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Leave of Absence (LOA) Policy

Policy Overview

Leave of Absence (LOA) is defined as a temporary break from academic registration with a clear intent to return to their program of study for reasons including but not limited to medical, military, or voluntary. An approved Leave of Absence will enable a student to re‐enter their degree program without re‐applying to the university. A student on Leave of Absence is not required to pay fees; however, they are not permitted to place any demands on institute faculty or use any institute resources. Cummings Graduate Institute will consider granting an academic Leave of Absence (LOA) after a student has completed at least one (1) credit in their program of study.

Satisfactory Academic Progress: In order to remain in good academic standing according to the Satisfactory Academic Progress  Policy, the student may only request to be on leave for a maximum of two (2) consecutive academic terms. Leave of Absence does not impact pace within a student’s Satisfactory Academic Progress. Should a Leave of Absence result in the student exceeding the maximum time frame of five (5) years to complete their degree, the Director of the Program may grant an exception authorizing additional time to complete the degree not to exceed seven (7) years from start of enrollment.

If a student is requesting an in-term Leave of Absence, any course(s) a student is enrolled in at the time of Leave of Absence will result in a W grade and will need to be retaken upon their return to their program of study. For a Leave of Absence requested prior to the start of the term, the student will be withdrawn from any enrolled courses and refunded any corresponding tuition payments.

Policy Responsibility

Student Responsibility

It is the responsibility of the student to submit the Leave of Absence Request Form and all supporting documentation to CGI via the Leave of Absence Form.

Instructor & Administrative Staff Responsibilities

It is the responsibility of the Academic Advisor to review all Leave of Absence Requests and document the review process and outcome, then communicate the outcome to the Registrar. The Registrar will then communicate the outcome of the review to the student and Academic Advisor.

It is the Registrar’s responsibility to review all Leave of Absence Requests and documentation, communicate with the Academic Advisor to notify them of a Leave of Absence request, file all documentation in the student’s paper and digital files, communicate with the Student Billing Department and Electronic Campus Department should any changes in the student’s course registration status take place, and communicate the outcome and corresponding procedural steps with the student. Four (4) weeks prior to the indicated Leave of Absence return date, the Registrar will contact the student to provide them with re-entry instructions to guide their return from a leave of absence.

It is the responsibility of the Director of the Program to review and render a decision on an exception request as related to a Leave of Absence request.

System Update Responsibilities

For any changes in the following systems, the identified departments or staff members are responsible as outlined:

  • Populi – The Registrar is responsible for making access changes in this system in alignment with this policy once the Leave of Absence request is approved.
  • Learning Management System – The Electronic Campus Department is responsible for making access changes in this system in alignment with this policy. The Registrar is responsible for communicating the start and end dates of the Leave of Absence of the student to the Electronic Campus Department once the Leave of Absence request is approved.
  • Library – The Electronic Campus Department  is responsible for making access changes in this system in alignment with this policy. The Registrar is responsible for communicating the start and end dates of the Leave of Absence of the student to the Electronic Campus Department once the Leave of Absence request is approved.
  • Communication – The Academic Advisor and Faculty are responsible for modifying their communication with the student in alignment with this policy. The Registrar is responsible for communicating the start and end dates of the Leave of Absence of the student to the Academic Advisor and Faculty once the Leave of Absence request is approved.

Policy Procedure

In general, a Leave of Absence should be requested a minimum of four (4) weeks prior to the beginning of an academic term. Exceptions to this guideline, will be considered on a case-by-case basis. Any student wishing to request a Leave of Absence needs to submit a Leave of Absence Request Form to their Academic Advisor along with any necessary documentation (i.e. medical note, deployment documentation, or workforce documentation). The Academic Advisor will review and approve or deny any requests within fourteen (14) calendar days. The Academic Advisor will submit the Leave of Absence Request Form and any supporting documentation to the Registrar, who will then confirm with the student the decision on the Leave of Absence.

Four (4) weeks prior to the indicated Leave of Absence return date, the Registrar will contact the student to provide them with re-entry instructions to guide their return from a leave of absence. The Registrar will notify the student’s Academic  Advisor of the student’s decision. If the student decides to resume their coursework, the Academic Advisor must contact the student to schedule their Program of Study meeting in collaboration with the Registrar to identify the course(s) the student needs to enroll in future terms and modify the degree completion date, if needed, which will be reflected in the student’s revised Program of Study. If the student decides to not continue as an enrolled student at CGI, the Registrar will process their request of withdrawal. If a student fails to communicate with the Registrar by the end date of Leave of Absence, CGI will deem the student inactive, terminate the student from their Program of Study, and withdraw them from enrollment.

