Wright Graduate University Catalog
Information about Wright Graduate University for the Realization of Human Potential is published in the school catalog and contains a description of policies, procedures, and other information about the school. Wright Graduate University for the Realization of Human Potential reserves the right to change any provision of the catalog at any time. Notice of changes will be communicated in a revised catalog, an addendum or supplement to the catalog, or other written format.
Learners are expected to read and be familiar with all school policies and all information contained in the school catalog, including any revisions, supplements and addenda to the catalog. By enrolling in Wright Graduate University for the Realization of Human Potential, the learner agrees to abide by the terms stated in the catalog and all school policies.
Download a copy of the Wright Graduate University Catalog.
USEFUL CATALOG SECTIONS FOR QUICK REFERENCE
YEARNING BASED LEARNING
You will personalize your experience with what we call Yearning-Based Learning—education that starts with you. At WGU, we believe that abstract subjects are best learned when we apply them to ourselves—when they become real experiences in our everyday lives. The thinkers you study will become friends who accompany you throughout your day, almost as if they were pointing out aspects of the human experience as they guide you through your everyday experiential landscape. We encourage you to independently explore beyond assignments in the subjects at hand—following your yearning on a deeply personal journey into knowing yourself and understanding others in a way that powerfully informs your coaching and leadership. You will be blending theory, method, and application; using what you learn in areas ranging from classic traditional studies to emerging research; and all the while using your inner yearning as your guide to a high-quality professional training and personal education at WGU.
In Latin, the word for education is educatio, which relates to educere—to draw out or lead. At WGU, what you do and read is aimed to draw out your fullest understanding, potential, and capability. WGU is a place to facilitate the emergence of your fullest potential. Your papers will help you understand others and yourself more fully so you can learn and grow with the people whom you serve. Your orientation program will introduce you to this exciting approach to learning. You can learn more about this exciting foundation from our co-founders’ book, Transformed! The Science of Spectacular Living.
PRACTICE WHAT YOU TEACH
Congruence is important to us at WGU. That means living what you teach. Every course you take gives you professional training as a coach and leader. Each course also provides life and professional enhancement education as you ground your coaching in real life experience. You will experience some of the skills you will be learning to deploy in your own coaching, leadership, and training as a scholar practitioner.
The four courses that make up the first year of our master’s degree program are grounded in the four areas of life that most impact our experience, outcomes, and satisfaction in life. These courses require performative learning co-requisites that are structured to maximize your practice and the application of what you are learning and aspiring to teach. In these co-requisites, you will be part of a leadership group and receive individual coaching in a curriculum that is designed with the same training methodology you will be learning in your graduate program.
For example, AC12, Foundations of Human Development and Emotional Intelligence for Leadership and Coaching, has the non-credit co-requisite performative learning component entitled Nourishment and Self Care. In AC12 itself you will be learning what current research is revealing as well as what man has thought about human development and emotions for millennia. In AC12’s co-requisite performative learning component, you will practice specific emotional intelligence skills and also apply yourself to the project of consciously engaging in your own development in order to ultimately foster transformation in yourself and those you serve as a coach and leader.
WRIGHT PERFORMATIVE LEARNING
Wright Performative Learning is leadership and learning at its most essential and powerful. It is about moving beyond that which you already know, becoming something different through your learning, creating a previously unforeseen future, and choosing to step into your next best self. Wright Performative Learning synthesizes the theories and thinking of the foremost philosophers, psychologists, and cutting-edge systems, learning, and educational theorists. The synthesis of the foundational theories of Wright Performative Learning creates an exciting level of synergy by drawing on the revolutionary educational theories of Lev Vygotsky on performance and learning; by living his constant process of both being and becoming through performing that which one does not yet know how to do; by expanding the vision of possibilities and development through More Knowledgeable Others (MKOs); and by fulfilling Vygotsky’s vision of transformational education that transforms the students, MKOs, faculty, coaches, the curriculum, WGU, and the greater world.
Wright Performative Learning trains you to recognize your innate leadership and your potential to create your life and contribute to others. Our programs allow you to create opportunities for learning through service to others in your applied learning. Through these applications, in addition to learning new skills, you are able to assess your current influence on the world; uncover unconscious, limited, or hidden beliefs; and understand the larger workings of the systems of which you are a part.
HOW WRIGHT PERFORMATIVE LEARNING WORKS: YOU ARE YOUR OWN LIVING EXPERIMENT
Wright Performative Learning is an extension of practicing what you teach; you apply what you read about in your own life. When in class, you digest what is being taught with a paired sharing technology and other accelerated learning techniques. With the Assignment Way of Living you apply what you are learning as constant experiments in your life, joined in your learning laboratory by other personal researchers as you work on your social emotional intelligence and other life skills. You engage in personal coaching so you can learn, grow, and understand from the consumer point of view what coaching is. You report weekly on your findings in a lab or growth group of fellow travelers on the journey to fulfilling your potential. Each quarter you examine what you learned and how you grew, and you cite research and thinkers who address and explain your progress.
OVERVIEW OF THE LEARNING EXPERIENCEAS A SCHOLAR PRACTITIONER
As a scholar practitioner, you apply your learning to your own life, as well as in your transformational coaching and leadership. This adds significant depth as you serve others and is foundational to practicing what you teach. Through your coursework, papers, applied projects, and performative learning, you learn and apply powerful and proven approaches to understanding and facilitating human development and transformation as a coach and a leader:
- You learn the Wright Integrative approach to human development, blending the best of past and present human emergence technologies, synthesizing the six core disciplines (developmental, Adlerian and humanistic psychology and human potential methodologies, existential philosophy, educational theory and methods and neuroscience and other related research), and applying the approach to your leadership and coaching.
