Main Content
Syllabus
The information presented here is reflective of the MBA version of this course. Content, assignments, and other aspects of the class may vary when offered in other programs.
MBADM 814: Leadership Communications and Change Management
Overview | Objectives | Materials | Library Resources | Technical Requirements and Help | Course Requirements and Grading | Course Schedule | Academic Integrity | Student Success and Support Resources | Additional Policies
Overview
This course provides students with a broad foundation in the dynamics of organizational communication combined with the dynamics impacting change and corporate values in organizations. Course content focuses on (1) Organizational communication in response to contemporary challenges in change management; (2) Collaborative communication within organizational culture context; (3) Professional written and oral communication; (4) Inter-group communication; and (5) Organizational change initiatives.
Prerequisites
There are no prerequisites for this course, and this course does not serve as a prerequisite for any OMBA courses.
Course Objectives
Upon completion of this course, you should be able to do the following:
- Distinguish managerial communications as a complex task, dependent upon the analysis of audience, situation, and intended communication goals.
- Explain the value of assessing organizational change patterns and outcomes.
- Design and deliver professional individual presentations that inform, persuade, and inspire using effective visuals and narratives.
- Analyze a company’s communication processes through the application of various change models, and recommend changes that can help advance communication.
- Demonstrate written skills of persuasion and argument in both individual and group settings.
- Develop and apply appropriate team communication and management skills.
- Assess organizational change and growth through Greiner's model of The Six Phases of Growth, and recommend changes that help advance communication.
Program Learning Goals
- Learning Objective 2.1 (Communication Skills): Graduates are able to prepare and deliver a professional presentation about a business problem
- Learning Objective 2.4 (Communication Skills): Graduates are able to demonstrate effective virtual team-building skills including team dynamics, leadership, planning, and organizing within a team environment
- Learning Objective 3.1 (Critical Thinking Skills): Graduates are able to objectively identify and prioritize business problems
Integration, Collaboration, and Engagement (ICE)
The OMBA is designed around the three-part ICE framework, a teaching and learning approach that incorporates the principles of Integration, Collaboration, and Engagement (ICE). Learning and application of these essential business concepts through course content will provide students with a comprehensive and innovative outlook on the challenges in today’s business environment. The OMBA program embodies the ICE framework in the following ways:
- Integrative learning: Unifies concepts across business disciplines, allowing you to engage in authentic problem-solving from a holistic perspective.
- Collaborative learning: Embraces hands-on projects that promote team-based problem-solving, decision-making, and project management.
- Engaged learning: Applies business concepts in an interactive and participative learning environment through the use of virtual classrooms and diverse multimedia forums.
Curricular Themes
The OMBA course design and instruction process is based on eight curricular themes that embody fundamental principles of business and industry. These themes are deliberately woven throughout the curriculum, and together they represent anchors for the OMBA program that fosters skill-based learning characterized by vision and transformation:
- Leadership: Understand how to empower and inspire people through a shared vision based on ethical decision-making and integrity.
- Innovation: Understand how to create new methods, products, and/or ideas in a way that generates added value, in order to solve a problem.
- Globalization: Understand the benefits of an integrated global economy by capturing diverse perspectives related to the interconnectivity of technology, products, services, goods, and knowledge.
- Collaboration: Understand how groups and individuals work collectively across functions in order to achieve a common goal.
- Ethics: Understand ethical principles and moral decision-making as they relate to business decisions and management doctrines.
- Sustainability/Community: Understand the management of financial, social, and environmental risks to ensure ongoing and responsible outcomes.
- Strategy: Understand the creation and implementation of a high-level plan that guides decision-making in order to ensure future success.
- Analytics: Understand how the collection, assessment, and application of digital data can be used for optimal decision-making and management.
