ADTED 460 Prospective Students

Course Syllabus
Course Syllabus

The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.

ADTED 460: Introduction to Adult Education (3): History, methods, agencies, program areas, and problems of adult education in the United States and selected countries. Prerequisites: EDTHP 115, EDPSY 014.

(Please note: EDTHP 115 and EDPSY 014 have been waived by the sponsoring academic department.)



This course provides an introduction to the field of adult education as an area of study. It is intended for both practitioners who have experience in working with adult learners and people with little or no experience who have an interest in learning about the field. We will take a broad view of adult education and will accommodate the interest of persons concerned with non-formal education, informal learning, and formal learning in diverse settings. The principal aim is to develop a basic understanding of adult education in a global context. The focus of the course will be on the socio-historical context of its methods, agencies, programs and issues.

This is a paced course, which means that there is an established start and end date, and you will interact with other students throughout the course. You will be assigned to different work teams during the course. The required course materials consist of two texts, a DVD, readings available online, and a password-protected course website that contains the course content and communication tools, such as discussion forums and e-mail.

Our interactions will primarily be asynchronous. We will use tools like e-mail and online discussion forums to exchange our thoughts. These tools will enable each of us to participate at a time of day that is convenient to us. You will be expected to log on at least five times per week (not all in the same day) so that you can participate effectively. This course is 13 weeks in length. There will be weekly activities, some of which take place in groups. All assignments, however, are individual.

Instructional Process

Because of the nature of the topics to be considered, the course will be conducted as a seminar. A wide variety of topics will be explored and it is expected that the distinctive values and experiences of participants will contribute to our discussions. Accordingly, a high degree of participation is expected. A climate of mutual respect will go far to support effective interaction, despite our critical evaluation of controversial topics. Your instructor(s) may pose questions to guide your discussion. You should feel free to contact your instructor(s) regarding any aspects of the course.

This is a fairly heavy reading course (if you have looked at the course schedule, you probably know that already!). In order to seriously engage in academic work, we have to be well versed in the readings and that requires some extensive reading and reflection. Some of the reading is relatively easy, some more difficult. You are expected to do all the assigned readings. Give yourself time to do the readings--you may have to read an article or chapter more than once. We do not recommend reading more than three weeks in advance because reading assignments may change depending on our discussions.

Specific tasks and activities are posted in the "Weekly Class Activities" folder for the week. Along with the class activities, you will find discussion forums, supplemental readings, assignment guidelines and assignment drop boxes as appropriate for the week.

As you begin each lesson, first refer to your Course Schedule (at the bottom of the Syllabus), next read the commentary (the online material provided for each lesson, accessed through the Lessons link) and then do your assigned readings. The Course Schedule (Syllabus) will give you an overview of activities for the week, while the lesson commentary will "set the stage" for your readings, as well as suggest some ideas and questions you should be thinking about as you read. After you've finished the assigned reading, participate in the online discussion forum for the week. (Note: You don't need to have finished all of the readings to participate in the discussion. Contributing ideas about what you have read throughout the week is preferable to waiting until everything is read and then posting all your ideas at the end of the week. The latter approach isn't really a "discussion.")

Further information on the instructional process and other course matters is available from the Frequently Asked Questions link. Please read these questions and answers carefully.

Discussion Forums

Class work will be conducted via course discussion forums. We have set up four types of discussion forums.  All discussion forums can be accessed from the Discussion Forums link (or from the Communicate link).

