Nova Southeastern University Abraham S. Fischler School of Education Syllabus I.

COURSE PREFIX, NUMBER, AND TITLE: EDD 7007: Principles of Distance Education (3 credits) II. INSTRUCTOR/FACULTY MEMBER Instructors, please provide the following contact information to students on the first day of class. Name: Email: @nova.edu Telephone: Fax: Office Hours: Students should contact their instructor for any questions regarding this course. PROFESSOR/LEAD FACULTY (Responsible for Syllabus): Name: Charles A. Schlosser, PhD E-mail address: charles.schlosser@nova.edu Telephone: (954) 621-3508 Office: 1750 NE 167th Street, North Miami Beach, FL 33162
NOTE: To ensure program consistency, all sections of each course in the Fischler School of Education and Human Services, regardless of delivery format, follow the same course requirements as listed in this syllabus that is provided by the Program Professor/Lead Faculty. Instructors may modify readings, topics, or assignments only after consultation with the professor/lead faculty listed above.

III.COURSE DESCRIPTION AND RATIONALE A. Catalog Description: Historical, theoretical, and philosophical foundations of distance education; an overview of distance education technologies; an exploration of the literature of the field, and an examination of effective techniques for teaching and learning within a distance education system. Because students learn about the field of distance education while learning how to be effective distance educators and distance learners, the course is foundational for the ITDE concentration as well as for graduate study at a distance. Prerequisite/s: None IV. COURSE OBJECTIVES: Upon completion of this course, students will be able to: 1. Evaluate the leading definitions of distance education. 2. Assess the role of technologies in the history of distance education. 3. Summarize the distance education research literature. 4. Categorize the leading theories of distance education. 5. Categorize the leading distance education technologies.

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6. Compare the leading distance education technologies. 7. Discuss the basic instructional considerations required of the distance educator. 8. Summarize the unique learning requirements of the distant learner. 9. Explain how course design differs for distance and traditional education. 10. Summarize the impact of copyright and fair use guidelines on distance education. 11. Identify principles of effective design of distance learning materials. 12. Create an effectively designed online lesson. 13. Contrast the varying needs forand approaches ofDE in the developing world. V. REQUIRED MATERIALS A. Required Textbook(s): Ko, S., & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). New York, NY: Routledge. Moore, M. G. (Ed.). (2007). Handbook of distance education (2nd ed.). Mahwah, NJ: Erlbaum. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston: Allyn & Bacon.

B. Required Supplemental Materials: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. NOTE: Check the course textbook list for updates at http://www.nsubooks.bkstore.com/ VI. CALENDAR OF WEEKLY REQUIREMENTS

Week 1

Topics Introduction

Activities and Assignments View: Class session 1, Introduction to the Course Submit: Introductory PowerPoint slide

Definition and History

Read: Simonson, chapters 1-2; Moore, Preface and Overview, chapters 1-2 View: CS 2, Defining D.E., and 3, and History of D.E. Participate: Discussion 1, Definition and History

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Week 3

Topics Technologies

Activities and Assignments Read: Simonson, chapter 4 View: CS 4, Technologies of D.E., and CS5, Creating and Posting Your Web Site Participate: Discussion 2, Technologies and Media

Course Design

Read: Simonson, chapter 5; Moore, chapters 18-20; Ko & Rossen, chapter 3 View: CS 6, Designing Your Lesson, and CS 7, Developing Your Lesson Participate: Discussion 3, Instructional Design for D.E.

Course Development

Read: Ko & Rossen, chapters 4 and 6 Participate: Discussion 4, Course Development Submit: Research exercise

Distance Learning

Read: Moore, chapters 9 and 11 View: CS 8, Distance Learning Participate: Discussion 5, The Distance Learner Submit: Website assignment

7 8

Production Distance Teaching

Work on Lesson Plan Read: Moore, chapter 24; Ko & Rossen, chapters 10-14, Simonson chapter 6 View: CS 9, Distance Teaching Participate: Discussion 6, Distance Teaching Submit: Lesson Plan

Managing and Leading

Read: Simonson, chapters 10-11; Moore, chapters 28, 29, 31, 35 View: CS 10, Managing D.E. Organizations Participate: Discussion 7, Management and Policy Issues

10

Theory and Research

Read: Simonson, pp. 41-59, chapter 3; Moore, chapters 5-8 View: CS11, Theory in D.E., and CS 12, Research in D.E. Participate: Discussion 8, Theory and Research in D.E.

