Main Content
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.
EDLDR 560 | Principles of Instructional Leadership
Social and institutional settings for instructional supervision; functions, activities, and practices of supervision; supervisory case studies. Prerequisite: teaching or school administrative experience; 18 credits in education, at least 5 of which are methods of teaching (3 credits).
Overview
The purpose of this course is to provide students preparing for principal certification and/or a Master’s Degree with learning opportunities and activities authentic to school leaders and leadership roles in educational organizations. While the course is designed to meet the needs of school principals assuming preparing for positions in K–12 schools, it also serves to meet the needs of aspiring leaders in specific content areas, including special education leaders and curriculum leaders, often employed across K–12 as both teacher leaders and administrators for instruction. The course focuses on development of leadership skills and dispositions that inform highly effective practices of instructional leaders in education.
Objectives
Upon successful completion of this course students should be able to
- supervise and evaluate teachers and staff
- build relationships and communicate with teachers and staff
- articulate ideas about the practice of recruiting and retaining teachers and staff
- develop and support highly effective instructional strategies and implementation among instructional staff
- establish a culture within the school oriented toward change and continual growth
- utilize technology to establish/manage/sustain effective and efficient systems of organization and improvement within the school
- plan and implement programs for addressing and meeting individual learning and development needs of all students
- use data sources to inform and improve instruction and learning for all students
- understand the budget development process, including the allocation of resources to make the most of people, time, and money for the improvement of instruction and learning for all students
- prepare for entry into school leadership positions and leadership roles in educational organization
Throughout the course, students explore and investigate social and institutional settings for instructional leadership, including supervision of instructional staff and the functions, activities, and practices of an instructional leader. Students will continually work to develop and refine leadership dispositions, specifically those that support instructional improvement and high levels of learning for all students. Throughout the course, students are provided with opportunities to apply activities and learning to their specific interests including all levels of instruction and content within schools and educational organizations.
This course is a requirement for EDLDR students preparing for principal certification and for students completing a Master’s Degree in the program. Students are expected to have teaching and/or school administrative experience, 18 credits in education (at least five of which are methods of teaching), and access to a school setting for course activities and projects.
Organization
The units of instruction for this course are outlined within the Modules section of the course environment from Unit 1 through Unit 8 as follows:
| Unit | Title |
|---|---|
| Unit 1 | Creating Culture for Instructional Excellence |
| Unit 2 | Establishing Learning Environments to Support Needs of All Learners |
| Unit 3 | Leadership for Instruction: Curricular Planning and Assessment of Learning |
| Unit 4 | Recruitment, Retention, and Relationships: Development of Highly Effective Teachers |
| Unit 5 | Supervising and Evaluating Instruction |
| Unit 6 | Allocating Resources to Support Instructional Improvement and Equitable Learning Outcomes |
| Unit 7 | Technology Management and School Systems Organization |
| Unit 8 | Creating a Plan for Entry and Reflective Practice as an Instructional Leader |
Depending upon the semester in which this course is offered, each unit may take place over one or two weeks’ time. Pay close attention to the Course Schedule provided within the course environment for dates in which readings, discussions, and assignments are due. In addition to these eight units of instruction, two additional units have been created for increased organization and ease of navigation within the course environment. These units include:
| Unit | Title |
|---|---|
| Unit Introduction | Course Orientation |
| Unit Conclusion | Course Evaluation |
Unit Introduction provides an overview of information needed to navigate the course and learning throughout. It also guides students through a tour of information and resources relevant to learning throughout the course. Unit Introduction also includes book chapters from Cultural Underpinnings of Special Education (Kalyanpur & Harry, 2012) and from Leading Change in Your School (Reeves, 2009) to discuss culture as it affects instruction for all students, two aspects of education that inform foundational elements of instructional leadership. In this way, these readings set the tone for learning in the course. Unit Introduction should be completed during the first week of the course, in addition to the assigned unit of instruction, regardless of semester (Fall, Spring, or Summer) in which the course is offered.
Unit Conclusion organizes conclusions and work for wrapping up the course including space to submit a self-evaluation of participation in the course to inform final participation grades and the completed SRTE.
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.