  1. "Professor's Forum" (instructor comments and directions)
    This is a read-only forum in which your instructor will provide information about class activities and assignments. Syllabus updates and revisions are also posted in the Professor's Forum. The latest posting supersedes anything that has been said regarding this course; so please consult the Professor's Forum regularly. It is possible that the instructor(s) will make changes to the reading assignments and course schedule, depending on how we engage in the various topics.  You will find a direct link to the Professor's Forum on the menu on the course home page.
  2. Team Discussion Forums (team forums for discussion of readings)
    Because online discussion is easier to negotiate in smaller groups, much of your discussion of the readings will take place in small teams assigned by your instructor. You will be assigned to two different teams during the course. Only the members of your team and your instructor(s) will have access to your team's private discussion forum. You are required to conduct most of your team's discussion in this discussion forum (supplemented where appropriate by chat room discussion, e-mail and phone calls). In this way your instructor(s) will be able to monitor your discussions and engage in discussion with you.
  3. Class Discussion Forum (forums for class discussions)
    Class discussion forums facilitate whole-class postings and discussions on different topics. Unlike the team discussion forums, the Class Discussion Forum is accessible to everyone in the class. Instructors will periodically read through both the your and class discussions and join in as appropriate. In semesters in which the class enrollment is unusually large, the all-class discussion forums will be used primarily for the posting of questions to generate further reflection on a topic, rather than for required discussion among all class members, which is possible in smaller course sections.
  4. Main Discussion Forum ("student lounge")
    The Main Discussion forum is a place to exchange ideas about the course, or to chat with other classmates relatively informally. Consider it a break room or hallway outside your (virtual) classroom. This is a good place to pose general questions about class activities and course assignments. Feel free to use this forum to exchange ideas about the course or to chat with other classmates about anything (as long as it's legal and ethical). Although I will "pass through" from time to time, you should send any time-sensitive questions to me by e-mail.

Course Objectives

This course has three objectives:

  • The main objective of this course is to better understand what adult education is and what learning means to the people who engage in it.
  • The second objective is to develop a critical awareness of the contextual factors that influence adult education--its history, organizational constraints, leaders, competing forces, and professionalizing trends--in order to better understand the field.
  • The third objective is to gain an introduction to contemporary issues and problems facing the field of adult education, with particular focus on the role of adult education in a post-modern democratic society.

Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

The following are required materials you need to purchase:

  • Horton, M. and Moyers, B. The Adventures of a Radical Hillbilly. Highlander Research and Education Center, 1981. Note: This is a DVD, so you will need access to a DVD player. You may have one in your computer!
  • Kasworm, C., Rose, A., and Ross-Gordon, J.(2010) Handbook of Adult and Continuing Education. Los Angeles: Sage, ISBN 9781412960502.
  • There are also a number of required readings that are available at no charge through the Penn State Libraries eReserve system. Those articles are noted in the Your Tasks section of each week's lesson, and on the Course Schedule section of the syllabus, below.
  • OPTIONAL: American Psychological Association, (2010). Publication Manual of the American Psychological Association. 6th Edition, Washington, DC. American Psychological Association. Note: This 2010 edition is a reprint of the 2009 edition, but shares the same edition number (6th) and ISBN 978-1433805615. Corrections to the first printing of the Publication Manual of the American Psychological Association, Sixth Edition (July 2009) can be found at

    We have selected different ways of presenting the material in this class, using a variety of media and text resources. We have also tried to provide materials about adult education as practiced not only in the United States, but in other parts of the world as well. Adult education has a rich international history, and much of what happens today in the U.S. has been influenced by what has happened--and is happening--internationally.

    The process of globalization means we need to have a broad understanding of adult education, and understanding that is not limited by national borders. Examining the field from other, though closely related, cultural contexts helps us understand the global context of adult education for the 21st century.

    The Handbook of Adult and Continuing Education was designed to provide a foundation for those enrolled in university adult education degree programs and to serve as an ongoing reference for practicing adult educators.

    The DVD, Adventures of a Radical Hillbilly, is very much located within the American social justice tradition. The interview of Myles Horton is important in understanding what was and still is one of the most influential adult education institutions in American history.


Following are additional Resources for Adult Education that will be useful to you as you move through your degree program:

  • Informal Education Encyclopedia
    This online encyclopedia of informal education has over 300 articles that explore key ideas, thinkers and practices within informal education and lifelong learning. It is very user friendly; we'll be using this site extensively. Be sure to browse this site:

  • Adult Education Research Conference (AERC)
    This is the major research conference in the field. Now in its 49th year, the conference proceedings are available at: You can read the history of the AERC first to get an idea of what you can find in the proceedings.