- You learn to practice, lead, and coach the Wright Performative approach to experimental learning and living.
- You learn to apply the Wright Developmental Model to analyze developmental levels and apply appropriate interventions in yourself and those you coach and lead.
- Through the program, you develop a wide range of skills using the methodology of Wright Emergence Coaching to be an effective coach as you facilitate the transformational process of those you lead and coach.
- Woven throughout your program you will be learning skills in the four areas of Wright Transformational Leadership—Teaming, Influencing, Managing, and Empowering (TIME). Your academic knowledge and comprehension as well as your integrative and synthetic thinking deepen as you discover how Wright Integrative brings about a powerful synthesis of its six core disciplines that enhances your knowledge, comprehension, skill, and application for becoming an effective coach and leader. You integrate the various perspectives into your understanding and application of Wright Integrative Approach and Wright Developmental Model
By receiving and responding to feedback (whether formal assessment and measurement or informal feedback), you evaluate the effectiveness of your coaching and leadership as well as your writing and presentation skills and you implement appropriate changes. As you design and apply your own research, you’ll participate more effectively as a member of the learning community. Not only do you apply your academic study to your coaching and leadership, but also to your daily living and personal relationships. You explore the domain of your personal potential, seek to maximize the development of your potential, and apply what you learn in experience and what you learn academically in your daily life, and record and report on related progress you make.
PROGRAM LEARNING AND DEVELOPMENT METHODOLOGIES
As a WGU graduate, you will be a scholar practitioner, someone who studies what you do and applies what you study at work and elsewhere in your life. Scholar practitioners are constantly learning—and using what they learn to do what they do better. As a coach, you will be tracking emerging research and continuing your study of classic approaches to challenges human beings have faced throughout history. You will become a student of the human condition as you learn to help people deal with the challenges and opportunities of life.
Throughout your graduate training you will study and apply these powerful learning and development methodologies for successful living, leadership, coaching: Wright Integrative, Transformational Emergence Coaching, Evolating, and Transformational Leadership Training.
WRIGHT INTEGRATIVE, A TRANSDISCIPLINARY APPROACH
Every course you take has three elements: an overview of the field, an applied project, and a performative report. You not only learn with each course, but you also grow. You acquire professional skills as well as develop personally. The overview of the field includes all six core disciplines of the Wright Integrative approach to help you relate diverse fields in your pursuit of a great career and life. Wright Integrative’s conceptual framework includes the fields of study you see in the diagram below. These six disciplines provide a firm foundation for you to continue to develop professionally and personally throughout the program as well as the rest of your life.
In the applied project you apply what you have been learning. It may be through your coaching, leadership, team building, or even developing a seminar and teaching others what you have learned. Many students design and deliver a training experience on some aspect of their studies that had an impact on them.
The third element, the performative piece, is where you track and report your own growth weekly and in summary at the end of each quarter. You identify the theories and methodologies that have guided you in your development. You explain how these influenced and facilitated your development in career, relationship, and even self-esteem.
The entire master’s degree is completed with a career-related master’s capstone project. You may choose a coaching relationship or a leadership project to report on and analyze what you have learned as a scholar practitioner while integrating the academic research. This exciting aspect of your education allows you to demonstrate the skills you
have learned and apply them to a subject that has meaning for you.
Academic Integrity and Code of Conduct
The ideal of academic integrity is crucial to the integrity of a university; conversely, academic dishonesty undermines the very basis upon which institutions of higher education are organized and function. All students, faculty, and staff at the Wright Graduate University are expected to meet the highest standards of integrity in the performance of their academic work. Students, faculty, and staff are expected to report observed cases of academic dishonesty to the Chancellor.
The Standards of Academic Integrity prohibit such conduct as the giving or receiving of unauthorized help in examinations or other assignments, plagiarism and other unacknowledged or undocumented use of source material, copyright law violations, and forgery. Students may not re-use their own work without explicit disclosure regarding the nature of its original use and/or explicit permission from faculty on a per-assignment basis.
A student shall be subject to discipline for any violation of the Standards of Academic Integrity. Faculty and staff members shall be subject to reprimand for any violation of the Standards of Academic Integrity. Sanctions imposed will be commensurate with the violations and may include, but not be limited to, any one of the following: an official reprimand; a requirement to repeat an assignment, an examination, or a course; a requirement to complete an alternative assignment or examination; a failing grade for an assignment, examination, or course; suspension; or expulsion from the Wright Graduate University. WGU has the right to investigate alleged violations and enforce disciplinary action as it determines appropriate. Students that are not satisfied with the outcome of a school decision may file a student grievance.
In addition, consequences for copyright infringement include both civil and criminal penalties. Unauthorized reproduction and/or distribution of copyrighted material, including peer-to-peer file sharing, may subject a student to damages or fines of up to $250,000 and/or imprisonment up to five years, plus court costs and attorneys’ fees. For more information please see the University’s annual Consumer Information publication (https://wrightgrad.edu/consumer-information-gainful-employment/) and the Web site of the U.S. Copyright Office at www.copyright.gov, especially their FAQ’s at www.copyright.gov/help/faq.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974, as amended (FERPA) sets out requirements designed to afford students certain rights with respect to their education records. In addition, it puts limits on what information The Wright Graduate University may disclose to third parties without receiving prior written consent from the student.
