Main Content
Syllabus
MKTG 330 Consumer Behavior (3). Application of behavioral science concepts to the understanding of buyer behavior as a basis for marketing management decision making.
Course Description
Consumer behavior is one of the most interesting and important aspects of marketing management. Virtually all decisions involved in developing an effective marketing mix for a product or service rely on thorough knowledge of the consumers who comprise the target market. Understanding buyer behavior helps marketers anticipate reactions to changes in the marketing mix, or determine whether new products are likely to be adopted.
Consumer behavior is also closely related to marketing research. A practical understanding of the consumer can aid in the selection of an appropriate research methodology, question design and selection, as well as in interpreting consumer responses to such questions. In this course, we will directly examine the available theory and research concerning buyer behavior in order to understand its most basic principles.
The purpose of the course is to study the process of consumer choice, its determinants, and its implications for marketing strategy and to show how concepts, principles, and theories from various social sciences (e.g., psychology, social psychology, sociology, etc.) are applied in consumer behavior studies. The class is also designed to enhance your communications skills, both written and oral, and to build up your understanding of the dynamics of working with others. These are skills marketing managers need to succeed in the workplace.
Prerequisites: BA 304 or MGMT 301; MGMT 341
Learning Objectives
The objectives of this course are as follows:
- Understand fundamental knowledge of theory and practice in consumer behavior.
- Apply consumer behavior concepts to marketing situations.
- Apply analytic tools (such as research, Internet, e-commerce, and information technology) to investigate consumer behavior.
- Use knowledge of CB in the marketplace to become a better consumer via a heightened self-consciousness of the forces at work, both psychologically and socially, whenever you are engaged in the marketplace.
- Present your ideas in both written and oral formats.
- Be more aware of social and psychological influences on your everyday life.
Method of Instruction
If this is the first online course you are taking, you will find it is very different than the traditional face-to-face classroom environment. The anxiety that you may feel at the beginning is normal. It will be less stressful once you are comfortable with the technology and the rhythm of the course. Be aware you will need to spend four to eight hours a week completing the tasks for this course.
The key to successful completion of this online course is organization. This syllabus and schedule outline my expectations of students, including grading policies, assignments, projects, and a schedule of due dates.
This is not a self-paced course. Deadlines exist because of the short amount of time in which you must complete each and every task. You may work ahead on the reading and assignments, but not in the discussion assignments.
This class also incorporates several group-based assignments. Peer feedback will be used to ensure everyone does their share of the work. Depending on the feedback, individual grades may be adjusted to reflect low participation.
The final presentation is a very important project and your team will be presenting in Blackboard Collaborate. You will have an opportunity earlier in the course to become familiar in this presentation environment during a special orientation session.
See the Course Schedule for a summary of the lessons, reading assignments, discussion assignments, activities, and assessments.
Course Structure
The course will be structured along the following lessons.
- Introduction to CB
- Perception
- Comprehension, Memory, and Cognitive Learning
- Motivations and Emotion
- Personality, Lifestyles, and the Self-Concept
- Attitudes and Attitude Change
- Consumer Cultures
- Group Influences
- Consumers in Situations
- Need Recognition and Search
- Alternative Evaluation and Choice
- Consumption to Satisfaction
- Consumer Relationships
- Consumer and Marketing Misbehavior
- Final Presentation
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 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!
[printer-friendly version]Course Schedule
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments. Note that assignments are due based on the North American Eastern Time (ET). This ensures that all students have the same deadlines regardless of where they live.
Note: Each assignment is identified as individual (I), team (T), and graded (G) or ungraded (U)
All assignments are due by 11:55 PM North American Eastern Time (ET) on Sunday of the week assigned unless otherwise stated.
