the life of the university and the global society. Through collaboration with academic areas, the Office of Student Engagement provides innovative programs, activities, and services that enhance the quality of student life. The office has as its major goal the construction of a student‐centered environment in which students develop, embrace, and enhance ethical leadership, life skills, leadership, and character development and experiences.
The Fred T. Long Student Union Building houses the Office of the Vice President for Student Development and Enrollment Management; the Dean of Student Engagement/Executive Director for Residence Life, Assistant Dean/Executive Director for Student Engagement, and the Executive Director for Career Services. As the hub for student and co‐curricular activities, it also houses the cafeteria, the ballroom, the Spirit Store, Wildcat Pantry, Wildcat Career Closet, The Innovation Lab, and the Office for the Student Government Association. The University’s non‐commercial radio station, KBWC (91.1 FM), and the Division of Student Development and Enrollment Management are located on the second floor.
Counseling Services
Wiley University Counseling Services assists the campus community in establishing, maintaining, and improving overall mental and emotional well‐being. In a safe and confidential setting, our licensed professional counselor provides a broad range of counseling, crisis management, consultation, outreach services, and programs. Services are provided to all Wiley University students at no additional cost. Counseling Services are available from 8:30 a.m. to 4:30 p.m. Monday through Friday for appointments, and after hours for crisis consultation by calling (903) 927‐3296.
Concerns can include but are not limited to university adjustment, interpersonal relationships, family problems, academic performance, substance abuse, mood disturbance, gender expression, sexual orientation and crisis intervention and management. Group counseling and developmental workshops are provided in such areas as anger management, conflict resolution and substance use and abuse/trauma education.
In addition to clinical mental health, Counseling Services consults with other campus offices, parents, and agencies upon request of the student and with the student's written permission; advises service to other student services departments upon request; and helps faculty and administration to understand the student body through involvement in educational planning and decision making.
Should a Wiley University student require counseling or psychological services beyond those offered by Counseling Services, counselors will work with the student to identify community resources to meet their needs. Examples of services beyond those offered at the center include long‐term counseling requiring multiple sessions each week or long‐ term weekly counseling; counseling for students with active eating disorders that require intensive medical, psychiatric, and/or nutritional services; and other similarly complex services as determined by the Assistant Director of Counseling Services.
Accessibility Services for Students with Disabilities
It is the goal of Wiley University that all enrolled students be given equal opportunity to succeed in their quest for a higher education. In accordance with the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the ADAA, Wiley University is committed to providing reasonable accommodations to students. This is inclusive of learning accommodations.
Student Health, Wellness, and Counseling works with students and instructors to arrange appropriate assistance in learning and physical access. To be eligible for accessibility services, students should provide current and comprehensive documentation of temporary or permanent accessibility needs that requires accommodation, and register with Office of Student Health, Counseling, and Wellness at the beginning of each semester. Students should aim to have their documentation submitted at least 30 business days before the start of the semester to give appropriate time for review and notification to instructors before the start of classes. Please e-mail all documentation to shcw@wileyc.edu . Students having documented accessibility needs are encouraged to contact the office at shcw@wileyc.edu or visit the Hodge Center.
Wiley University is sensitive to the rights, freedoms, and responsibilities of all students. Policies and procedures have been established to ensure that individual rights and freedoms are protected, and responsibilities are understood. The University community aims to maintain standards conducive to academic, social, and personal growth. Students at Wiley University are expected to:
● Observe state and federal laws as well as University policies and regulations;
● Respect the rights and privileges of others.
● Be forthright and honest in all their academic and social conduct, and
● Share the responsibility of maintaining an environment where individual actions do not violate the community’s welfare.
Students have the right and responsibility to dialogue with each other directly constructively when problems occur. Staff will support and work with students to understand and abide by university policies.
Students are responsible for adhering to the dress code standards for students at Wiley University which have been modified to ensure, as part of the educational experience, that a student’s demeanor, appearance and habits will give that extra edge.
The University’s professional dress standards pertain to all areas of the University, including the classroom, library, cafeteria, visits to administrative offices, and work‐study locations, and are strictly enforced at all times.
Students are also responsible for abiding by all policies, rules and regulations contained in the Student Handbook, as well as information from other sources including the Academic Catalog and, where applicable, the Residence Life Handbook.
The University, however, does not attempt to use formal rules to define every unacceptable form of behavior. In situations not covered by specific regulations, students are expected to use common sense and always conduct themselves as mature, responsible individuals.
Failure to comply with university and/or residential policy may result in disciplinary action. Serious or repetitive violations of these policies could be grounds for suspension, expulsion and the termination of a student’s housing contract and may affect continued enrollment.
More specific information about student rights and responsibilities is printed in the Student Handbook.
The policy of the University is to ensure the speedy and fair resolution of all conflicts, to provide for review processes to guarantee the fair and reasonable application of university policies to all students, and to encourage mediation of potential conflicts at the earliest possible moment. Students are expected to exhaust all internal administrative remedies before pursuing any action with external agencies. It shall be the responsibility of the University, through the Office of the Vice President for Student Development and Enrollment Management, to ensure that the rights of all students are appropriately supported and respected.