With the exception of Military Leave of Absence, if a student needs additional time beyond the two (2) consecutive academic terms allocated, they will need to submit another Leave of Absence Form requesting an extension including their reason for the extension. The Registrar will work with the student’s Academic Advisor to approve or deny the request if within the maximum time allotment of two (2) consecutive academic terms. If the request is beyond the two (2) consecutive academic term maximum, the Registrar will work with the Director of the Program and the Academic Advisor to approve or deny the request. If any additional documentation is required, the Registrar will communicate directly with students.

On the first day of a Leave of Absence, a student’s access is revised as follows:

  • Populi – Student role remains active. Start and leave dates of the Leave of Absence will reflect on the student information section of the student information tab. A system tag “Leave of Absence” will be applied to the student’s account. Leave of Absence dates are not included on a student’s transcript.
  • Learning Management System – Student access remains active. Students have access to system announcements but no access to courses.
  • Library – Student access is suspended. Students will have access to the library upon return from Leave of Absence.
  • Communication – The student continues to receive institutional communication via email, including but not limited to Catalog Announcements, finance office messages, student newsletters, monthly newsletters, and announcements. Communication from the student’s Academic Advisor and Faculty will pause for the duration of the Leave of Absence.

Upon return from a Leave of Absence, a student’s access is revised as follows:

  • Populi – Student role is active. Leave of Absence will no longer be reflected on the student information section of the student information tab. The system tag is removed.
  • Learning Management System – Student role is active. Students return to active student access to the system, including prior and currently enrolled courses.
  • Library – Student role is active. Students return to active student access to the library.
  • Communication – The student receives institutional communication via email and communication from the student’s Academic Advisor and Faculty resumes.

Forms

Leave of Absence Request Form

Approvals/Revision History

Policy was revised on: April, 10th, 2020

Policy was approved by: Amanda Harrison, Chief Operating Officer

Testimonials

“As a member of the AAPI community, I’m very familiar with the barriers to mental health services and the need to break through the glass wall of cultural stigma that prevents many from receiving potentially life–saving treatment. I was the only Asian American person in my master’s cohort, the only Asian American person in many of my clinical work settings, the only Asian American person to walk into many of the professional settings that I pushed myself to show up to. In my current practice, I’m constantly reminded by my patients of how difficult it is to find an Asian American mental health provider, though this reminder constantly informs me that more needs to be done for my community. Day after day, I read stories of Asian American people who die by suicide as a consequence of our culture’s avoidance of mental health topics. As a DBH, my biggest goal is to use my expertise in whole–person care to amplify the conversation around mental health and help my community understand that mental healthcare is not a privilege that we are not entitled to, it is a crucial part of our healthcare that will manifest differently in us than what many Western psychology or psychiatry textbooks will describe, and that our unique experience of mental health issues are valid, important, and is time to be part of the larger conversation.”

Willam Chum, LMHCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 16, 2022

“The DBH represents something that I've always embraced in my professional career. And that's collaboration and working across a lot of different disciplines to make sure you’re delivering the best care for the patient. Everything is about being patient centered about finding innovative ways and creative ways to collaborate with other professionals.”

CDR Sean K. Bennett, LCSW, MSWAC, BCDDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - October 10, 2023

“This program will change how you present to the world, not just as a professional but as an individual. Understand this is work but the work is worth it and the journey is undeniably transformative. If you are seeking a doctorate for the title, this is not the program for you. If you are seeking a doctorate to interrupt and disrupt the course of healthcare, then this is the program for you. You won’t find a more supportive program with professors who are dedicated to your success and your education. This program is not about the regurgitation of information. It is about the appropriate applied application of knowledge and information to push forward and become an advocate for equitable and quality care for all.”

Brandy K. Biglow LMHC, CCTP, QSDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 5, 2024

“The Doctor of Behavioral Health (DBH) program has definitely transformed my understanding of behavioral health. Understanding the links between physical and mental health has taught how to make better treatment decisions. The DBH program has also given me insights that otherwise would not be possible and allows me to view individuals through a lens that I was previously ignorant of. This program has helped me grow into a more confident individual, provider, and parent.”

Cory H. Cannady, BCBA, LBADBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 13, 2024

“The DBH program has been a pivotal turning point in my understanding and application of behavioral health principles. Recently, the concept of ‘whole person health’ has gained widespread attention in healthcare circles, becoming somewhat of a buzzword. Like many others, I embraced this term, believing in my capacity to deliver comprehensive care.