Lesson 1: Introduction
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Readings: |
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Assignments: |
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Lesson 2: Perception
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Readings: |
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Assignments: |
Post your response and reply to at least two other posts in the discussion forum, which is located in the Lesson 2 Activities folder (click on the Activities link from the left menu) (I, G) |
Lesson 3: Comprehension, Memory, and Cognitive Learning
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Readings: |
*To access the library e-reserves, please choose the Student Resources link from the left menu, and then under Penn State Library Tools, click on the Library Reserves link. |
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Assignments: |
Post your response and reply to at least two other posts in the discussion forum, which is located in the Lesson 3 Activities folder (click on the Activities link from the left menu) (I, G) |
Lesson 4: Motivations and Emotion
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Readings: |
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Assignments: |
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Lesson 5: Personality, Lifestyles, and the Self Concept
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Readings: |
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Assignments: |
Post your response and reply to at least two other posts in the discussion forum, which is located in the Lesson 5 Activities folder (click on the Activities link from the left menu) (I, G)
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Lesson 6: Attitudes and Attitude Change
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Readings: |
*To access the library e-reserves, please choose the Student Resources link from the left menu, and then under Penn State Library Tools, click on the Library Reserves link. |
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Assignments: |
Post your response and reply to at least two other posts in the discussion forum, which is located in the Lesson 6 Activities folder (click on the Activities link from the left menu) (I, G) |
Lesson 7: Consumer Cultures
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Readings: |
*To access the library e-reserves, please choose the Student Resources link from the left menu, and then under Penn State Library Tools, click on the Library Reserves link. |
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Assignments: |
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Lesson 8: Group Influences
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Readings: |
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Assignments: |
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Lesson 9: Consumers in Situations
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Readings: |
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Assignments: |
Post your response and reply to at least two other posts in the discussion forum, which is located in the Lesson 9 Activities folder (click on the Activities link from the left menu) (I, G)
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Lesson 10: Need Recognition and Search
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Readings: |
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Assignments: |
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Lesson 11: Alternative Evaluation and Choice
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Readings: |
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Assignments: |
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Lesson 12: Consumption to Satisfaction
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Readings: |
*To access the library e-reserves, please choose the Student Resources link from the left menu, and then under Penn State Library Tools, click on the Library Reserves link. |
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Assignments: |
Post your response and reply to at least two other posts in the discussion forum, which is located in the Lesson 12 Activities folder (click on the Activities link from the left menu) (I, G) |
Lesson 13: Post-Consumption Outcomes
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Readings: |
*To access the library e-reserves, please choose the Student Resources link from the left menu, and then under Penn State Library Tools, click on the Library Reserves link. |
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Assignments: |
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Lesson 14: Consumer and Marketing Misbehavior
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Readings: |
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Assignments: |
Post your response and reply to at least two other posts in the discussion forum, which is located in the Lesson 14 Activities folder (click on the Activities link from the left menu) (I, G)
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Lesson 15: Final Presentations
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Readings: |
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Assignments: |
Your presentation is due no later than 11:55 PM on Friday. Your final paper is due by 11:55 PM on Monday. |
Disclaimer: This syllabus is subject to change.
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 see "Graduation" on the World Campus Student Policies Web site.
Grades
| Area | # of Points |
|---|---|
| 3 Tests | 300 |
| Class Discussions (9) | 180 |
| Other Assignments | 320 |
| Group Project (Written Paper) | 150 |
| Final Presentation | 50 |
| TOTAL | 1,000 |
Letter grades will be based on the following scale:
Letter Grades will be based on the following Scale:
| Numerical Value | Letter Grade |
|---|---|
| 93 and above | A |
| 90-92 | A- |
| 87-89 | B+ |
| 83-86 | B |
| 80-82 | B- |
| 75-79 | C+ |
| 70-74 | C |
| 60-69 | D |
| Below 60 | F |
| Note: A grade of C or better is required to pass the course. |
Please refer to the University Grading Policy for Undergraduate 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.
Late Policy
Students who cannot submit assignments on time because of emergency, unexpected events, or extreme illness should contact the instructor BEFORE THE DUE DATE or as soon as circumstances allow and ask for consideration. Unless arrangements are made with the instructor, assignments WILL NOT be accepted. If a late assignment is accepted, up to a 10% per day grade deduction may be taken, depending on the circumstances.
Projects
The following provides a breakdown of the projects and areas on which grades will be based:
| Projects | Description |
|---|---|
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30%—3 Tests
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There will be three (3) tests based on the lessons for a given time period. Each test is worth 100 points. These tests of your knowledge may contain multiple choice, true/false, and/or short answer questions. |
| 18%—9 Class Discussions 20 points each for a total of 180 points | You will participate in nine (9) online discussions throughout the course. Graded discussions are in Lessons 2, 3, 5, 6, 8, 9, 12, 15, and 17. Check the rubric in the syllabus for grading criteria. |
| 32%—Lesson Assignments 320 points |
The assignments are allotted the following point values:
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| 10%—Semester Team Paper 150 points (team paper) | The team to which you are assigned will choose a topic that deals with a controversial issue that has implications for consumer welfare. |
| 10%—Final Presentation
50 points |
Your final group presentation will be based on the semester paper. |
Projects and Rubrics
A rubric is a scoring tool that lists criteria on which grades will be based. Rubrics are provided so you are aware of how you will be evaluated. The next section describes in more detail the projects and rubrics that will be used in this course.
