Main Content
Syllabus
EDLDR 480: Introduction to Educational Leadership
Development of educational leadership. Relationships among local, state, and federal agencies. Introduction to current concepts and theories.
Overview |Course Goals | Objectives | Materials| Course Reserves | Library Resources | Technical Requirements | Course Expectations | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
The major purpose of the course is to help you gain understanding and insight into the field of educational leadership. The course will provide an historical review of educational leadership as well as address the major theories and practices related to the organization, operation, and administration of educational communities. Many of the following objectives will be achieved by using case studies that will bridge theory and practice, and also create opportunities for developing skills in problem solving, decision making, and reflective practice. In addition to the required texts, the course includes an assortment of journal articles, videos, and reflective writing assignments designed to challenge your thinking about many traditional school practices, and to assist you to better understand the role that you will play in the educational future of our children.
This course has a defined start and end date, and you will interact with the other students in this course. You are required to use the course site, which is the central area for accessing class notes, posting, e-mail communication, downloading files, and retrieving electronic library reserves. The course is structured around themes or lessons, each corresponding to one week of our semester. Although the course is not lockstep and you may work ahead, interactions with your peers for discussion forums and other activities require you to pace with the weekly course units and to adhere to certain timelines. The course has a lot of flexibility but it is not self-paced, nor is it independent of interaction with colleagues and the instructor.
Instructional Strategies
- Decision Making Practice through the use of Case Studies
- Professional Learning Communities (PLCs) via Online Discussion
- Journal Readings
- Collaborative Learning Opportunities
- Videos
- Commentary Writing Assignments
- Personal Reflections
- Data Cloud Analysis
- Signature Assessment Project
As your instructor, my challenge is to ensure that the various kinds of instructional modeling as well as the high quality interactions that have been inherent in the more traditional, resident instruction classes are also part of the design of this online course. My goal is to provide you with an equally interesting, motivating, and relevant graduate course in Penn State University’s World Campus course offerings.
Please think of online discussions as Professional Learning Communities (PLCs). Regardless of whether you have experienced a PLC or not, the idea for the Introduction to Leadership course is that this structure is designed to promote a culture of collaboration. Working together to wrestle and understand various educational ideas, conflicts, opposing points of view, and more will add to the richness of everyone’s learning. Tony Wagner and other authors have stated that working in isolation is the enemy of school reform or school improvement. So you are invited and encouraged to maximize the learning opportunities for yourself and others through honest, thoughtful, responsive entries in each discussion.
Your instructor will likewise be a strong presence in our PLCs/Discussion and will further be available to members of the class through email and phone on a regular and flexible electronic basis to meet your professional course goals and learning outcomes. As a general rule, questions via e-mail will be responded to within a 24 hour period. Virtual office hours are available upon request.
Course Goals
Throughout this course, you will analyze, reflect, debate, and develop deeper understandings of schools as complex organizations. The major course goals of the course are to assist students in acquiring
- a knowledge of the historical antecedent of educational leadership in the public schools in the United States;
- a knowledge of leadership and how it is exercised in schools;
- an understanding of schools as organizations and communities—their commonalities with other societal organizations as well as their unique characteristics;
- an awareness of the theory and literature pertinent to educational leadership;
- an understanding of the relationships of the school to the local community and larger society;
- a knowledge of the theoretical underpinnings of the role of administrators in organizations and communities and the relationships and theoretical bases for the development of effective leadership practices;
- a philosophy of administration and visionary leadership in educational organizations and communities;
- an awareness of the effects of bureaucracy, climate, culture, change, and conflict in public schools;
- the development of a decision making mind-set and its relationship to ethical leadership;
- an understanding of internal and external influences on school leadership; and
- a social systems conceptualization as to how schools work.
Course Objectives
At the end of this course, you should be able to
- recognize the major theories of education administration;
- examine administrative effectiveness;
- develop administrative decision making skills and strategies;
- recognize schools as complex organizational systems;
- use appreciative language and inquiry as a vehicle to assess and build upon the strengths of school personnel and professional practices;
- assess and analyze the influence of community stakeholders;
- describe the powerful influence of school culture; and
- recognize politics as a natural part of school operations.
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.
Course Reserves
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.
Library Resources
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
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Technology and Software page.
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
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 Expectations
What follows are important guidelines for student expectations throughout this course, as well as what you can expect from me. The word “partnership” comes to mind and the best definition I have seen is:
Partnership: A relationship in which we are jointly committed to the success of whatever process or project we are engaged in (Power + System, Inc.).
Expectations of you:
- Complete Readings before assignments, such as discussion, reflections, and commentary writing assignments. Reading with intention, focus, and purpose will enrich your understanding of course material as well as the quality of the group’s interactions
- Keep pace with the course schedule. If there is an emergency, please extend me (and your colleagues) the professional courtesy of letting me know that there is something that precludes you from completing an assignment on time.
- Log on regularly (at least three to five times per week) unless otherwise stated or communicated
- Write professionally, specifically formal papers/assignments and your final signature assessment assignment.
- Honor confidentiality. Be careful that you don’t breach the confidentiality of your current professional work life and experiences as well as conversations that become a part of this course.