I. Types of Educational Records Kept
The Wright Graduate University will maintain student records for six years from graduation or last date of attendance. Such records will minimally include the following:
• A copy of the enrollment agreement and other instruments relating to payment for educational services.
• Student information, including student name; permanent or other address at which the student may be reached; records relating to financial payments and refunds; and, record of attendance.
• Date of completion or termination and the reason(s) thereof.
• Record of any student grievance and subsequent resolution.
• The Wright Graduate University shall provide upon request a transcript to any student who has satisfied all financial obligations currently due and payable to the school. The original transcript will be maintained indefinitely. It will provide the name of the student, the title of the program, total number of credit hours of
instruction received, dates of enrollment,
II. Procedure to Inspect Education Records
Students have the right under FERPA to inspect and review their education records. A student who wishes to inspect and review his or her records should submit a written request to the appropriate school official. The request should identify as precisely as possible the records the student wishes to inspect. If the requested records are subject to inspection and review by the student, arrangements for access will be made within a reasonable period of time but in no case more than 45 days after the request was made, and the student will be notified of the time and place where the records may be inspected. The school may require the presence of a school official during the inspection and review of a student’s records.
Certain limitations exist on a student’s right to inspect and review his/her own education records. Those limitations include, for example, the following: (i) financial information submitted by parents; (ii) confidential letters and recommendations placed in his/her file prior to January 1, 1975; (iii) confidential letters and
recommendations placed in his/her file after January 1, 1975 to which the student has waived his or her right to inspect and review and that are related to the student’s admission, application for employment or job
placement, or receipt of honors. In addition, the term “education record” does not include certain types of records such as, by way of example, records of instructional, supervisory, administrative, and certain
educational personnel that are in the sole possession of the maker thereof, and are not accessible or revealed to any other individual except a substitute.
When a record contains personally identifiable information about more than one student, the student may inspect and review only the information that relates to him/her personally.
III. Disclosure of Educational Records
The Wright Graduate University generally will not permit disclosure of personally identifiable information from the records of a student without prior written consent of the student. Personally identifiable information is disclosed (some items are mandatory, some discretionary) from the records of a student without that student’s prior written consent to the following individuals or institutions or in the following circumstances:
A. To Wright Graduate University officials who have been determined by the school to have legitimate educational interests in the records. A school official is: 1) a person employed by the school in an administrative, supervisory, academic or research, or support staff position; or 2) a person employed by or under contract to the school to perform specific tasks, such as an auditor, consultant, or attorney, a person on the Board of Directors. Legitimate interest: A student serving on an official committee or assisting another school official, or any school official who needs information about a student in the course of performing instructional, supervisory, advisory, or administrative duties for the Wright Graduate University has a legitimate educational interest.
B. To certain officials of the United States Department of Education, the Comptroller General of the United States, the Attorney General of the United States, and state and local educational authorities in connection with state or federally supported educational programs, or in connection with the student’s request for, or receipt of, financial aid necessary to determine the eligibility, amounts or conditions of financial aid, or to enforce the terms and conditions of the aid.
C. To organizations conducting certain studies for or on behalf of the school.
D. To accrediting commissions or state licensing or regulatory bodies to carry out their functions.
E. To parents of a dependent student, as defined in Section 152 of the Internal Revenue Code.
F. To comply with a judicial order or lawfully issued subpoena.
G. To appropriate parties in health or safety emergencies.
H. To an alleged victim of a crime of violence or a non-forcible sexual offense, the final results of the disciplinary proceedings conducted by the school against the alleged perpetrator of that crime or offense with respect to that crime or offense.
I. To persons in addition to the victim of a crime of violence or non-forcible sexual offense, the final results of the disciplinary proceedings described in paragraph H above but only if the school has determined that a student is the perpetrator of a crime of violence or non-forcible sexual offense, and with respect to the allegation made against him or her, the student has committed a violation of the institution’s rules or policies. (The Wright Graduate University, in such instances, may only disclose the name of the perpetrator—not the name of any other student, including a victim or witness—without the prior written consent of the other student(s)).
J. To a parent regarding the student’s violation of any federal, state, or local law or of any rules or policy of the school governing the use or possession of alcohol or a controlled substance if the school determines that the student has committed a disciplinary violation with respect to that use or possession, and the student is under 21 at the time of the disclosure to the parent.
IV. Record of Requests for Disclosure
Except with respect to those requests made by the student him/herself, those disclosures made with the written consent of the student, or to requests by or disclosures to Wright Graduate University officials with legitimate educational interests and disclosures of directory information (or other exceptions described in the applicable regulations), the Wright Graduate University will maintain a record indicating the parties who have requested or obtained personally identifiable information from a student’s education records and the legitimate interests those parties had in requesting or obtaining the information. The student may inspect this record.
V. Directory Information
The Wright Graduate University designates the following information as directory information. (Directory information is personally identifiable information that may be disclosed without the student’s consent):
• Student’s name
• Address: local, email and Web site
• Telephone number (local)
• Date and place of birth
• Program of study
• Participation in officially recognized activities
• Dates of attendance
• Degrees and certificates awarded
• Most recent previously attended school
• Photograph of the student, if available
• Enrollment status (i.e., enrolled, continuing, future enrolled student, reentry, leave of absence, etc.)