Guidelines for Discussion
- Thoughtful application of assigned reading (past and present) to the current discussion.
- Contribute to moving the discussion and analysis forward.
- Collaboration: Build upon the comments of your classmates (demonstrating your understanding of these comments as well as your own analytical skills).
- Include some evidence or logic.
- Tie relevant current events or personal experience to the discussion.
There will be nine (9) discussions in the course worth 20 points each. Pay attention to the open and closed dates for discussion. You may not post (for a grade) once a discussion is closed (at the end of that lesson).
Active participation is required and will include posting answers to questions posed by the instructor and replying to other participants’ postings. The first post is your analysis of the question. This initial posting should occur within 24 hours of the opening of the discussion question. You must respond to at least two other posts by the time the discussion is closed. Keep in mind that there are times where there will be two discussions occurring concurrently. It is your responsibility to keep track of your own participation in these discussions. If I notice low activity or poor quality posts I will notify you. These discussions are worth 20% of your grade. The good thing is that you are in direct control of this aspect of your grade! Remember to post your initial response early in the lesson and to respond to at least two other posts.
Responses must demonstrate thought and insight of the assigned topic. Discussion postings should be made in a timely manner. Posting after the date the discussion is graded will result in no points awarded for that discussion.
You will be assessed on both quality and quantity of postings. When posting to the discussion area, type in your comments directly into the discussion forum. Do not type your comments into a document and then attach it to the discussion, unless specifically advised to do so.
Netiquette Guidelines:
- Please be courteous.
- Don't flame (i.e., post insults, or other personally disrespectful comments) or post flamebait (i.e., deliberately provocative or manipulative material intended or likely to elicit flames).
- Be careful in the use of sarcasm and irony. Online communication lacks the subtle nonverbal cues that help us interpret such rhetorical flourishes in face-to-face settings, so it is easy to miss the point or misunderstand. More importantly, it is easy to give or take offense where none is intended.
- Give people the benefit of the doubt, and if you are misunderstood, don't get defensive (remember to use "I" statements). You might also consider using such rhetorical devices somewhat less in this medium than you would in ordinary conversation, as they are generally less effective here.
The above guidelines were adapted from online discussion guidelines and Netiquette.
The following rubric will be used to grade your participation in discussions.
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Discussion Participation Total Score Possible for each Discussion = 20
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| EVALUATION CRITERIA: Discussion Participation | 0-1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 5 Points - Delivery of initial post |
0 points - Does not post response to question(s) or does so after the due date. 1 point - Post on Sunday. |
Initial response to discussion question(s) is posted Friday or Saturday.
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Initital response to discussion question(s) is posted Friday.
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Initial response to discussion question(s) is posted Thursday.
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Initial response to discussion question(s) is posted by Wednesday.
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| 5 Points - Quality of initial post |
0 points - Does not post. 1 point - Posts are "hasty." Utilizes poor spelling and grammar. |
Needs improvement. Very little analysis. Few grammatical or spelling errors are noted in posts.
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Provides satisfactory analysis. Few grammatical or spelling errors are noted in posts.
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Very good. Provides very good examination of discussion question(s). Consistently uses grammatically correct posts with rare misspellings.
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High quality. Applies concepts from text, personal and/or other sources. Provides evidence or logic. Provides thorough examination of discussion question(s). Posts are grammatically correct with no misspellings.
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6 Points - Expression within the response to other posts
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Posts responses which do not relate to the discussion content; makes short or irrelevant remarks, i.e., "I agree," or "Good Job." Does not express opinions or ideas clearly; no connection to topic. |
Posts off topic; most posts are short in length and offer no further insight into the topic. Unclear connection to topic evidenced in minimal expression of opinions or ideas.
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Posts responses that are related to discussion content; prompts further discussion of topic. Opinions and ideas are stated clearly, with occasional lack of connection to topic.
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Posts responses that are related to discussion content; prompts further discussion of topic. Opinions and ideas are stated clearly, with occasional lack of connection to topic.
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Posts responses related to discussion topic. Expresses opinions and ideas in a clear and concise manner with obvious connection to topic.
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| 4 Points - Contribution to the learning community | Does not make effort to participate in learning community as it develops; seems indifferent. |
Occasionally makes meaningful reflection on group's efforts; marginal effort to become involved with group discussion.