Teamwork in the OMBA
Each OMBA course will include some level of teamwork, given the importance that group dynamics have in the contemporary professional environment. Course team activities are designed to allow for active group problem-solving and decision-making. Personal Introductions, created in the Team Performance Course, serve as an introductory point of reference for your team members to get to know you, and your preferred working environment. OMBA teams are encouraged to meet at the beginning of each course to draft/discuss a team contract that will define the critical components of how best to work together.
Synchronous and Asynchronous Learning
In order to provide an optimal learning experience, all OMBA courses will incorporate both synchronous (live) and asynchronous (on your own) learning activities that create balance, stimulate engagement, and appeal to diverse learning preferences. Zoom is one example of a synchronous tool used in the OMBA. All synchronous sessions will be recorded for your convenience. Live attendance is not mandatory. Conversely, asynchronous tools include discussion boards, quizzes, and tests where participation occurs at your own pace but within stated deadlines and due dates. Instructors will identify when and how each synchronous and asynchronous tool will be used throughout their course.
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 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 and Help
As a student choosing to study through an online learning environment, it is anticipated that you have a basic knowledge and experience with the standard digital tools used in online courses. These include the use of a learning management system, Microsoft Office (Word, PowerPoint, Excel), and communication tools.| 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. |
| Help | If you need technical assistance at any point during the course, please contact the Service Desk. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information about 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.
Course Requirements and Grading
Participation
Course participation will compose 44% of your final grade. It will be divided as follows:
Individual Participation (33% of final grade)
- Discussions (19%) - Students are expected to participate in discussions throughout the course. These virtual discussions serve as our classroom and are integral to your success in the course. The class discussions are intended to enhance student learning and reinforce the application of key concepts in the field of Leadership Communications. Your job during these discussions is to show demonstrated knowledge of the content. A Participation Rubric, defining the metrics used to evaluate your participation, is provided.
- Simulations (14%) – Students are expected to participate and complete the two simulations for this course. The simulations are important skill-building tools that help translate theory into practice. They are intended to enhance student learning and reinforce key concepts presented during each module. Your task during the simulations is to complete the prescribed number of “runs” in order to demonstrate knowledge and application of course concepts.
Team Participation (11% of final grade)
- Teamwork is not an option for this course; it is a requirement. Team members will work collaboratively to complete activities in a focused, integrated fashion. Students are expected to participate in all team activities as assigned throughout the course. Peer Evaluations will be used to evaluate team members' participation.
- Evaluation: In general terms, students will earn their participation grade based on three performance indicators:
- Quality of participation
- Consistency of participation
- Frequency of participation
Participation Expectations for Discussions
Each original response to the question for the week must be at least 150 words long and specifically reference some concept or content reference in the coursework for the week.
Read the postings your peers have made and reply to your peers in an active dialogue (see rubric for engagement scale). Peer responses should reflect one or more of these types: 1) agreement with extension, 2) an alternative perspective with rationale, or 3) respectful challenge with counter-argument.
Enrich your discussions by including references from the course content and outside sources. Citations should adhere to the APA style guide. Also, consider embedding links to your sources so students can quickly access the material for more information. You may also embed relevant photos, gifs, videos, and other media that enhance your discussion.
Integrative Approach
An Integrative Approach to learning incorporates analysis, application, and evaluation of specialized content, combined with the writers’ original thoughts and ideas, expressed in written or oral communication.
For purposes of this class, you will integrate: 1) change management concepts, with the 2) communication skills (written/oral) that you will learn throughout the course. The outcome of this integration will be the Module Deliverables.
Module Deliverables
- You will complete 4 Module Deliverables (integrated assignments)
- Each Module Deliverable is worth 14% of your total course grade
| Module | Deliverable name | Deliverable format | Working method | Communication focus | Percent of final grade |
|---|---|---|---|---|---|
| 1 | Gap Analysis | Paper/Visual | Group | Communicating to stakeholders | 14% |
| 1 | Stakeholder Analysis | Paper/Visual | Group | Communicating to stakeholders | 14% |
| 2 | The Six Phases of Growth | Paper | Individual | Persuasive Paper | 14% |
| 3 | Cultural Levers | Presentation | Individual | Compelling Presentations | 14% |
Scaffolding Activities
Academic scaffolding is a series of tasks/activities designed to provide support and guidance to gradually increase competency in a content area. Well-designed scaffolding activities stimulate insight and understanding that often leads to a higher quality outcome in the Module Deliverables.
