The up front articulation of our expectations, coupled with the need for having common goals (which I have tried to foster by embedding the content of our course in our everyday lives as teachers and leaders), and acknowledging and valuing our input are three key elements in forging a sense of community (more on this in a separate section). I realize that each of us comes to this course with both shared and differing expectations. I begin by sharing the expectations I have of our group and its members. This is followed by what you can expect of me. You then, will have an opportunity to make known your expectations, whether you agree with, add to, or negotiate what's been previously stated. So, here we go, in no particular order…

What I Expect of Our Group and Its Members:

• Keep on top of things -- while you may have a choice for which time of the day you log on and contribute, you do not have a choice for which week to respond. In other words, establish a routine that allows you to regularly pace yourself and remain actively involved with course happenings. We will work together to create opportunities to share insights and strategies about how we can best utilize technology in our learning - both procedurally and conceptually.
  
• Shared responsibility -- given that this is a cohort-based course (versus an independent course where students progress on their own) each of us has responsibility for both our personal and collective learning. While our purposes for taking this course may vary, it is my hope that we generate common goals and shared interests that hinge on understanding and enhancing our teaching practices. Most of our learning activities will draw upon peer insight and feedback and involve us in various combinations of individual and group learning activities. Inevitably, conflict will at some point surface in our interactions; we'll problem solve jointly as well. Think of yourself as a critical component in our web of learning.
  
• Online presence -- log on at least five times per week to the course to keep abreast of new postings, current emails, updated discussion and overall course progress. Your "electronic personality" will evolve as time progresses and as we become a community of learners. Your open and honest communication will be an asset to our learning from both a social and subject matter perspective. If unexpected or extenuating circumstances arise that will keep you from being an active contributor, please communicate with me in advance of your "absence." I will do the same with you. [It will be difficult to hide in this class!]
• Issues of confidentiality, privacy and ethics -- as teachers, we are faced with maintaining these issues each day. Similarly, I expect that we will be mindful of and honor these issues in our class. For example, what is "said" on our course site should stay there. Forwarding emails or other written communication to outsiders, or worse, giving access to our course website to nonclass members, would be a breach of all three (not to mention the destruction of trust that might have been developed among us!). We'll work together on this.

What You Can Expect of Me:

• Contact and presence -- to be an active and regular contributor to our learning. I will make myself readily available, both online and via offline "office hours." Once I know the needs of the group, I can better determine my mode of and times for availability.
• Responses -- to promptly (my goal is within 24 hours) acknowledge or respond to personal and group questions, suggestions, dilemmas or other course related issues. The grading of course assignments will require several days for turn around time, though.
• Limited technological support -- to be the initial contact for problems related to technology. If I cannot solve the problem, I will direct you to someone who can. You may want to make note of the Getting Help link in the menu bar to the left. There you can access the World Campus Help Desk (for technical assistance) and "how to" documents that will help use our course communications tools. As well, I will assist with seeking out additional resources for more general problem-solving issues.
• Boundaries -- to take the lead in creating the (sometimes fluid) boundaries around which we will learn and engage in meaning-making. I have designed the course with a semi-structure, meaning that I am open to negotiating the way in which I initially imagine us learning together, based upon your individual and collective needs. For example, we might need to alter one of our due dates or rethink how class participation is defined or modify an assignment. Until I hear otherwise, I'll presume that what I have proposed will work!

• Building A Sense of Community

As in any occasion that brings individuals together for a shared purpose, our class will hopefully progress as a community of learners. As our individual electronic personalities emerge, so too, will the dynamics of the group. The notion of group, in our case, is not one of being location bound (i.e. group of parents at a sporting event, a neighborhood gathering, etc.) but one of coming together - albeit in cyberspace - for the common purpose of professional development.

I have tried to model our course experiences after what I understand to be virtues of a community. Some fundamental ways that I hope to build our online community include: defining a clear purpose for the group (see course goals), creating a distinctive place for us to gather (our course Web site and discussion areas), promoting effective leadership from within our group (each of us will have an opportunity to do so), establishing accepted norms and "ways of being" (netiquette and participation guidelines, without stifling anyone, I hope!), allowing for a range of member roles and participation in subgroups (leader, follower, listener, etc.), and encouraging members to resolve their own disputes (conflict resolution).

• Preparing for Reflection as Members of a Community

The readings and associated focus questions will allow each of us to engage in both solitary reflection and group dialogue, two equally essential sources of insight. As Parker Palmer gently reminds us, we want to avoid quick fix techniques in favor of walking quietly, remaining observant, being a good listener and continually exploring until we attain understandings about the landscapes of our lives. Some suggestions follow:

• Whether engaging in solitary reflection or group dialogue, set aside a scheduled time for reflection and come to the session prepared (i.e. read, journal writing) so as to more genuinely experience "inner journeying."


• For group study, in particular, consideration of the following may more fully enable "the community of truth" to prevail:
  
  
  • Leadership and Membership :
    While each of us will have primary affiliation with an eBase group, our membership will move fluidly between large and various small groups. Leadership within these groups will be an important factor in facilitating our teaching and learning space!
  • Intellectual Space:
    We'll push each other cognitively - perhaps even engage in some creative conflict - to keep a focus on our topic and to generate an openness in exploring the topic. A group generated list of "ground rules" for high-quality dialogue may serve us well.
  • Emotional Space:
    Hallmarks of emotional hospitality include attentive listening, the posing of thoughtful questions, contributing supportive words and generally suspending judgment. A commitment to confidentiality rounds out the list.
  • Spiritual Space:
    "…[we] have not gathered to solve each other's problems but to hear each other speak, to plant seeds of possibility in each other's lives without worrying about whether or how or when those seeds will grow." (Livsey, 1999, p. 11).

• Learning About Learning (Learning ² ) via Technology

I hope to create an awareness of the role that technology plays in the delivery of this course and in your learning. In particular, I anticipate that our observations and comments will reveal insights about relations we have with self, others and technology. Consider this venue as a means to seek information both about technological challenges you encounter as well as to share insights you have gleaned about how technology can support teaching and learning. Stated differently, how can informational technology help or hinder what matters most to you?

For those of you who are new to online learning – or want to maximize your learning, please visit “What Makes a Successful Online Student?”.

[Reference: Illinois Online Network , http://www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp. Retrieved March 28, 2003]

Course Schedule

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.

Grading

Please refer to the University Registrar's 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.

Academic Integrity

According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), 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 or GCAC-805 Academic Integrity as appropriate). 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, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.

All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.

Information about Penn State's academic integrity policy 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