Notice of these categories and of the right of an individual in attendance at the Wright Graduate University to request that his or her directory information be kept confidential will be given to the student annually. Students may request nondisclosure of student directory information by specifying nondisclosure, in writing, to the Campus Director’s office. Failure to request nondisclosure of directory information will result in routine disclosure of one or more of the above-designated categories of personally identifiable directory information.
VI. Correction of Educational Records
Students have the right under FERPA to ask to have records corrected which they believe are inaccurate, misleading, or in violation of their privacy rights. The following are the procedures for the correction of records:
A student must ask the Campus Director to amend a record. As part of the request, the student should identify the part of the record he/she wants to have changed and specify why he/she believes it to be inaccurate, misleading, or in violation of his or her privacy rights.
The Wright Graduate University may either amend the record or decide not to amend the record. If it decides not to amend the record, it will notify the student of its decision and advise the student of the right to a hearing to challenge the information believed to be inaccurate, misleading, or in violation of the student’s privacy rights.
Upon request, the Wright Graduate University will arrange for a hearing and notify the student reasonably in advance of the date, place, and time of the hearing. The hearing will be conducted by an individual who does not have a direct interest in the outcome of the hearing. That individual may be an official of the Wright Graduate University. The student shall be afforded a forum for the opportunity to present evidence relevant to the issues raised in the original request to amend the student’s education records. The student may be assisted by other people, including an attorney.
The Wright Graduate University will prepare a written decision based solely on the evidence presented at the hearing. The decision will include a summary of the evidence, and the reasons for the decision.
If, as a result of the hearing, the Wright Graduate University decides that the information is inaccurate, misleading, or otherwise in violation of the privacy rights of the student, it will (a) amend the record accordingly; and (b) inform the student of the amendment in writing.
If a statement is placed in the education records of a student in the paragraph above, the Wright Graduate University will: (a) maintain the statement with the contested part of the record for as long as the record is maintained; and (b) disclose the statement whenever it discloses the portion of the record to which the statement relates.
If, as a result of the hearing, the Wright Graduate University decides that the information in the education record is not inaccurate, misleading, or otherwise in violation of the privacy rights of the student, it shall inform the student of the right to place a statement in the record commenting on the contested information in the record or stating why he or she disagrees with the decision of the school.
VII. Student Right to File Complaint
A student has the right to file a complaint with the United States Department of Education concerning alleged failures by the Wright Graduate University to comply with the requirements of FERPA. The name and address of the governmental office that administers FERPA is:
Family Policy Compliance Office
United States Department of Education
400 Maryland Avenue SW
Washington, DC 20202-4605
Status/ Grading Points
92.5 – 100
89.5 – 92.49
86.5 – 89.49
82.5 – 86.49
79.5 – 82.49
76.5 – 79.49
72.5 – 76.49
69.5 – 72.49
66.5 – 69.49
60.0 – 66.49
The syllabus for each course describes the basis upon which the course is graded, including the rubric by which projects are graded. A minimum cumulative GPA of 3.0, with no grade lower than a 2.0 (C) for any course is required to receive a graduate certificate or degree.
Grades are recorded on the student’s transcript by the Registrar. Students may access their grades on the LMS approximately 10 days after the end of the quarter.
A student who withdraws from a course within the first fourteen days of the quarter will not be charged for the course.
If a student withdraws from a course having attended less than 60% of the course, he/she will be assigned a grade of “WF” for that course, and charges for the course will be prorated in accordance with the College refund policy (withdrawal after having attended 60% of the course will result in an F being assigned). The student must retake and complete the course with a passing grade if the student chooses to re-enter.
If a student fails a course, the student must successfully repeat the course prior to graduation. Repeating a course will incur additional tuition charges. When a student repeats a course, the lower grade will be replaced with an RT and the higher grade will be used in calculating the CGPA.
Courses with a grade assignment I, IP, WF, RT, TR, and AU are not included in determining the CGPA. Refresher and non-credit remedial programs are not offered.
A student may receive one of the following grades when the course is not completed or the requirements for earning course credits are not met:
Status/ Grading Points
In Progress* (applies only to Ed.D. courses 511 and 600, which may be taken over multiple quarters
Withdrawal/ After Deadline/ Fail = 0 Points**
Recognizes completion of requirement through consortium
Audited/ No Credit**
Used to identify a repeated course for which a higher grade was earned and indicated elsewhere on the transcript.***
* No credit awarded. Converts to F if not completed in specified period
** No credit awarded
*** Higher of two attempts included in GPA
Incomplete Coursework and Grades:
If a student reaches the end of a quarter and has not completed and submitted the required assignments and/or project(s) he/she will fail the course. However, incomplete academic work for unforeseeable, emergency, and justifiable reasons at the end of a quarter may result in an Incomplete being entered in the student’s record.
To apply for an incomplete and extension, students must submit a written request to the instructor detailing the reasons why the coursework is not completed and an estimate of time it will take to complete the coursework.
With the approval of the instructor, a student will have up to one additional quarter to amend the “Incomplete” grade. During the extension, a grade of “I” will be posted with the registrar by the instructor. If and when the outstanding assignment(s) or project(s) have been submitted to the instructor, the “I” will be replaced by a standard grade (scale above). In the event that the student does not submit the work by the end of the extension period so that a new grade may be assigned by the faculty, the “Incomplete” grade will become a failing grade (F).
Incomplete extensions are not automatic and approval is up to the discretion of the course instructor.