Expectations of me:
- Availability. If you need me, I intend to be available. I will let the class know if I can’t be reached for some reason. Please do NOT hesitate to e-mail me. I am here to support you and to help you learn and develop as an educator.
- Prompt and meaningful responses to your discussion entries and assignments.
- Integration of my professional experiences into your individual work and ideas, as well as to the class as a cohort.
General Comments
Although I have had many valuable experiences within educational environments, I recognize that each of you will bring ideas, experiences, observations, successes, failures and other variables to this course. Together we will learn and grow.
Much of the course content is defined and a schedule is in place and expected to be followed. However, if there is a need for any kind of adjustment, I am open to the same. Again, my goal is to ensure that you complete this course with new understanding and experiences. So please speak up if you need help or your expectations of me and/or the course are not being met. I can monitor and adjust as needed.
Lastly, and I recognize that there is a lot to digest to get started, please read this Course Syllabus from start to finish. Pay attention to the information that follows, including the logistics of taking this online course (logging on, using Canvas, adhering to the University’s Policies, particularly Academic Integrity).
Logging On
You will be expected to log on to our course home page to engage in discussions and activities on a regular basis. Interaction with each other is an important part of this course. It is recommended that you log on to the course website at three to five times a week to work through course materials and to participate in course discussions. You should plan on spending the same amount of time on this course as you would if you were taking it in residence—about 12–15 hours per week.
Posting Responses for PLCs/Discussion
When a lesson activity includes a discussion, you are required to submit your initial response to the question prompts by Thursday at 11:59 p.m... Responses to a minimum of two other course participants will be required by Sunday evening at 11:59 p.m. Think of Monday as being Day 1 for each lesson.
As stated earlier, the purpose of PLCs/Discussion is not to summarize readings, but to react, challenge, relate, affirm, argue and/or connect to the literature included in this course, other courses, or from your professional library, or your experiences.
Many of you work in settings where PLCs are in place and working well. Regardless of whether you have been a part of an effective PLC, the opportunity to work together, analyze data, solve problems, find common ground, work for the common good are all benefits of eliminating the isolation that we have all worked in far too long.
As a matter of etiquette, we are not challenging one another as individuals but challenging assumptions, ideas, constructs, or sentiments. Be mindful of your tone and word choice when making comments.
Lastly, read carefully the question prompts I use to generate discussions in each PLC/Discussion. Sometimes there may be one larger essential question; other times there may be several questions presented for your edification and response.
Please note that my questions will be designed to reflect the principles and philosophies of Appreciative Inquiry (AI). There are references available to learn more about AI in the Materials Section of the Course Syllabus.
Writing Guidelines for Online Postings
Discussion postings are intended to be less formal than what you will submit relative to written assignment for evaluation, such as the signature assessment or commentary writing assignments. I want your best thinking and thoughtful responses so if there are grammar and usage errors, it will not affect your participation grade. However, it is still strongly recommended that you proof and/or self-monitor for what you consider to be an acceptable level of written communication.
Commentary Writing Activities
All graded learning tasks will be subject to the standards of proper written English, including the use of APA style of formatting and citation, where appropriate. Writing excellent papers is an important part of this course (and all graduate level courses). Those of you who feel like you are struggling with your writing might consider looking at any of the following books:
- American Heritage Publishing House. (2004). 100 words almost everyone confuses and misuses. Boston, MA: Houghton Mifflin
- Davidson, M. (2006). Right, wrong, and risky: A dictionary of today’s English usage. NY: W.W. Norton & Co
- Elbow, P. (1981). Writing with Power. New York: Oxford University Press.
- Lamott, A. (1994). Bird by Bird. New York: Anchor Books.
- Zinsser, W. (1994). On Writing Well. New York: Harper Perennial. On Writing Well is focused on writing non-fiction.
These books should be easy to find in any bookstore (or check on Amazon).
Another helpful resource is the Penn State's Graduate Writing Center.
Commentary Writing Assignments are designed to focus you, through readings or video segments, to an array of educational topics, and then to have your respond to the literature by taking your own professional stand and communicating to the reader, your belief or platform about the same. Leaders have to learn to be clear and succinct when communicating their ideas and decisions. This is an opportunity for you to be exposed to many constructs and practice the skill of stating a purposeful, thoughtful message.
Course Requirements and Grading
| Activities | Weight |
|---|---|
| Participation (eBase groups, Discussions) | 30% |
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Learning Tasks
| 70% |
| Total | 100% |
Graded Learning Tasks
Rick Stiggins, James Poppin and other experts have written extensively on grading and school assessments in our public schools. The widespread, national accountability movement is also a hot topic in our schools. How much is too much testing? And more importantly, how do our school assessments equate to learning—or not? My goal for this course, as you have already read, is focused primarily on increasing your knowledge base on the topic of educational leadership and to further assist you with the development of specific skills and strategies that you can use now and as a school leader.