Library Reserves (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 Specifications
| 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
Time Management
The time of the day you log on and contribute to the course and the length of time you spend there is entirely up to you; however, you are required to participate in the course environment on a weekly basis and within lessons during the week they are required. This graduate course requires your participation and interaction, and it is not offered as any sort of online tutorial or information repository. In other words, when you do what you do in the course matters, because what you do contributes to/enhances learning (your own learning and that of others) and shapes the course. Establish a routine that allows you to regularly pace yourself and remain actively involved with course environment and events.
Course Readings
Read course text sections/chapters as assigned within each given lesson module and synthesize for lesson activities (assignments and discussions, etc.) Additional readings are listed in the “Suggested Materials” above, are optional. They are included because they inform course content and students often appreciate the opportunity to go deeper into topics related to specific interests. In addition to course texts, articles will be assigned to specific lessons. Check the lesson module for a given week of content as well as the course schedule for a list of required readings each week.
Course Organization
Start your course each week in the Announcements section. The announcements will provide you with information from your instructor about the course, content for learning, activities and assignments, and information for clarification. In addition to the course schedule found in your Syllabus, the Announcements section of your course environment (and the information provided by your instructor here) will help organize your learning for the week. Following the announcements, follow your lesson module for the given week by navigating through the module, complete the readings and all written assignments, and participate fully in the weekly discussion activities.
Lesson Discussions
Engage in a course discussion with the class, including at least one original posting made by you and at minimum two responses made by you to different original posts. Regarding discussions, and to enhance the quality and flow of discussion, you are expected to log in early in the week and encouraged to participate as often as possible in ways that enhance your learning and that of others in the course. Submit original posts, by Thursday of the week in which the discussion is assigned, and submit at least one response, by Sunday of the week in which the discussion is assigned and at least one additional response, by Sunday of week two within a given unit. If there is no week two of a given unit, then both responses are due by Sunday night of the week in which the discussion is assigned. The minimum requirement of one original post and two responses is for the exceptional week when, for reasons of your own, the minimum expectation is all you can manage. However, it is expected of aspiring leaders in this graduate level course that you participate by contributing regularly and thoughtfully to deep and meaningful discussion with your 560 colleagues. You will get from this course what you put into it. The discussions are no exception. Note: if the discussion for a given week requires response to a reading/viewing/listening, then you will need to have read/viewed/listened accordingly before Thursday of the week in which the discussion has been assigned in order to meet the requirement for original posting. Discussions for the whole group or total number of students will be designated within the course environment as “whole group” work/discussion as appropriate.
Lesson Assignments
Submit assignments using a similar naming convention for each: LastName_AssignmentName_####, using only underscores, not spaces, as designated in the sample provided here. The four-digit number at the end of the naming convention should be the two-digit month followed by the two-digit day the assignment is submitted. For example, an assignment for Lesson 01, submitted by me on September 2, would be named “Squires_Lesson01Assignment_0902.” Inside the assignment, ensure that a header is used including your first and last name, the assignment name, the date, and any group # or name to which you may be assigned for this work. Complete each assignment by following directions carefully and citing information sources properly, according to APA guidelines, as credit may be deducted for each of these criteria in any given assignment.
Reflective Practice Journals
Journals are kept throughout the course and collected for review at the end of even units of learning (Unit 2, 4, 6, and 8). Reflective practice journals are graded as a typical assignment. Journals will be kept for regular reflection on the learning as it applies to the development of your individual leadership practice. The journal should be clearly organized by content (by unit, with clear labels for each selected topic of interest as related to your development). You will consider and document the following:
- What have you learned and how does that apply to development of your leadership practice?
- What have you wished that you learned as it may apply to the practice you desire/intend to develop?
- What aspects of the learning resonated most?
- What questions still linger? and
- What action steps do you anticipate for carrying out this learning in the leadership practice to which you aspire?
Course Conduct
Interact with others using proper “netiquette” in the course environment. This is a safe space for all to engage, share, and discuss ideas, positions, and views. While you may present ideas that challenge another's thinking or views, and may even disagree with each other at times, you will proceed and conduct interactions and discussions with appropriateness and respect. Choose your words from a place of kindness and acceptance toward others. You are expected to regard this course as an inclusive space where ideas are welcomed and shared.
Course Grades
Grading for the course will be based on assignments, discussions, and overall effort and participation. At the end of the course, a signature assessment and all its parts (submitted work and completed scoring rubric) will be required for upload to Taskstream for those completing an EDLDR program and/or seeking certification.