Timely Submission of Graded Assignments (Late Work Policy):
It is the expectation that all assignments (e.g., discussions, papers, projects) for courses are turned in on time by the published due date in Canvas. If a student experiences extenuating circumstances that impact their ability to complete an assignment, including health, work or family issues, it is the student's responsibility to contact, via Canvas messaging, the faculty of record in a timely manner. This request must be submitted and approved prior to the published assignment deadline or no late work will be accepted. The request must include your extenuating circumstances as well as a proposed submission date. The proposed submission date must be reasonable for the stated extenuating circumstance and must be no later than the end of the current quarter. Approval for late submission is determined by the faculty of record. Any assignment submitted late and without an approved exception will earn zero (0) points.
Wright Graduate University employs and admits individuals without regard to gender, age, race, national origin, sexual orientation, political affiliation or belief, religion or disability and affords students all rights, privileges, programs, employment services and opportunities generally available. WGU complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 and does not discriminate on the basis of disability. Additional information about this policy or about assistance to accommodate individual needs is available from the CEO & President, who also serves as the campus ADA coordinating official.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
WGU Policy for the Provision of Reasonable Accommodations for Students with Disabilities
The Wright Graduate University for the Realization of Human Potential complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 and does not discriminate on the basis of disability. The University provides equitable accommodations to students with disabilities admitted to study at the University in accordance with the following procedures. As the term is used herein, “equitable accommodations” refer to those academic adjustments, services, and aids provided to otherwise capable students with disabilities to facilitate equal access to University programs and activities. Dr. Taylor Gothard is the designated disability services coordinator to assure compliance with and implementation of the University’s responsibilities under these laws.
Students requesting accommodations from the University are required to complete the accommodation request form and submit documentation to verify eligibility. Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 (as amended), individuals with disabilities are guaranteed equal access to programs and services; therefore, the documentation should indicate that the disability substantially limits one or more major life activities.
1) Students are responsible for informing the University of their status as a person with a disability and their need for equitable accommodations. Students seeking equitable accommodations are encouraged to contact the CEO & President's Office by phone at (312) 919-9494 or email at firstname.lastname@example.org. It is the responsibility of the student to present appropriate documentation of a disability to the University in a timely manner to secure accommodations, which cannot be made retroactively. It is recommended that students contact the CEO & President and provide appropriate documentation of the disability at least six weeks prior to the course start date to allow the University enough time to effectively provide reasonable accommodations (e.g., interpreter, real-time captioning services, or conversion of print-based materials into accessible formats). Please note that the amount of time needed to arrange any particular accommodation may vary.
2) Documentation of a disability should be as current as possible, and consideration will be given to the type of disability, type of documentation, and current legal guidelines. Depending on the type of disability, documentation may include, but not be limited to, a school plan such as an individualized education program (IEP) or 504 plan; a comprehensive assessment battery and diagnostic report; or a record of a disability from another institution of higher education. All psychological/medical reports must include the name, title, and professional credentials of the evaluator. All reports should be on letterhead stationary, typed, dated, signed, and legible.
Documentation for any disability should include as much of the following as possible:
- Diagnosis of disability
- Description of any medical and/or behavioral symptoms associated with the disability
- Identification of medications, and side effects, that could significantly impact the student in an academic environment
- Statement specifying functional limitations caused by the particular disability
- Any recommended accommodations associated with the identified functional limitations
The CEO & Presindent develops and coordinates plans for the provision of reasonable accommodations. Students will be notified of reasonable accommodations within seven business days of registering with the University and submitted all appropriate documentation. The University may decline requests for accommodations that impose an undue hardship on the institution or that require the fundamental alteration of academic standards, programs, or coursework. A student may appeal reasonable accommodation decisions by following the University’s student complaint/grievance process in the Catalog (page 69). Students may also contact the CEO & President’s Office with any questions or concerns.
Satisfactory Academic Progress (SAP) ensures that students are progressing through their program of study both academically and in a timely manner. In order to be considered to be making satisfactory progress toward a degree or certificate, a student must both maintain specified cumulative grade point averages and a specified completion rate. To determine satisfactory progress, a student’s cumulative grade point average and completion rate will be evaluated at the end every quarter after grades are posted, approximately 10 days after the end of the quarter. The maximum time frame that a student is allowed to complete a program is 1.5 times the program length.
The minimum cumulative grade point average (CGPA) and completion rate required for the Master of Arts Program based on quarter progression is as follows:
Minimum Percentage of Cumulative Credit Hours Completed that were Attempted
4 and beyond
The minimum cumulative grade point average (CGPA) and completion rate required for the Doctor of Education program based on quarter progression is as follows:
Minimum Percentage of Cumulative Credit Hours Completed that were Attempted
4 and beyond
The minimum cumulative grade point average (CGPA) and completion rate required for Graduate Certificate Programs based on quarter progression is as follows:
Minimum Percentage of Cumulative Credit Hours Completed that were Attempted
Students are expected to complete the requirements for their program in the scheduled time frame, but in no case may the quarter units attempted exceed 1.5 times the quarter units required to complete the program. At the end of each quarter, if the student has less than the minimum acceptable cumulative grade point average and/or has not earned at least the percentage of attempted credits described in the chart above (required to complete the program within 150% of the program length), he or she will be notified and placed on Academic Warning for the remainder of the current quarter (i.e. if you are placed on academic warning for your quarter one performance, ten days after the quarter ends you will be placed on warning for the next quarter, quarter two). If a student fails to achieve satisfactory progress by the end of the quarter in which they are on Academic Warning, the student will be withdrawn from the program (unless the student files and is granted an appeal as defined below). If the student regains SAP by the end of the quarter, they will be removed from Academic Warning. WGU does not offer summer terms. All periods of enrollment count toward Satisfactory Academic Progress, including periods when a student does not receive financial aid.