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Satisfactory attempt to direct the discussion and to present relevant viewpoints for consideration by group.
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Attempts to direct the discussion and to present relevant viewpoints for consideration by group.
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Aware of needs of community. Attempts to motivate the group discussion; moves analysis forward; builds upon comments of classmates; and presents creative approaches to topic.
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Rubric for Lesson Assignments
The following generic rubric will be used to grade the lesson assignments. It is assumed that there will be no spelling/grammar errors. If there are significant spelling/grammar errors, additional points will be deducted.
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EVALUATION CRITERIA: Lesson Assignments |
Needs Improvement Below C |
Adequate C Range |
Very Good B Range |
Excellent A Range |
|---|---|---|---|---|
| Introduction - Introduce project and importance to consumer behavior. |
0-2
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3
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4
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5
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| Analysis - Apply course concepts to the lesson assignment questions. |
0-13
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14-15
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16-17
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18-20
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| Conclusion - Summarize; include key learning points. |
0-2
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3
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4
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5
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Semester Group Project: Understanding Consumer Welfare (200 Points) - Paper + Presentation
Participation
One of the most difficult aspects of working within teams is the free-rider effect. This is when a member of the team doesn’t complete their share of the work, assuming the other team members will cover for him/her. To prevent this issue, please report problems with team members early so the instructor can help the team address issues. This discussion will avoid a “firing” of a team member which is only done in rare instances. In addition, peer evaluations will be available for all group projects. This feedback will help the instructor to allocate individual grades and lower the grade for people who are not productive members of the team.
Guidelines
The following guidelines should be used during the creation of your group project: Understanding Consumer Welfare.
Group Rules
Group size: three people.
Group Rules: Everyone will participate. If a member is not participating, let me know and I will speak with the student. If participation does not improve, I may “fire” the student from the team. If a student gets fired, he/she must complete the project on their own. The highest grade a “fired” student can obtain on the project is a C. Peer feedback will be used to help me determine participation and final individual grades.
Project Description
This assignment is worth 200 points total, 150 points for the written portion and 50 points for the final presentation.
Marketing graduates sometimes work for government, public interest, public service, and corporate organizations that work to promote and enhance consumer welfare. Consumer welfare issues groups often have profound implications for both marketing practice and consumer behavior.
Your assignment for this project is to engage in an extensive analysis of a controversial issue of interest to your team which has implications for consumer welfare. Examples include, but are not limited to, topics such as
- whether cigarette advertisers are targeting children,
- whether marketing perpetuates theft by encouraging materialistic values,
- whether government labeling requirements on foods are effective,
- does advertising affect body image,
- marketing and gambling,
- does marketing encourage underage consumption of alcohol, and
- the pros and cons of Social Networking.
Work with your group to identify a topic you wish to study. The topic may be the one identified above or you may find a new topic of interest. Clear the project with me first as early in the semester as possible. I don’t want too many teams having the same topic. I may ask you to choose another topic, if this is the case. You will submit a proposal about your topic (see below).
Your group should clearly specify the research question and conduct relevant research. Your project involves an oral presentation of the research you have conducted on that topic. Your insights should be based on sound and complete research and may come from a variety of sources:
- Academic articles
- Industry reports and company policies
- TV shows from 20/20 or 60 Minutes
- Government reports
- Advertisements or other IMC material
- Primary data (focus groups, interviews, questionnaires)
Proposal
- Develop a one-page proposal for your project.
- Tell me why you picked the topic (importance)
- Sources you plan to use
- How your team will divide the work (who will do what by when)
- Determine ground rules for how your team will operate.
Paper Format
The final paper will have the following format:
- Title page
- Table of contents
- Introduction
- Review of your research question
- Review of findings
- Implications for marketing practice
In your paper be sure to present arguments that support a given perspective as well as arguments that refute it.
Papers should be typed, double-spaced, grammatically correct, and include a works cited list in APA style. It should be typed in 12-point font. If you are submitting your work in a folder, your margins should be 1 and ½ inch for left, 1 inch for the right margin and 1 inch for top and bottom. Otherwise, 1-inch margins are acceptable.
Avoid Plagiarism
Plagiarism is using someone else’s words and not giving them credit. Every quotation and all other borrowed information must be documented, even if paraphrased. To help you avoid plagiarism and to provide feedback, each team is required to submit a research portfolio which contains a copy of all articles, pamphlets, reports, etc. used for the paper. It helps me when students also highlight the areas referenced. You don’t need to turn in books or audiovisual materials.