Prior to my engagement with the program, my approach, albeit well-intentioned, lacked an appreciation for the intricate interplay between physical and mental health. More importantly, the role of unmet social needs as a catalyst for health disparities was a dimension I had not fully integrated into my practice. The DBH program illuminated these connections, offering me a robust framework to understand and address the multifaceted needs of individuals, especially within marginalized communities.

Additionally, the confidence I have gained through the DBH program extends beyond theoretical knowledge. My role as a connector and advocate for these individuals has become more pronounced, driven by a deep-seated commitment to fostering accessibility, equity, and comprehensiveness in care.”

Michelle Stroebel MA, NCC, LCMHC, NADD-CCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - June 12, 2024

“I have worked in behavioral health for the entirety of my professional career starting with college internships up to my current role as Deputy Executive Commissioner of Behavioral Health for the Texas Health and Human Services Commission. While I have years of experience in the field, the DBH program at Cummings has framed my perspective as leveraging therapy as a first line of intervention. As a public servant, much of the work I do is usually in the aftermath of crises or when the system is being forced to respond to a service gap. However, the DBH program takes a much more proactive and integrative approach to health. This perspective/approach has the potential to positively shape policy in Texas in my role as a public servant charged with addressing the safety net needs of the most vulnerable constituents in Texas.”

Trina K. Ita, MA, LPCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - July 10, 2024

“CGI feels like a community of long-lost cousins that finally met as adults and we realized that we share the same goals. The support from the faculty and classmates have been nothing short of amazing. I can reach out to my advisor at any given time to discuss course work, career endeavors, or to just vent about life. There is a feeling of closeness and belongingness at CGI that is just unmatched. I am very happy to be a member of the family and will continue to spread the word of how great this DBH program is.”

Michelle Francis, LCSW/LICSW-QSDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 10, 2024

“The DBH program’s mission, purpose, and objective say it all: We strive for intentional care outcome improvement practices that exemplify whole person-centered integrated healthcare advanced competency. The program of study drives insights and awareness of the ever-changing patient population and multidisciplinary practice environments to change how the world experiences healthcare. This is further reinforced by the pillars of medical literacy, integrated behavioral health intervention, and entrepreneurship skills and expertise. Development growth is needed to prepare the aspiring DBH for the future of the shifting healthcare marketplace through international networking in a growing community of disruptive innovators and an evolving movement toward systemic healthcare change. I feel that I will be positioned alongside a fellowship of like-minded professionals trying to improve the quality of healthcare service delivery value and outcome sustainability.”

Jose Mathew, LCSW, LAC, ACS, EMDR-T, CCTP-IIDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - October 8, 2024

“The DBH program has reinforced my vision of viewing behavioral health (BH) as an integrated component of the healthcare system rather than a siloed service. As a practitioner in the focused BH realm of substance use disorder (SUD) treatment, I observe on a regular basis how identifying and serving SUD patients is often missed, ignored and stigmatized in primary healthcare, despite the fact that early intervention at these check-points often has the potential to intervene earlier and lessen the negative SUD outcomes frequently seen by the time a patient reaches specialty SUD services. Reinforcement received in my DBH program has motivated me to promote integration as a leader in my workplace and is a primary factor in considering the long-term trajectory of my individual career path.”

Kenneth L. Roberts, MPS, LPCC, LADCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - November 5, 2024

“By becoming a DBH, I have found that I am able to have different conversations with different people. Before having my doctorate degree, I was able to speak to certain items in behavioral health, but was only seen as a licensed therapist where as a doctor, I am able to speak to the changemakers and policy makers in a more collaborative manner which then allows us as a group to enhance the services we are providing. I also found that as a DBH, my confidence in the treatment room has improved immensely and cases that may have been more difficult for me before are no longer as difficult due to the training I have received in the program.”

Dr. Allison Earl, DBH, LPC-SDBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - November 13, 2024

“I think the DBH is quite groundbreaking, it allows you to study from anywhere in the world. The support is fantastic, and you can make out of the DBH what you want. Unlike standard professional doctorates, the DBH was trying to break new ground, not trying to go over just old ground. It greatly encourages its students to be those people who break new ground.

As a person who actually has a disability, I found CGI staff to be very supportive, very accommodating. If I need extensions, they are always there. In fact the staff will reach out and check on you, if they haven’t heard from you in a very short period of time. Which I have never had from any other university.