  • SCUTREA (Standing Committee on the Research in the Education of Adults)
    This the British equivalent of the AERC. The proceedings are online, along with proceedings from various other educational research conferences in the UK. Information on the organization is at:

  • Education-Line (University of Leeds)
    Access to research is available at: It takes a little time to figure out the search process, but it's worth the effort.

  • Canadian Association for theStudy of Adult Education
    This is another worthwhile site:

  • National Louis University
    The best bibliography of adult education in the United States is available at this National Louis University site: Divided by topic, some sources are even annotated. Also check out their "Insights" at: and their "Adult Educators You Should Know" section at:

  • Major Adult Education Research Journals
    To access the journals: Go to the PSU library website, then "Articles and more," then "E-Journals." Type in the journal name and use EBSCO host to access full text.

    • Adult Education Quarterly (AEQ). This is the oldest research journal in the field, with a primary focus on the U.S. The journal contains articles by some of the field's most important intellectual. Articles from 1996 on are online.
    • Studies in the Education of Adults (UK). This British journal is one of the best research journals in the field. Full text is available from 1990.
    • International Journal of Lifelong Education (UK). This outstanding journal offers a variety of perspectives. It is very influential in the field. Articles are available from 1999 on.
    • New Directions for Adult & Continuing Education, a Jossey-Bass publication. Because this publication is not refereed, the quality of articles varies widely. Full text articles are available from 1997.
  • Convergence
    Published by the International Council for Adult Education (ICAE), this journal is available at: The journal emphasizes non-European/North American adult education.

This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.

Using the Library

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

  • access magazine, journal, and newspaper articles online using library databases;
  • borrow materials and have them delivered to your doorstep—or even your desktop;
  • get research help via email, chat, or phone using the Ask a Librarian service; and
  • much more. 

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service.  The Off-Campus Users page has additional information about these free services.

Technical Requirements

Technical Requirements
Operating System Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher
*Windows 8 support excludes the tablet only RT version
Processor 2 GHz or higher
Memory 1 GB of RAM
Hard Drive Space 20 GB free disk space
Browser We recommend the latest ANGEL-supported version of Firefox or Internet Explorer. To determine if your browser fits this criterion, and for advice on downloading a supported version, please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers.
Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows
from Penn State websites.

Due to nonstandard handling of CSS, JavaScript and caching,
older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses.
Plug-ins Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe]
Additional Software Microsoft Office (2007 or later)
Internet Connection Broadband (cable or DSL) connection required
Printer Access to graphics-capable printer
DVD-ROM Required
Sound Card, Microphone, and Speakers Required
Monitor Capable of at least 1024 x 768 resolution

If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

Course Requirements and Grading

Your grade for the course will be based on three short essays, an annotated bibliography, a final project and your contribution to class discussions. When submitting assignments, please follow the Guidelines for Submission that are posted in the Professor's Forum.

Short Essays

You will be required to produce a well-written (750-1000 word) essay that addresses a question posed by the instructor for each assignment. Questions are in the assignment guidelines for each essay, and are posted in the Professor's Forum link. You are offered three (3) questions, based on the readings and discussions, from which you will choose only one to answer. The essays make up a total of 40% of your grade--10% for the first essay and 15% for the remaining 2 essays.

Annotated Bibliography

For this assignment, you will be required to do a literature search and review on a topic of your choice that has relevance to the class. Specific guidelines for this assignment are posted in the Professor's Forum. The annotated bibliography will be worth 20% of your grade.

Final Project

Because ADTED 460 is an introductory course, it offers you a relatively superficial view of a number of issues and practice contexts rather than a deep examination of any one area. Your final written project (Assignment 6) is designed to allow you to take a closer look at an issue, idea, or practice area of particular interest to you. To allow you some flexibility in how you go about this, you may choose from one of several options, described in more detail in the document "Assignment 6 Guidelines" in the Professor's Forum. If you have an idea that's not on this list, please contact me and we'll discuss it. The final paper is worth 20% of your grade.