- Scaffolding activities are included in the lessons prior to submission of the Module Deliverable. These activities are REQUIRED submissions and ARE GRADED as part of your final deliverable.
- Feedback on the scaffolding activities will be provided to guide understanding and application of the course concepts. Rubrics will be used for feedback.
- Although scaffolding helps to build competency, you will be able to demonstrate complete competency (content and communication) in the GRADED Module Deliverable.
- The scaffolding activities within this course will:
- Clarify the direction and purpose of the deliverable
- Create momentum
- Practice application of concepts
- Assimilate feedback and modify
- Stay focused on the outcome
- Result in a quality outcome
| Module | Module deliverable | Scaffolding activities descriptions |
|---|---|---|
| 2 | The Six Phases of Growth Paper |
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| 3 | Cultural Levers Presentation |
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Evaluation/Grading of Module Deliverables and Scaffolding Activities
- Module Deliverables will be evaluated based on demonstration of knowledge and application of 1) change management content, AND 2) communication skills (writing/speaking)
- Rubrics are used to assess Content AND Communication
- Rubrics will be used to provide feedback on scaffolding activities, which are GRADED
- Students/groups will receive ONE GRADE for each Module Deliverable that will reflect competency levels on both components of the integrative assignment (content AND communication).
Grading
Grades will be determined based on the following assessments.
| Assessment | Working method | Format | Percentage of final grade |
|---|---|---|---|
| Individual Participation | Individual | Written | 19% |
| Structure Simulation | Individual | Oral/Written | 7% |
| Power Simulation | Individual | Oral/Written | 7% |
| Team Participation | Group | Oral/Written | 11% |
| Gap Analysis | Group | Presentation | 14% |
| Stakeholder Analysis | Group | Presentation | 14% |
| Six Phases of Growth Paper | Individual | Written | 14% |
| Cultural Levers Presentation | Individual | Presentation | 14% |
| Total | - | - | 100% |
Final grades will be assigned as follows. Note that grades are not rounded in this course. Thank you for understanding this policy.
| Percentage earned | Letter grade |
|---|---|
| 94–100% | A |
| 90–94% | A- |
| 87–90% | B+ |
| 84–87% | B |
| 80–84% | B- |
| 77–80% | C+ |
| 70–77% | C |
| 60–70% | D |
| 0–60% | F |
Collaboration and Teams in the OMBA
Helping you to enhance skills and competencies related to group dynamics and teaming is a principle goal of the OMBA. Consequently, this course includes team activities and group work that allows for the application of teaming concepts that you learned in the Team Performance course (MBADM 810). You are expected to work in teams effectively and productively to complete all team assignments. Students may not request to work individually on team projects. Any adjustments to team composition are the sole right of the instructor. If you have concerns related to this commitment, please contact your instructor.
Honor Code and Professionalism
As a professional, you're expected to act with the highest level of integrity and an exemplary work ethic. Likewise, in this course, you're required to adhere to the Smeal Honor Code and the Penn State University Code of Conduct, and also to hold your peers accountable to the same standards. In group assignments, you should do your share of the work, on time, to the best of your ability. In discussions, always be courteous and accepting of others' thoughts. Be supportive to classmates on assignments that allow or encourage collaboration. Keep in mind that you're in this course to study and learn new material that will benefit you in the future; you aren't here to simply get a grade in the easiest way possible. Enjoy and embrace the learning experience with an ethical mindset, and you'll always be proud of your work.
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.