A student grievance is any complaint made in writing by a student to an appropriate administrative office of the University alleging unfair, unreasonable, arbitrary, capricious, and/or discriminatory application of University policies. A grievance may result from academic experiences, non‐academic matters involving administrators, staff, or student organizations, or matters related to alleged discrimination based on race, color, national origin, age, gender, disability, creed, or marital status.
Students with grievances are encouraged to resolve problems where they arise and with the parties involved. In general, grievances may be categorized as academic, non‐academic, or discriminatory grievances. Grievances may result also from alleged acts of sexual harassment.
Students may file a grievance or register a formal complaint by presenting the complaint in writing to the appropriate administrative officer of the University. The appropriate officers for various types of grievances are listed below:
Type of Grievance
Administrative Officer
Sexual Harassment
Title IX
Academic Matters
Vice President for Academic Affairs
Financial Matters
Vice President for Business and Finance
Student Code Violations
Vice President for Student Development
If a student grievance is against one of the Vice Presidents listed above, the complaint may be filed to the Office of the President.
Student appeals related to Wiley University academic policies must be submitted to the Vice President for Academic Affairs’ office, who will refer the appeal to the appropriate University committee. The Vice President for Academic Affairs or his/her designee will have a consultative meeting with students and provide other needed assistance. The Academic Council will consider letters of appeal. The appeal is limited to the issue of penalty.
The decision of the Vice President for Student Development on disciplinary matters may be appealed. The appeal is limited to the issue of penalty.
Health insurance is the responsibility of the student and family; and any family coverage available must provide primary care. Insurance coverage for medication, eyewear, out-patient treatment, and dental needs is not offered by the University. A pamphlet describing the University coverage is available in Health Services.
FINANCIAL AID
The Office of Financial Aid oversees state and federal assistance programs that exist to help students cover the basic cost of education. Financial aid includes such programs as the Federal Pell Grant, Federal Direct Student Loan program, Federal College Work-Study program, grants or scholarships provided by the University or by outside sources, state or federal rehabilitation assistance, and veterans’ educational benefits. The amount of aid a student receives is generally based on need. Should a student decline the financial aid award offered, he/she must do so in writing. "Need" is defined as the difference between the student's university expenses and the amount of money the student and his/her family are expected to contribute as determined by the filing of the FAFSA (Free Application for Federal Student Aid). Wiley University reviews continuously its financial aid program to help needy and worthy students with rising costs of a university education. Wiley University offers its students the following types of financial assistance based on the institution’s eligibility to participate in the various programs:
Federal Programs
Federal Pell Grant Program (FPELL)
Federal Supplemental Educational Opportunity Grant (FSEOG) Federal Work-Study Program (FWS) Federal William D. Ford Direct Loan Program
Private Gifts/Grants
Endowed Scholarships
State Programs
Tuition Equalization Grant Program (TEG) College Access Loan (CAL) Program
Texas B-On-Time Loan Program (BOT) Texas College Work Study
Wiley University
Institutional Scholarships
Wiley University Institutional Scholarships
Wiley University offers numerous institutional and special scholarships. The University scholarship committee recommends the granting of scholarships. The recommendations are made consistent with the established criteria. Scholarship awards may be restricted according to special purposes. Students needing additional assistance should contact the Office of Admissions and Recruitment and the Office of Financial Aid. The Financial Aid Office administers all aid programs.
The following are first-time freshman academic scholarships:
President’s Promise
This four-year scholarship, limited to the published cost of room, board, tuition, and fees, is offered by selection to an entering freshman who meets the following criteria:
● A grade point average (GPA) of 3.75 or higher on a 4.0 scale;
● A current high school diploma with recorded outstanding achievement;
● A rank in the top 10 percent of their class, and
● A score of 25 or above on the American College Texas (ACT) or 1070 or above on the Scholastic Aptitude Test (SAT).
● Priority consideration will be given to students who qualify for the Federal Pell Grant by February 1 through completion of the Free Application for Federal Student Aid (FAFSA). Consideration may also be given to students who have demonstrated a strong likelihood to qualify for the Federal Pell Grant through a combination of other factors.
● Students must be an incoming first-time freshman.
● Students are required to participate in community service and leadership development programs and events.
To maintain this scholarship, the student must enroll in and pass fifteen (15) semester credit hours and maintain a minimum cumulative and semester grade point average of 3.75. All recipients are expected to abide by the legal, ethical and moral guidelines of Wiley University. Recipients must understand and accept that there is a consequence for misconduct, and that any actual or perceived impropriety behavior may result in cancelation of their scholarship. Presidential Scholars are ineligible for any additional aid. All other aid will be applied before Institutional scholarships.
Provost’s Scholarship Award
This four-year scholarship, current cost of tuition, is offered by selection to an entering freshman who meets the following criteria:
● A GPA of 3.50 or higher on a 4.0 scale,
● A current high school diploma, and
● A score of 21 or above on the ACT or 990 on the SAT.