Class Contribution (Participation)

Your participation in the team discussions and periodic large group discussion (if applicable for this semester) is the basis of your class contribution grade. You will be assigned to two discussion teams during the course of the class--the first assignment to teams will be made in Week 2, and the second team assignment at the beginning of Week 7. You will work with your team members to critically examine the readings, and in some weeks to create discussion summaries and/or questions for all-class consideration. To assist the instructor in assessing your class contributions, you will be asked to conduct a self-evaluation of your participation (Assignments 3 and 7). Self-evaluation details and guidelines are posted on the Professor's Forum. Your contribution will be assessed at two points during the course; each will be worth 10% of your total grade.

Training in Scholarship and Research Integrity (SARI)

The University has instituted a requirement that all graduate students receive training in issues pertaining to the appropriate conduct of research. While this activity is not a graded part of this course, you should begin your self-paced study of the relevant content during this semester. You will need to complete the two required modules by the end of your second semester of study after formal acceptance into a graduate program. We will discuss the requirement specifically during Week 8 of this course, but you are encouraged to begin your study as soon as possible. Please read the more detailed information provided in the SARI folder in the Professor's Forum.

Assignment Due Dates

Week #

Assignment #

Assignment Description

%  Value

end of Week 3


Essay 1


end of Week 7


Essay 2


end of Week 7


Class Contribution self-eval. 1


end of Week 9


Annotated Bibliography


end of Week 11


Essay 3


end of Week 13


Final Project


end of Week 13


Class Contribution self-eval. 2


Submitting Written Assignments

Please follow the directions for writing your assignments posted in the Professor's Forum. Assignments should be uploaded into designated drop boxes.

Students with a sound grasp of the materials and a demonstrated ability to analyze those materials at a satisfactory level (average to good) for graduate students can be expected to receive a grade of "B." The grade of "A" will be reserved to designate excellence, with marks in between these (e.g., B+; A-) indicating gradations of performance. To receive a grade of A will require not only a sound grasp of the materials and the demonstration of an ability to analyze them at graduate level, but also a clear capacity to analyze, synthesize and critique the materials and to present your ideas in a clear and organized way in your written assignments. There is no preconceived determination of the percentage of students to receive each grade; in other words, assignments are not graded on a "curve."

Letter Grade

Percentage Range














Less than 60%

Assignment Policies

Assignments and course discussions all have a due date for submission to the course instructor. The due dates for each are noted in the Course Schedule section of this syllabus, below. Late assignments will be penalized unless you have made prior arrangements with the instructor. Deadlines will be defined as 11:55 p.m. Eastern Time on the last day of the lesson timeframe, unless noted differently.

If you know you will be offline the day an assignment is due, please make sure to post it early. Anytime you feel that you might be falling behind in the course, it is best to contact the instructor to discuss your situation. No assignments can be accepted after 11:55 p.m. Eastern Time on the final day of class. If you have an assignment completed by the deadline but are unable to post it in the forum for technical reasons, you can send it to the instructor by email to demonstrate that it was completed on time. However, you must post the assignment in the forum once that becomes available.

The majority of the assignments for this course will be submitted by posting them to course "discussion forums" or "drop boxes." For assignments you submit to drop boxes, you are required to use Microsoft Word to complete your assignment, with the document submitted as an attachment to the drop box. For lengthy discussion forum posts, it is recommended that you draft your post in a word processing program, then copy and paste it into your discussion forum posting (or e-mail message). That way you will have a copy saved on your computer should anything go wrong with the technology! You can then use ANGEL's editor for any additional formatting, for adding web links or images, etc.

You will receive assignment grades and feedback privately via drop boxes.

Finally, please keep a copy of ALL your work. We cannot assume responsibility for lost items.