A student may appeal the University’s determination of withdrawal due to failure to re-establish satisfactory progress by the end of the warning period to the CEO & President based upon extenuating circumstances. These might include the death of a relative, an illness of or injury to the student or other extraordinary situations. The student’s appeal must be received on or before the first Wednesday of the first week of the new quarter for the student to be eligible to register for the following quarter. If it is determined that a student should have been withdrawn at the end of the prior quarter for failure to maintain or regain SAP, he or she will not be charged for the new quarter.
The appeal must contain 1) an explanation of why the student failed to meet the SAP standards; and 2) a description of what has changed in the student’s situation that will enable him or her to again meet the satisfactory progress standards. Supporting documentation should be submitted if possible. The CEO & President will review the information submitted in the context of the student’s entire academic record, and notify the student of his or her decision by email within 24 hours. This decision is final. If the appeal is granted, then the student will be placed on probation for one or more quarters, and the CEO & President’s notice to the student will outline the requirements of the academic plan the student must follow. The academic plan must ensure the student will be able to complete the program within the maximum timeframe (1.5 times the program length) and with the required CGPA for graduation.
At the end of each probationary quarter, the student’s progress will be evaluated based upon the academic plan. If the student is meeting the terms of the academic plan, the student is notified by email that they are eligible to remain in school and may continue to receive Title IV aid if qualified. If a student on probation fails to meet the terms of the academic plan at the end of any quarter, the student will be terminated and notified by email.
In this situation, the student may make a second appeal by providing an update statement to the CEO & President, including a description of any new extenuating circumstances that prevented the student making academic progress, or how circumstances have changed to allow for them to make academic progress in subsequent quarters. Second appeals may be granted at the discretion of the CEO & President and only if the school and student can develop an academic plan that ensures the student is able to meet the University’s satisfactory progress standards prior to program completion. If the second appeal is granted, the student is notified by email that they are eligible to remain in school but will not continue to receive Title IV Aid during this probationary term. If the second appeal is not granted, the student will be terminated and notified by email.
If at the end of the probationary quarter following the second appeal the student has not met the terms of the academic plan or the satisfactory academic progress standards, the student will be withdrawn and notified by email, and no appeals are allowed.
The student withdrawn for failure to meet SAP after probation (and any allowable appeals) may request re-enrollment after six months using the policies for re-enrollment on page 72 of the catalog. If the re-enrollment request is granted, the student will be notified by emails that they are re-enrolled, that they are on academic probation and subject to the evaluation and process described above at the end of each probationary quarter, and that they are ineligible for Title IV aid until they meet the terms of the academic plan or the University’s satisfactory academic progress standards.
Procedure for re-establishing Satisfactory Academic Progress (SAP)
A student who is placed on Academic Warning and re-establishes SAP at the end of the Academic Warning period will be removed from Academic Warning. A student who is placed on Probation and re-establishes SAP at the end of the Probation period will be removed from Probation. All notifications are sent to student via email.
The effect on SAP for all Withdrawal and Incomplete Grades:
Status/ Grading Points
Included in in GPA Calculation
Included in Completion Time Calculation
In Progress* (applies only to courses 511 and 600, which may be taken over multiple quarters
Withdrawal/Within Deadline/ Fail (0 points)**
Used to identify a repeated course for which a higher grade was earned and indicated elsewhere on the transcript.***
* No credit awarded. Converts to F if not completed in specified period.
** No credit awarded.
*** Higher of two attempts included in GPA
The effect on SAP for repeated courses The higher of the two grades earned for a repeated course will be used in calculating the CGPA. The credits attempted for both courses are included in the calculation of the completion rate.
The effect on SAP for non-punitive grades and non-credit or remedial courses WGU does not offer remedial courses. The grade assignment of AU is a non-punitive grade that does not impact CGPA or completion rate calculations.
The effect on SAP when a student seeks to earn an additional credential If a student seeks an additional credential, the credits and grades attempted in the original credential that apply to the new credential are included in the determination of a student’s satisfactory academic progress, both in CGPA and completion rate.
The effect on SAP for Extended-Enrollment Status The University does not offer extended-enrollment status.
The effect on SAP when student changes programs or is re-admitted to the same program If a student is re-admitted into the University or changes program of study, the credits and grades that are applicable to the student’s current program of study will be included in the CGPA and in credits attempted for determining the student’s satisfactory academic progress and the appropriate evaluation level for the student.
The effect on SAP for Transfer Credits The University does not accept transfer credits from other postsecondary institutions. Re-entry for students dismissed due to failure to meet SAP Students who have been dismissed for lack of satisfactory progress may apply to be readmitted into the same curriculum, as the class schedule permits, after 6 months. Such a student will be enrolled for a probationary quarter upon reentry. This procedure applies only to dismissals caused by lack of satisfactory progress and when the student is reentering the same curriculum. It does not apply to voluntary withdrawals.
The Wright Graduate University experience is designed to help you learn and apply the skills of personal transformation to live a great life, not just to fill you with new information. This is a high-performance education. We want to maximize the benefit for all involved to transform the student, transform the teacher, and transform the world. The following operating agreements will help you get the most out of your participation in the program, enhance the quality of your life in all areas, and cultivate ways of being that will support you as a transformational leader and coach.