● Priority consideration will be given to students who qualify for the Federal Pell Grant by February 1 through completion of the Free Application for Federal Student Aid (FAFSA). Consideration may also be given to students who have demonstrated a strong likelihood to qualify for the Federal Pell Grant through a combination of other factors.
● Students must be an incoming first-time freshman.
To maintain this scholarship, the student must enroll in and pass fifteen (15) semester credit hours and maintain a minimum cumulative and semester grade point average of 3.30. All recipients are expected to abide by the legal, ethical and moral guidelines of Wiley University. Recipients must understand and accept that there is a consequence for misconduct, and that any actual or perceived impropriety behavior may result in cancelation of their scholarship. All other aid will be applied before Institutional scholarships.
Deans’ Scholarship Award
This four-year scholarship, half of current cost of tuition, is offered by selection to an entering freshman who meets the following criteria:
● A GPA of 3.00 or higher on a 4.0 scale,
● A current high school diploma, and
● A score or 18 or above on the ACT or 920 on the SAT.
● Priority consideration will be given to students who qualify for the Federal Pell Grant by February 1 through completion of the Free Application for Federal Student Aid (FAFSA). Consideration may also be given to students who have demonstrated a strong likelihood to qualify for the Federal Pell Grant through a combination of other factors.
● Students must be an incoming first-time freshman.
To maintain this scholarship, the student must enroll in and pass fifteen (15) semester credit hours and maintain a minimum cumulative and semester grade point average of 3.00. All recipients are expected to abide by the legal, ethical and moral guidelines of Wiley University. Recipients must understand and accept that there is a consequence for misconduct, and that any actual or perceived impropriety behavior may result in cancelation of their scholarship. All other aid will be applied before Institutional scholarships.
A list of special scholarships can be located in the Office of Financial. Special scholarships include but are not limited to athletic, choir, debate, and personal and corporate donors.
The first step in applying for all federal and state financial assistance, loans, and scholarships is the completing of the Free Application for Federal Student Aid (FAFSA). FAFSA forms are available in the Financial Aid Office or via the Internet at www.fafsa.ed.gov/.
To receive assistance through the financial aid program, a student must:
1. Have a high school diploma or a General Education Development (GED) certificate;
2. Be a U.S. citizen, a permanent resident, a U.S. national, or an eligible non-citizen;
3. Have financial need established through a U.S. Department of Education approved needs analysis service;
4. Be admitted to the University and/or be currently enrolled in a degree-granting programs as a regular student, and
5. Be registered with the Selective Service (required for all males between the ages of 18-25).
Wiley University is approved for the training of veterans and other eligible persons. Students who expect to attend Wiley under some veteran’s benefit plan should secure a certificate of eligibility from the Veterans Administration Office before registration. The local Veterans Administration Office will assist in securing this certification. Students who are eligible for benefits as children of deceased veterans must file their certificates of eligibility before registration.
Financial need is the difference between the cost of attendance and the expected family contribution. The expected family contribution is determined by a formula that is the same for all colleges and universities. Financial need, however, is a relative figure because the family contribution is subtracted from the cost of education at a particular institution to determine a student's financial need. The basic components of a student's educational expense budget are tuition and fees, room and board, books, transportation expenses, and personal expenses.
Priority packaging is given to students whose financial aid files are complete before April 15th for fall registration and October 1st for spring registration. Students who apply for financial aid after these deadlines risk receiving less financial aid assistance.
Wiley University attempts to meet students' financial needs or their direct institutional costs, whichever is less. Priority is given to meeting the cost of tuition, fees, and books and then room and board. Because of the University’s commitment to help as many students as possible, low priority is given to meeting costs for personal expenses, transportation, and off-campus room and board. Generally, a student should plan to meet these costs with family resources or a loan.
Sponsored scholarships also are used frequently to meet students' needs. Total financial aid resources cannot exceed financial need or the cost of attendance. If a sponsored scholarship is awarded after a financial package for the student has been completed, then federal and/or state resources must be reduced so as not to exceed a student's financial need.
Selecting Aid Recipients, Determining Needs, and Packaging Aid
Wiley University awards available aid on a "first come, first served" basis with some exceptions. Students applying for financial aid are considered for all programs for which they are eligible, including federal, state, and institutional aid programs. The financial aid package represents the fairest award made in the context of the information submitted, the date of the completed application, and the availability of funds. All required documentation must be on file with the Financial Aid Office before a student is considered for an award. Students are encouraged to apply for financial aid before the April 15th deadline to ensure maximum consideration for financial aid assistance.
The following policies exist in the Wiley University Policy Library for more detailed information:
1. Financial Aid Packaging and Awarding
2. Verification Policy and Procedure
3. Return to Title IV Aid Policy and Procedure
4. Federal Direct Loan Disbursement and Cancellation Policy
5. Professional Judgement Policy and Procedure
6. Entrance and Exit Counseling for Federal Direct Loans
7. Scholarship Policy and Procedure
Satisfactory Academic Progress Policy and Procedure