Research Databases
Although some topics lend themselves to articles from the “popular press,” most others will require more “academic-type” journals. I highly recommend the following three databases:
- ABI Inform Complete 2. ProQuest Direct 3. LexisNexis
To search these databases:
- Go to http://www.libraries.psu.edu/psul/home.html.
- Under the Reseach column, double-click Databases by Title (A-Z list) (under the Find Articles and Databases column).
- You will be taken to an alphabetical listing of databases. Scroll down to your database choice, such as ProQuest Direct. Select it by clicking once on the link.
- Enter your Penn State User ID and Password for access.
Hints
This isn’t the type of paper that you can complete in one weekend. Start early in the semester by collecting articles that pertain to the topic. Consult me early if you are having problems finding information.
Rubric - Group Project/Team Paper: Understanding Consumer Welfare Paper (150 Points)
| EVALUATION CRITERIA | Failing
F Range |
Below Average
D Range |
Average
C Range |
Very Good
B Range |
Excellent
A Range |
|---|---|---|---|---|---|
| Table of Contents | 0 - 1 | 2 | 3 | 4 | 5 |
| Introduction - Introduces research topic and purpose. Presents organization of paper. | 0 - 1 | 2 | 3 |
4
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5
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| Review of research question - Includes relevance of topic, key statistics, pros/cons of subject. | 0 - 5 |
6
|
7
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8
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9 - 10
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|
Research/Review of findings - Reports the results of secondary or primary research. Facts that support or refute prior research. Applies course theories, terms, concepts to analysis. |
0 - 44 |
45 - 49
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50 - 59
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60 - 67
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68 - 75
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| Implications for marketing practice - Describes applications and implications for marketing practice. Makes recommendations for change. | 0 - 14 |
15 - 17
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18 - 19
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20 - 22
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23 - 25
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| Conclusion - Summarizes key points and what team learned from experience. | 0 - 1 | 2 | 3 | 4 | 5 |
| Research - Use of articles and other supporting documentation. At least 8 quality outside sources must be used in writing this report. Eight sources will result in an average rating; 9-11 sources = very good; and over 11 = excellent. These sources should be high-quality sources such as other articles (do not use Wikipedia or other websites that are not considered academic). | 0 - 9 | 9 - 10 | 11 | 12 - 13 | 14 - 15 |
| Written in correct APA style/citations. | 0 - 1 | 2 | 3 | 4 | 5 |
| Typing, spelling, grammar | 0 - 1 | 2 | 3 | 4 | 5 |
Oral Presentation
The last days of the semester will be devoted to 12-15 minute group presentations based on your team’s project work. Your presentation will be completed using Blackboard Collaborate. Peer feedback will be used in assignment final grades. If everyone satisfactorily contributes to the team, everyone receives the same grade.
Rubric - Group Project Final Presentation (50 Points)
Note Lesson 15 provides guidance on developing the opening, body, and conclusion for the presentation. Grading will be based on whether the team followed the guidelines.
| EVALUATION CRITERIA: Presentation | Needs Improvement | Adequate | Very Good | Excellent |
|---|---|---|---|---|
| Opening: Attention getting, led into topic |
0–2
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3
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4
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5
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| Body: Key content questions covered, logical flow, relation to course |
0–16
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17–19
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20–22
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23–25
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| Conclusion: Effectiveness |
0–2
|
3
|
4
|
5
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| Organization: Purposeful, clear |
0–2
|
3
|
4
|
5
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| PowerPoint or Other Visuals |
0–2
|
3
|
4
|
5
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| Kept within time allotted (12–15 minutes) |
0–2
|
3
|
4
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5
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Peer Feedback
After completion of your final case, written project, and final presentation, group members will be asked to complete a peer evaluation of the performance of members of your team and yourself. These evaluations will use a rating scale, and you will also have the opportunity to add additional comments, including the percentage of contribution you feel that each team member and yourself made to the project. These evaluations will be kept confidential, and no one but the instructor will see the results. NOTE: The instructor determines and allocates final grades on the project. Team feedback is one aspect taken into consideration during this process.
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
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.
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 can view the Online Students' Library Guide for more information.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and services. Once you have a Penn State account, you will automatically be registered with the library within 24–48 hours. If you would like to determine whether your registration has been completed, visit the Libraries home page and select My Account.
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.
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.
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.
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.