Late Assignment Policy
Students are required to submit assignments on time throughout the semester. In cases where the submission does not meet the noted due date, the instructor will determine the grade penalty for late submissions on a case-by-case basis. It is the responsibility of the student to contact the instructor PRIOR TO the due date, as early as possible, to discuss the situation and to determine a plan of action. Grade penalty for late submissions will be determined based on the student's attempts to prepare/plan/communicate with the instructor/TSS.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
- Spring and Fall Semesters: 16 weeks
- Summer Semester: 12 weeks
Week 1
| Module 1: | Leadership Communication in Times of Change |
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| Lesson 1: | Leaderships Communication: Challenges for Our Time |
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Week 2
| Module 1: | Leadership Communication in Times of Change |
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| Lesson 2: | Organizational Development and the Impact on Communication |
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Week 3
| Module 2: | Communicating Change Through Effective Writing |
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| Lesson 3: | Change Model: The 5 Phases of Growth |
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Week 4
| Module 2: | Communicating Change Through Effective Writing |
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| Lesson 4: | The Planning and Designing of Effective Writing |
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Week 5
| Module 2: | Communicating Change Through Effective Writing |
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| Lesson 5: | Skill-based Writing |
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Week 6
| Module 2: | Communicating Change Through Effective Writing |
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| Lesson 6: | Integrating Change: Integrative Writing |
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Week 7
| Module 3: | Communicating Change Through Compelling Presentations |
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| Lesson 7: | Change Model: Cultural Levers |
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Week 8
| Module 3: | Communicating Change Through Compelling Presentations |
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| Lesson 8: | Planning and Design of Compelling Presentations |
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Week 9
| Module 3: | Communicating Change Through Compelling Presentations |
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| Lesson 9: | Delivering a Compelling Presentation |
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Week 10
| Module 3: | Communicating Change Through Compelling Presentations |
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| Lesson 10: | Communicating Change: Integrative Individual Presentation |
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Week 11
| Module 4: | Communicating Change Through Compelling Group Presentations |
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| Lesson 11: | Change Model: The Force Field Analysis |
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Week 12
| Module 4: | Communicating Change Through Compelling Group Presentations |
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| Lesson 12: | Communicating Change: Integrative Group Presentation |
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Week 13
| Module 5: | Communicating Change Using Combined Mediums |
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| Lesson 13: | Change Model: The Organigraph |
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Week 15
| Module 5: | Communicating Change Using Combined Mediums |
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| Lesson 14: | Creating a Culture of Collaborative Communication and Creativity |
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Week 16
| Module 5: | Communicating Change Using Combined Mediums |
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| Lesson 15: | Communicating Change: Integrative Group Writing/Presentation |
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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.
Intent to Graduate
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 refer to Graduation at the Chaiken Center for Student Success.Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate courses) and policy GCAC-805 Academic Integrity (for 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.
Student Success and Support Resources
The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:
- Finances—tuition, scholarships, and financial aid
- Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
- Enrollment and Registration—course planning, adding and dropping courses, and much more
- Course Work and Success—academic advising, tutoring, and other services
- Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more
Following are some key resources.
Student Disability Services
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services 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.
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.
Military Student Information
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.
Additional Policies
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.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.
The university takes the accessibility of our courses and websites very seriously. As such, all approved tools used in our courses are vetted by the university to ensure that the technology tools adhere to the current ADA standards. For more information on privacy or accessibility please visit the following web sites.
- Penn State Policy and Accessibility Guidelines
- AD69 Accessibility of Electronic and Information Technology
Accessibility Statements for Third-Party Tools
Privacy
The university takes issues related to student privacy very seriously. As such, all approved third-party tools used in our courses are vetted by the university to ensure that student data will be protected and secure. For more information on privacy or accessibility please visit the following web sites.
- Penn State’s AD53 Privacy Policy
- Penn State’s Web Privacy Statement
- Penn State World Campus Privacy Policy Statement and SMS Terms and Conditions
Privacy Statements for Third-Party Tools
Student Responsibilities
- 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.
- Instructors may require students to provide documentation with the class absence form or other written notification for 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 Values.