Course Schedule

Lesson Week Activity
Getting Started
Overview and Introduction
  • Teams will be assigned.  Check the Professor's Forum to find your team.
  • Read "Adult and Continuing Education as an Intellectual Commons" (Introduction, Handbook of Adult and Continuing Education).
  • Read "Professional Identity" (Ch. 12, Handbook of Adult and Continuing Education).
  • Participate in the weekly discussion in your team's discussion forum. By Tuesday night, one team member should post you discussion summary and question to the class discussion forum.
The Purpose and Promise of Adult Education: Historical Perspectives
  • Check the Announcements and Professor's Forum for updates.
  • Read "Social Justice in Adult and Continuing Education" (Ch. 31, Handbook of Adult and Continuing Education).
  • Read "Histories of Adult Education: Constructing the Past" (Ch. 7, Handbook of Adult and Continuing Education).
  • Review the brief biography of Myles Horton
  • Browse the Highlander Education and Research Center website
  • View the DVD "Adventures of a Radical Hillbilly," Bill Moyers' interview with Myles Horton.
  • Read either
    • La Belle: "The Changing Nature of Non-formal Education in Latin America" (Readings link) OR
    • Kai-Ming, Xinhuo, and Xiaobo: "From Training to Education. Lifelong Learning in China" (Readings link).
  • Participate in your team's weekly discussion. By Tuesday night, one team member should post you discussion summary and question to the class discussion forum.
  • Assignment due: Essay 1.
Towards a Conceptual Basis of Adult Education
  • Check the Announcements and Professor's Forum for updates.
  • Read "Adult Learners" (Ch. 1, Handbook of Adult and Continuing Education).
  • Read "Adult Learning" (Ch. 3, Handbook of Adult and Continuing Education).
  • Read Foley: "Teaching Adults." (eReserve)
  • Read Brookfield: "The Concept of Critically Reflective Practice" (eReserve).
  • Participate in your team's weekly discussion.
Work, Learning, and Adult Education
5 and 6
  • Check the Announcements and Professor's Forum for updates.
  • Read "Adult Basic Education" (Ch. 17, Handbook of Adult and Continuing Education).
  • Read "Employer-Sponsored Learning in the Workplace"  (Ch. 22, Handbook of Adult and Continuing Education).
  • Read "Workers' Education for the 21st Century" (Ch. 23, Handbook of Adult and Continuing Education).
  • Read "Military Contributions to Adult Education"  (Ch. 24, Handbook of Adult and Continuing Education).
  • Read Boud, D. and H. Middleton (2002). Who Do We Learn from at Work? Interlinked Communities of Practice and Informal learning. Paper presented at the Adult Education Research Conference. (eReserve)
  • Read Boud, D. and N. Solomon (2003). "I don't think I am a learner." Journal of Workplace Learning 15(7/8): 326-331. (eReserve)
  • Read Bracken, S. and J. Allen (2006). Hiding in plain sight: Higher education pink and blue collar experiences as returning adult learners, workers, and family members. Paper presented at the Adult Education Research Conference, Minneapolis. (eReserve)
  • Read Fenwick, T. (2003). Innovation: Examining workplace learning in new enterprises. Journal of Workplace Learning 15(3): 123 - 132. (eReserve)
  • Read Handel, M. (2003). The skills of the American workers in today's labor market, Institute for Poverty Research. (eReserve)
  • Read Rose, M. (1999). "Our hands will know": The development of tactile diagnostic skill--Teaching, learning, and situated cognition in a physical therapy program. Anthropology & Education Quarterly 30(2): 133-160. (eReserve)
  • Read Solomon, N., D. Boud, et al. (2006). The in-between: Exposing everyday learning at work. International Journal of Lifelong Education 25(1): 3-13. (eReserve)
  • Participate in your team's weekly discussion. By Tuesday of Week 6, one member of the team should post one or two reflective questions to the Week 5-6 Class Discussion Forum.
Program Planning, Flexible and Open Learning, and Distance Education
  • Check the Announcements and Professor's Forum for updates.
  • Read Smith, M. (1999, 2001): "Non-formal education" in infed, the encyclopedia of informal education
  • Read "Planning and Delivering Programs" (Ch. 14, Handbook of Adult and Continuing Education).