Confidentiality
Maintain and honor issues of confidentiality, privacy, and ethics in the course environment. For example, what is “said” on our course site should stay there. Forwarding emails or other written communication to outsiders (or worse), or giving access to our course web site to non-course members would be a breach of all three of these issues (not to mention risk damaging trust among us).
Communication
Email is the primary source of communication for the course. You may access email through the Conversations area. The course instructor may be reached in the same way via Canvas, or you may email the instructor directly via her/his PSU email (found on the College of Ed/faculty website). Outside of Canvas email, it is required of all Penn State students that email communication be conducted via your Penn State Email account. Please DO NOT use your personal email address to correspond with instructors or staff for program matters. Zoom is also available to be utilized both for course interactions and also for advising. Check with your instructor for office hours to arrange a Zoom advising session. Zoom sessions for course interaction may be arranged by any member of the class at any agreed upon (between participants) time.
Participation
Participation includes engagement within the course, with the content, and with one another. Within this course, participation is essential to your learning and development, and therefore, expectations for participation are very high. Students are acknowledged with high participation scores for exemplary time and effort, for networking and support in interactions with each other, and, of course, for demonstrated leadership in course activities and requirements. You will complete a self-evaluation as a final and overall measure of your participation. The rubric, to be completed by you and by the instructor is comprised of six different areas of assessment including:
- Whole Group Discussions,
- PLC,
- Raise Your Hand,
- Course Readings & Modules,
- Assignments, and
- Overall Participation.
The Final Evaluation of Participation rubric can be found in Unit Conclusion at the end of the course. Review this document for detailed expectations for meeting, exceeding, and consistently exceeding expectations.
Meeting Expectations
As graduate students, at Penn State University, in Educational Leadership, it is expected that a minimum requirement be met only at a time when the minimum is the best one can do. As aspiring leaders and as a community of learners, your participation in the course and its activities is expected at the level required to maximize your own learning, as well as to make valuable contributions to the learning of others in the course.
Collaboration / Group Work
At any time during the course you may opt to collaborate with another student / group of students in the course on your learning for the week and/or your assignments. You may collaborate using Zoom, email, and/or via discussion space within the course environment. While collaboration is permitted and encouraged in the course, all assignments must be submitted individually unless alternative arrangements are requested and otherwise approved by the instructor. Additionally, each student will be assigned to a professional learning community (PLC) for regular reflection at the end of each unit of learning within the course. Together, your PLC will reflect on course readings and activities, and collaborate on your individual and collective development of instructional leadership practice and overall learning for each topic area/unit (see a guide for PLC work provided below). All collaboration / group work, required and voluntary, will contribute as part of your participation grade. Collaborative group work will be designated within the course environment as “small group” work/discussion as appropriate.
Guide for PLC Work
Adapted from Professional Learning Community
- Seek support from your instructor (via email) and from your classmate colleagues (via “Raise Your Hand”) to enhance use of time, attention, and resources as needed.
- Assign a group facilitator (per unit, per group of units, or for the whole of the course as desired by PLC members) to facilitate and organize group activities. It is strongly recommended (although not required) that responsibilities of group facilitation be shared among the group.
- Determine clear and explicit goals for group work to focus conversations, maximize time, and increase clarity with regard to expectations and purpose of the group.
- Establish and maintain a safe space where all individual views are welcomed and appreciated, and where all members demonstrate respect for others’ ideas, time, and contributions.
- As a team, manage and maintain observable and measureable progress with each PLC meeting to promote motivation, enthusiasm, and participation from all members of the group. As individuals, SHOW UP! PARTICIPATE!
- Establish and maintain a sense of shared purpose to mitigate disagreements that may undermine collegiality and collaboration.
Course Requirements
| Assignment Category | Points | Weight Category |
|---|---|---|
| Participation | 60 points | 15% |
| Whole Group Discussion & PLC Discussion | 25 points per assignment | 25% |
| Assignments | 25 points per assignment | 20% |
| Signature Assessment: Peer Coaching Experience | 100 total points | 40% |
Course Grading
| Numerical value | Letter grade |
|---|---|
| 94 and above | A |
| 90–93.9 | A- |
| 87–89.9 | B+ |
| 84–86.9 | B |
| 80–83.9 | B- |
| 77–79.9 | C+ |
| 70–76.9 | C |
| 60–69.9 | D |
| Below 60 | F |
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
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.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
In addition to the topics and assignments, the tables below list the required readings for each lesson. Please note, these readings may be links, specific chapters from your textbook, and/or E-Reserves from the library. To access E-Reserves, select the Library Resources link on the Canvas Navigation menu.