Students at Wright Graduate University are expected to adhere to the Code of Student Conduct described below. These standards are a supplement to (not a replacement for) the standards elsewhere on this catalog, including but not limited to regulations on academic integrity, sexual harassment, campus safety and drug/alcohol use.
Violations of policy may result in any of a range of consequences, from verbal or written reprimand to withdrawal from the program. Students dismissed for Code of Student Conduct violations may appeal the violation using the Student Grievance Process.
• Create value for yourself. Those who benefit the most from the activity don’t wait for information to come to them. They participate and generate meaning and value for themselves. The more that you can accept this responsibility to create value for yourself, the more you will find creative ways to contribute, participate, and benefit.
• Create value for the activity and do not detract. Use your participation to move the group or activity forward and not detract or delay it in any way.
• Participate fully. The more you invest and participate in any class or experience, the more you will benefit. Research has shown that those who participate the most get the most out of their experience. Do your best in every way possible.
• Be on time. You and others have invested significant resources to participate in this education. To make your work together the most productive, it is critical that you show up on time and ready to work. Take your own breaks as needed during class, but avoid taking breaks that will delay class transitions. If you are going to be late, miss class, or attend remotely, inform your instructor so they may plan accordingly.
• Tell the truth. You can always decline to share information about yourself. However, an educational experience is a great opportunity to take risks, be more open and honest, and disclose more about yourself rather than telling a story about someone else or making a generalization. The more open you are, the more you will gain from the experience.
• Keep confidentiality. We maintain an environment of integrity, safety, and freedom to participate by upholding confidentiality. Students agree not to disclose the content of other students’ work outside of the learning context and for the purpose of supporting learning. Students agree to share only from their own experience when talking with others within or outside their performative training. In an attempt to maximize learning, Wright Living performative learning instructors and WGU faculty may communicate with one another in the service of learning and growing. Students are encouraged to keep all relevant faculty members informed and current on issues that may arise in the course of their learning experiences.
• Be coachable and open-minded. Be coachable and be open and be open to having your opinion shifted and changed. The more the environment is open, the more likely it is that creative solutions will emerge for everyone involved.
• No side conversations. Educational success is maximized when everyone pays attention and supports the group unity. Do not have side conversations. Keep your focus and attention on the group momentum so that you, and all of fellow students, can have the greatest collective success.
• Be coachable on limiting thinking and beliefs. Throughout your program you will begin to notice that you have limiting beliefs about yourself, others, and the world— beliefs that get in the way of your leading and coaching. This limited thinking may show up in a ‘victim-based’ mindset—like blaming others or circumstances for your current situation, or complaining without examining your own responsibility in the matter. You may be interrupted when you are speaking in a way that reinforces these limiting beliefs so that you can start to become aware of the things keeping you from your dreams.
• Practice e-etiquette. With email, online discussions, our learning management systems, and all other WGU online communications, you agree to the following:
– Communicate responsibly. Do not blame or shame others. Take responsibility for your own reactions and emotional charges. Use communications (including logistical communications) to learn, grow, inspire, and play. Be uplifting and growth oriented.
– Use the appropriate medium. Do not use online media for emotional communications. Use text messages only for immediate/urgent (requiring response within minutes, not hours) and straightforward (non-complex) communications. Talk to the person either in person or on the phone instead of communicating digitally.
– Schedule conversations when appropriate. Faculty and administration have responsibilities to multiple students, and as such, any thread of communications that requires more than one round of responses should be handled by scheduling a conversation during office hours or, at the faculty/ administrator’s discretion, another time they make themselves available.
– Follow guidance and instruction given by any faculty member, administrator, or designated senior student moderator regarding communication for an online medium.
• No business transactions. We believe that growth and development is enhanced when there are no ongoing issues of exchanging money or conducting business between students. To this end, we require that WGU students refrain from conducting business transactions with each other during the period they are at WGU. Referrals and networking are okay. Existing business relationships can of course continue.
• No social or romantic involvement. We provide an environment of personal growth where students can experiment with new beliefs and behaviors. The safety for this experimentation is aided when there is no social, romantic, or sexual involvement. To this end, WGU students shall not engage in social, romantic, or sexual relationships with other WGU students during the period they are at WGU. Existing relationships can of course continue.
• No physical violence. In providing a safe place for students to experiment with different behaviors and full expression of emotions, all students agree to absolutely no physical violence with each other. If you do break or damage anything, you pay for the damage you make or create. Student Code of Conduct PREFACE 89 | Wright Graduate University for the Realization of Human Potential | V.2.19
• No alcohol or drugs. WGU complies with the Drug Free Schools and Communities Act and forbids use, possession, distribution, or sale of illegal and illicit drugs or alcohol by students, faculty or staff anywhere on school property or as part of of any of its activities. Anyone in violation of state, federal or local regulations, with respect to illegal drugs or alcohol, may be subject to both criminal prosecution and school disciplinary action. For the performative learning courses, students may not partake of alcohol or other mind-altering substances (unless prescribed) for at least 24 hours before the performative activity. Failure to abide by this policy will result in the student sitting out of that session of the performative learning activity.
• Handle charges, reactions, and grievances responsibly. Through your participation, charges or issues may arise, that things will happen or individuals will do things that you may feel are inappropriate or that you disagree with. It is your sole responsibility to use those charges or issues to identify your own unfinished business and to take responsibility for that business in the manner listed below:
• Operate as if you assume good will on the part of others no matter how wrong or misguided you think they are or what you disagree with.