  • Read "Assessment and Evaluation" (Ch. 15, Handbook of Adult and Continuing Education).
  • Read Kirkpatrick and Jakupec: "Becoming Flexible: What Does It Mean?" (eReserve)
  • Read "Distance Education in the Age of the Internet" (Ch. 29, Handbook of Adult and Continuing Education).
  • New Teams will be assigned. Participate in the weekly discussion.
  • Assignment 2 due: Essay 2.
  • Assignment 3 due: Class Contribution (Self-Evaluation) 1.
  • Complete the Mid-Course survey (Mid-Course Survey link).
Research in Adult Education
  • Check the Announcements and Professor's Forum for updates.
  • Read McIntyre: "Research in Adult Education and Training." (eReserve)
  • Read Berliner: "Educational Research: The Hardest Science of All"
  • Explore the AERC website ( for individual readings from journals and research.
  • Review the information on the SARI requirement in the Professor's Forum and work on your self-paced CITI modules.
  • Participate in the weekly discussion.
Transformative Adult Education, Part 1
  • Check the Announcements and Professor's Forum for updates.
  • Read Mezirow: "Understanding Transformation Theory" (eReserve)
  • Watch "Recent Development in the Field of Transformative Learning Theory" (Inter-University Symposium in Adult Education;
  • Participate in the weekly discussion.
  • Assignment 4 due: Annotated Bibliography.
Transformative Adult Education, Part 2
  • Check the Announcements and Professor's Forum for updates.
  • Read Paulo Freire biography
  • Read "Issues in Freirean Pedagogy"
  • Read  "Eduard Lindeman and the Meaning of Adult Education"
  • Read Guo, S. & Sork, T.J. (2005). Adult education for social change: Deconstructing programs and services for adults. Paper presented at the 46th Annual Adult Education Research Conference. (eReserve)
  • Read (optional) Optional: The popular education news
    (  This is a free monthly newsletter bringing together popular educators. Check out this site if you want know what is REALLY happening in popular education.
  • Participate in the weekly discussion.
Adult Education and Diversity, Part 1
  • Check the Announcements and Professor's Forum for updates.
  • Read Thompson: "Toward a Balanced Adult Education Historiography: The Case of Women in the Histories and Literature." (Readings link)
  • Read Kramarae: Excerpts from The Third Shift: Women Learning Online. (Readings link)
  • Read "Adult and Continuing Education for an Aging Society" (Ch. 34, Handbook of Adult and Continuing Education).
  • Participate in the weekly team discussion. On Tuesday, one member of your team should post your team's summary and discussion question to the Week 11 Class Discussion Forum.
  • Assignment 5 due: Essay 3.
Adult Education and Diversity, Part 2
The Future of Adult Education
  • Check the Announcements and Professor's Forum for updates.
  • Read "Paradox and Promise in the Knowledge Society" (Ch. 38, Handbook of Adult and Continuing Education).
  • Read "Professionalization of the Field of Adult and Continuing Education" (Ch. 11, Handbook of Adult and Continuing Education).
  • Participate in the weekly discussion.
  • Assignment 6 due: Final Project.
  • Assignment 7 due: Class Contribution (Self-Evaluation) 2.

Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

Course Policies

  • Accommodating Disabilities

    Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.

    In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

  • Registration Status:

    All students in "Registration Not Complete" status must resolve issues on or before the 10th day after classes begin. Students who do not complete registration by paying tuition and fees by this deadline will not be able to remain in nursing clinical courses. University policy on completing registration can be found at

  • Procedures for Resolution of Problems

    For procedures pertaining to a range of concerns and disagreements involving graduate students and other members of the University community (e.g, faculty, staff, or undergraduate student), please see the Procedures for Resolution of Problems (Appendix II) website.

  • Additional Course Policies

    For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.

Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.