Unit Introduction | Course Orientation
| Readings |
Textbook
|
|---|---|
| Viewings / Listenings |
Video
Podcast
|
| Assignments |
|
Unit 1: Creating Culture for Instructional Excellence
| Readings |
Textbook
Articles
Supplemental Readings
|
|---|---|
| Viewings / Listenings |
Video Podcast |
| Assignments |
|
| ELCC | NELP | PIL |
|---|---|---|
|
|
|
Unit 2: Establishing Learning Environments to Support Needs of All Learners
| Readings |
Textbook
Articles
Supplemental Readings
|
|---|---|
| Viewings / Listenings |
Website Video Podcast
|
| Assignments |
|
| ELCC | NELP | PIL |
|---|---|---|
|
|
|
Unit 3: Leadership for Instruction: Curricular Planning and Assessment of Learning
| Readings |
Textbook
Articles
|
|---|---|
| Viewings / Listenings |
Website
Video Podcast
|
| Assignments |
|
| ELCC | NELP | PIL |
|---|---|---|
|
|
|
Unit 4: Recruitment, Retention, and Relationships: Development of Highly Effective Teachers
| Readings |
Textbook
Articles
Supplemental Readings
|
|---|---|
| Viewings / Listenings |
Website
Video Podcast
Supplemental Video |
| Assignments |
|
| ELCC | NELP | PIL |
|---|---|---|
|
|
|
Unit 5: Supervising and Evaluating Instruction
| Readings |
Textbook
Articles
Supplemental Readings
|
|---|---|
| Viewings / Listenings |
Website
Video
Podcast
Supplemental Content
|
| Assignments |
|
| ELCC | NELP | PIL |
|---|---|---|
|
|
|
Unit 6: Allocating Resources to Support Instructional Improvement and Equitable Learning Outcomes
| Readings |
Textbook
Articles
|
|---|---|
| Viewings / Listenings |
Website Video
Podcast |
| Assignments |
|
| ELCC | NELP | PIL |
|---|---|---|
|
|
|
Unit 7: Technology Management and School Systems Organization
| Readings |
Textbook
Articles
|
|---|---|
| Viewings / Listenings |
Website
Video
Podcast
|
| Assignments |
|
| ELCC | NELP | PIL |
|---|---|---|
|
|
|
Unit 8: Creating a Plan for Entry and Reflective Practice as an Instructional Leader
| Readings |
Textbook
Articles
Supplemental Readings
|
|---|---|
| Viewings / Listenings |
Website
Video Podcast
|
| Assignments |
|
| ELCC | NELP | PIL |
|---|---|---|
|
|
|
Unit Conclusion | Course Evaluation
| Readings |
Textbook
Articles
|
|---|---|
| Viewings / Listenings |
Video
Podcast
|
| Assignments |
|
University Policies
The following provides you with information regarding essential Penn State University policies. Please take time to carefully review each 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.
CAPS
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.
Late Policy
Late Assignments will not be accepted. It is your responsibility to contact the instructor prior to the due date of an assignment if you are aware of extenuating circumstances that will impact your ability to meet a deadline. The instructor will determine if alternative arrangements may be made.
Blank or Erroneous Assignment Submissions
It is your responsibility to ensure that you have uploaded the correct document to each assignment prior to the assignment due date. Please check your assignment submission immediately after uploading a file in Canvas to ensure that it contains content and is the correct file. If you notice an error, such as a blank or incorrect file, you must resubmit the assignment before the assignment due date. Similarly, you are responsible for ensuring that discussion forum initial posts are not blank and that any website URL submissions (such as links to documents, video recordings, etc.) have the correct sharing settings enabled so that they can be viewed by recipients. Any blank or erroneous submissions that you have not resubmitted by the assignment due date will receive a zero for the assignment.
Course Access
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.
Military
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.
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.
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.
-
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.
-
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
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.
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.