Toward this end, I will provide you with lots of personal and group feedback. When appropriate, I will challenge your assumptions about the topics we explore. Grades, however, are still a required, and to some degree, an important metric of your progress and satisfactory completion of this course. The design of this course lends itself to accomplishing the goal of learning. That being said, it is still incumbent upon you to complete assignments on time, present papers that are completed professionally, and to adhere to all proper writing conventions. Should there be occasion(s) where you miss the mark, as an instructor I will assess whether my directions or guidelines were part of that misstep. If possible, you will be given the opportunity to redo an assignment. In its purest form establishing standards is not grading you on what they fail to achieve but helping them, in every way possible, to meet or exceed the standards that are set for them. So my job is to set the conditions to help you succeed!
| Minimal Participation | Excellent Participation |
|---|---|
| • Offers a personal response to each required online posting in a timely manner and follows through with assigned learning tasks, typically requiring at least five course site log-ons per week, on average | • Offers a personal response to each required online posting in a timely manner and in following through with assigned learning tasks shows exceptional leadership skills (as defined in this course), typically requiring more than 6–7 course site log-ons per week, on average |
| • Shows evidence of having read and responded to peer postings, whether within an assigned eBase group or in a broader posting environment | • Shows evidence of having read and responded to peer postings, draws upon personal practical knowledge, and offers both supportive yet perspective-altering comments, whether within an assigned eBase group or in a broader posting environment |
| • Original postings and responses to peers demonstrate a critical analysis of points made (versus a summary of what was written) | • Original postings and responses to peers demonstrate a critical analysis of points made (versus a summary of what was written), draws upon scholarship and research literature and weaves in references to shared and individually-sought readings, resources and experiences. |
Graded Learning Tasks (70% of total grade)
Commentary Writing Activities (20%)
The purpose of these activities are to compel the student toward synergistic thinking; weaving disparate concepts into one comprehensive presentation. Commentary writing assignments are to be no more than two pages (see format requirements below). Administrators typically have short windows of opportunity to make their point. The challenge of this activity is to comment on the topic/activity as succinctly as possible.
Commentary Writing Activities are to be double spaced, 12 pt. Times Roman font, 8.5 x 11 format. As a rule, they will be two pages in length. However, one assignment has four parts and will be longer than the two page norm.
Individual Reflections (20%)
The purpose of these assignments is to require you to stop and think about what you are learning, and what insights you have, particularly about yourself as a leader. Reflections are an opportunity to also record your feelings about various course topics. Making decisions can be emotionally and physically demanding, and can also cause what is known as “cognitive dissonance.” Sometimes we have a visceral reaction to a dilemma and solutions are not always black and white. The various case studies that you will read, debate, and offer solutions to will no doubt result in a better understanding of this phenomenon. Written reflections (journaling) are an opportunity to identify your mistakes, think about how others have responded to course material, and to further develop critical thinking and problem solving skills. Lastly, it can be an opportunity to develop emotional intelligence—something we need more of in educational systems as I see it.
Prompts will be provided you to guide your reflections. You will write two reflection papers, which should be completed as a Word document and uploaded into the designated drop boxes.
Summary Report/Signature Assessment (30%)
This course has been broken into broader themes that are a part of schools in urban, ex-urban, suburban, and rural settings. Schools are complex systems and understanding the pieces that make up the whole are important to your success and that of any school you lead. Toward that end you will choose an article that addresses any of the topics we have studied, and hopefully has heart and meaning for you in your current setting. The purpose of this assignment is to heighten the relevance of our coursework to your experiences, challenge, observations, or hopes.
Select an article on a topic related to Educational Leadership and prepare a written Summary Report. The written report will be due the day before the last class. Your signature assignment must include the following major components:
- Cover Page: Title, your name, my name, course and semester (1 page)
- Abstract: Summarize the article in 100 words or less (1 page)
- Overview: Present the key points articulated in the article (1 page)
- Hypothesis/Position: Choose a theme of the article and take a position; either agree or disagree with the premise of that theme (2 pages)
- Literature Review: Cite at least three related research journals/articles to support your argument (2 pages)
- Conclusion: Provide a summary and state your conclusions (1 page)
- Reflection: Identify what new learnings you realized as a function of your main article and supporting research
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 940–1,000 points | 94–100% |
| A- | 900–939 points | 90–93.9% |
| B+ | 870–899 points | 87–89.9% |
| B | 840–869 points | 84–86.9% |
| B- | 800–839 points | 80–83.9% |
| C+ | 770–799 points | 77–79.9% |
| C | 700–769 points | 70–76.9% |
| D | 600–699 points | 60–69.9% |
| F | 0–599 points | 0–59.5% |
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
The schedule below outlines the topics we will be covering in this course, along with the associated assignments.
identifies readings that are available on E-Reserves through the library, and * readings are Harvard Business Review Articles that are available via Business Premier Database.
NOTE: Please be aware of the floating CITI/SARI module in this course. Only the CITI certificate and the first SARI discussion have a specific due date. SARI discussions 02–05 may be completed at your own pace but must be completed by the last day of the course.
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
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 .
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.
University Policies
- Privacy Notice:
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
- Counseling and Psychological Services:
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
- Additional 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.
- Deferred Grades:
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page. - Military Students:
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
- Report Bias:
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
- Student Responsibilities and Conduct:
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
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.