I find the community of fellow DBH students absolutely wonderful, we reach out across numerous social media platforms, we email each other. Doesn’t matter where I am in the world or where they are in the world, everyone is supportive. Its support, support and encouragement with the DBH.”

Jason P. Sargent, B Policing, GDip Psych, MSW, JPDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - December 10, 2024

“Graduating from the DBH program has influenced and enhanced my approach to addressing behavioral health challenges and making a difference in the field by preparing me to become a serious business owner. Through the DBH program, I understand now that becoming a business owner not only assists me in reaping the financial benefits of working for myself, but the program also offers me a sense of freedom to make a difference in an individual’s life.”

Dr. Rebecca K. Wright, DBH, LBA, BCBA, QBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - December 18, 2024

“I have always wanted to pursue a higher degree but never found a program that met my needs. When I investigated the DBH program, I can honestly say I was excited. It was a program that would expand my knowledge in behavioral health but also how it relates to physical health. The philosophy of treating the whole person was exactly what I was looking for.”

Elizabeth Nekoloff, M.Ed., LPCC-S, NCCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - January 16, 2025

“Prior to obtaining my DBH, I practiced behavioral health within the boundaries of behavior analysis. The DBH degree has given me the ability to broaden my scope of competence allowing me to provide a higher quality of care to my clients through a person-centered approach, while still staying within my scope of practice. I was in the beginning stages of opening my business when I enrolled in the DBH program which set my trajectory towards being a stronger leader. The program equipped me with essential healthcare leadership and entrepreneurial skills, allowing me to ensure high-quality services for my clients and foster a supportive work environment for our staff. It has also given me the confidence to expand my business and pursue other healthcare ventures, reaching a broader range of patients in need.”

Dr. Pauline Tolentino Pablo, DBH, BCBA, IBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - January 21, 2025

“Although I have worked with many patients who have mental health diagnoses, or behaviors which make managing their medical diagnoses and day to day life difficult, the DBH program at CGI is broadening that knowledge and providing a deeper understanding of behavioral health and how best to help these individuals manage their health and improve their quality of life. This will allow me to provide and advocate for more meaningful and seamless integrated care, providing new tools for my intervention toolbox, and the confidence and skills to collaborate within and lead whole person focused interdisciplinary teams. I also anticipate building upon my knowledge as a nurse case manager and long time caregiver, as well as my personal passions and professional vision, learning about processes and operations, to be in position to start up and lead my own company one day, offering the services and care I know every person should have access to.”

Hollie Wilson, MSN, RN, CCMDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 11, 2025

“The Doctor in Behavioral Health (DBH) program has changed my understanding of the subject and career path. Before this academic journey, my knowledge of behavioral health was primarily theoretical, including essential ideas and methods. However, the DBH curriculum combined intense academic research with practical application, helping me understand behavioral health from multiple angles. Recognizing mental health as part of total health changed my perspective. The biopsychosocial model, which showed how biological, psychological, and social variables affect mental health, was stressed in the DBH curriculum. This comprehensive approach made me realize how complex human behavior is and how important it is to address mental health issues. Effective interventions must target the individual’s surroundings, relationships, and life experiences, not just symptoms. The curriculum also gave me enhanced evidence-based practice training to execute successful solutions. Studies methods and data analysis classes improved my critical thinking and allowed me to evaluate and apply behavioral health studies. This gave me the confidence to contribute to the field’s knowledge base through practice and research.”

Dr. Rhea Hill, DBH, LPCDBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - February 17, 2025

“The DBH program will open opportunities for me to contribute to healthcare system innovation, particularly through trauma-informed care and integrated behavioral health settings. I will be better positioned to advocate for and implement holistic care models that improve health outcomes for underserved populations. Ultimately, this program will help me transition into higher-level roles, such as a director or consultant in behavioral health, where I can influence broader system changes and contribute to the future of healthcare delivery.”

DeKyn Rashad Peters, MPH-CHES,BSW/BA,APCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 4, 2025

“The DBH program has been integral in preparing me for leadership roles by providing a solid foundation in both the theoretical and practical aspects of leadership within the behavioral health sector. Through coursework, case studies, and hands-on experiences, I have learned to lead with empathy, data-driven decision-making, and strategic planning. The program has also honed my skills in organizational development, communication, and policy advocacy, equipping me to effectively lead teams, drive impactful change, and foster environments that promote positive behavioral health outcomes. With this training, I am confident in my ability to lead initiatives that address systemic barriers and improve care delivery.”

Dr. Jerrika Henderson, DBH, CMHCDBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - March 18, 2025

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