– Any time an issue arises or you have a charge or reaction, you may start with anger, but then immediately:
• Identify the fear/ hurt underneath the anger and take responsibility for your pain.
• Identify your projection or transference.
• You may not, through your actions, ways of being, or behaviors require any additional resources to support you beyond what is typically and reasonably provided to any student.
• If you are unable to expediently resolve your concern with the person involved directly, you agree to resolve your concerns through the articulated grievance policy.
• Seek external resources as needed. In the course of your preparation as a transformational leader and coach, buried feelings or unfinished business may arise from the educational experience. The university’s services are limited to non-therapeutic academic mentoring and career advising. You agree to take full responsibility for these feelings and seek therapy or other appropriate remediation and in no way hold the university or associated people or groups responsible. Should an issue arise that interferes with your academic performance or safety, or compromises the academic experience of another student, the university may require that you seek therapy or counseling (referrals available from the Chancellor/career services office).
Students enrolled in programs offered by Wright Graduate University are subject to one or more of the following student identity verification methods.
Government-Issued Photo Identification: Students provide a government-issued photo identification during the first in-residence weekend. The University uses this identification to verify students’ identity during monthly in-residence weekends. Students are required to attend one in-residence weekend per quarter in person. At a minimum, the University verifies student identity in-person four times a year throughout enrollment.
Secure, Individual Login and Passcode: Students are assigned a secure, individual username and password upon enrollment at Wright Graduate University. These assigned identifiers are used to access Canvas learning management system where students complete and submit coursework and access grade information.
Administrative or Academic Practices: Students are subject to identity verification, at the University’s discretion, through the use of personally identifiable information provided by the student upon application to the University. Students must provide two pieces of identifying information that can be verified by University faculty or staff using information contained within the Student Information System prior to having personally identifiable information released to them by phone. In addition, faculty may commence verification of student identity following review of student work. Changes in academic performance or writing style is monitored and may prompt a request for identity verification.
In-Residence Attendance (Proctored Exam Policy): Wright Graduate University requires students to participate once a quarter (in-person) in the monthly in-residence weekends at the Elkhorn, Wisconsin campus. Students are required to attend one in-residence weekend in person and attend the other two sessions via telephone, webcast, or asynchronously reviewing the video from the weekend and submitting notes to verify the video was reviewed in its entirety. During these in-residence weekends, students participate in discussions to demonstrate increasing personally applied emotional intelligence, social intelligence, contribution to others, coachability, authenticity/presence, co-voyaging, and applying Wright Integrative. Students are graded on their level of participation and this grade contributes to their overall course grade. The University uses these monthly weekends to verify student identity throughout enrollment. The University uses these in-residence weekends as proctored exams for the purposes of verifying that the student who enrolled in the program is the same student who earned the degree.
The University and administration work with each student to resolve the issues a student may have. Every student is encouraged to discuss his or her concerns or complaints with faculty or staff most able to assist the student in resolving the matter. If, however, the student is not satisfied with these efforts, then the student may pursue a formal review by following the procedure outlined below:
1. Make a signed, written complaint to a school official describing the basis of the complaint in sufficient detail to allow the faculty/Campus Director to begin an investigation. Academic concerns should be directed to the Chief Academic Officer, while administrative concerns should be directed to the Administrative Manager.
2. The Chief Academic Officer or Administrative Manager will schedule an appointment with the student within three working days to discuss the complaint.
3. The Chief Academic Officer or designee will confirm the completion of the investigation with a written report of the disposition of the compliant mailed to the student within five working days of the meeting with the student.
4. If the student is not satisfied with the Chief Academic Officer, Chief Operating Officer or designee’s report of disposition of the complaint, the student may appeal this result in writing to the CEO/President within 10 working days of receipt. The appeal letter must include a copy of the written disposition report and an explanation why the student is not satisfied with that outcome.
5. The CEO/President will review the written disposition report and the student’s appeal letter and will conduct any further investigation necessary, including requesting additional information from the student or dean.
6. The CEO/President will provide both the student and the faculty with a written appeal finding mailed within 10 working days of the receipt of the appeal letter. This written decision is the final disposition of the complaint.
7. If the student is not satisfied with the CEO/President’s report of the appeal, he or she may appeal to the Board of the Wright Foundation for the Realization of Human Potential.
No reprisal of any kind shall be taken against any participant involved in a grievance procedure.
Any student who has a complaint that is not successfully resolved through the procedures outlined in this document may contact the Wisconsin Educational Approval Board, the Illinois Board of Higher Education, the NC-SARA State Portal Entity Contact, and/ or DEAC.
Wisconsin Educational Approval Program
1400 E. Washington Avenue
Madison, WI 53703
Illinois Board of Higher Education
1 N. Old State Capital Plaza, Suite 333
Springfield, IL 62701
National Council for State Authorization Reciprocity Agreements (NC-SARA)
State Portal Entity Contacts
Distance Education Accrediting Commission
1101 17th Street NW, Suite 808
Washington, DC 20036
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Accreditation: Wright Graduate University is accredited by the Distance Education Accrediting Commission, an accrediting agency recognized by the US Department of Education and the Council for Higher Education (CHEA). Wright Graduate University business programs have received specialized accreditation through the International Accreditation Council for Business Education (IACBE). See complete accreditation and recognition details here.