11

Production

Work on final project

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Week 12

Topics International Perspectives

Activities and Assignments Read: Moore, chapters 44-49 View: CS 13, The Practice of D.E. Internationally, and CS14, International Perspectives Participate: Discussion 9, International Perspectives

13

Peer Review

Participate: Complete your subclustermates web-based lessons and provide peer feedback Submit: Final project peer reviews

14 15 16

Revision Wrapping Up Reflection

Revise: Final project based on peer reviews Submit: Final project Participate: Discussion 10, Reflecting on the Course

VII.

DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS Introductory E-mail (ungraded) Prepare and send an introductory e-mail message to your instructor. This message should include your name, address, e-mail address, phone number, and additional background information (its entirely up to you) so that your instructor may get to know you better. PowerPoint Slide (2 points) Prepare a single PowerPoint slide (with a file size of less than 500 KB) containing the following information: your name, your address, your e-mail address, your phone number, a picture of you at your workplace (in your office, classroom, outside the building where you work, etc.). If you prefer, you may substitute a picture of you in your work area at home. Attach this slide to a Blackboard e-mail message and send it to your instructor. The subject line should include your name and a descriptive title, such as introductory slide. Research Exercise (13 points) Identify a specific graduate degree program in instructional technology, distance education, or both, that is offered entirely or primarily via distance education. Identify just one program at one university. Answer the following questions: Part I: The institution and its programs (1 point each, unless otherwise indicated) 1. List the name, mailing address, and website URL of the institution. [.5 point] 2. What degrees and majors are offered in the identified program? For instance, NSU offers an EdD in instructional technology and distance education. Florida State University offers an M.S. in instructional systems design. [.5 point] 3. For how long has the institution been offering the identified program at a distance? 4. What course delivery technologies are used? (Be specific: general terms such as Webbased are insufficient.)

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5. Is there a face-to-face component of instruction? If so, where is it conducted, and for what duration? 6. How long does it take to earn a degree in the identified program? (Indicate either the briefest amount of time required or, preferably, the amount of time most students require.) 7. Is the institution accredited? If so, by what organization? [.5 point] 8. Is the institution public or private? If private, is it for-profit or not-for-profit? [.5 point] 9. What is the total enrollment of the institution? How many students are enrolled in the identified distance-delivered program? 10. What is the tuition (per course or per year)? Be sure to cite your source for each answer. Part II: The institutions website (1 point each) Critique the institutions (or programs) website, answering the following questions: A. How would you rate the visual appeal of the site? What elements are visually appealing, and which aspects are less so? Include screen shot(s) to illustrate. B. Is the site easily navigable and well organized? Provide examples. C. Does the site contain sufficient information to answer questions 1-10? If not, provide details. D. What is the most positive aspect of the website? E. What aspect of the site is most in need of improvement? Objectives 5, 7, and 8 Submit completed paper to the instructor via Blackboard e-mail. Please give the e-mail and attachment a descriptive title, such as your name plus research exercise.

Website (10 points) Extending the process begun with the PowerPoint slide and handout, create a multiple-page site, including the following: On the main page your name your title a photograph of yourself (or, if you prefer, another appropriate graphic) a link to the e-mail account you regularly check a link to your employers Website (if applicable) other content of your choice and as appropriate On a second page, linked from the first, place links to your completed assignments for EDD 7007. Of course, you dont yet have much EDD 7007 work to post to this page, but you can create placeholders for the time being. The resulting website will serve as a starting point; throughout your program, you will add content and links to other pages. Most of your ITDE courses will have an online component

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and will require you to post a portion of your work to the Web. An entire class session will be devoted to explaining this assignment and showing examples of websites created by previous students. The instructor will not demonstrate how to create a website, but will identify useful resources. Submit your assignment by sending your instructor a Blackboard e-mail containing your websites URL. Website Grading Guidelines The website will be graded according to the following criteria: Content (4 points) Are the contents of the website appropriate? Are the required elements included? Design (4 points) Is the website attractive? Are text and graphics legible? Functionality (2 points) Do all hyperlinks function appropriately? Objective 11 Lesson Plan (10 points) As the first step in designing the final course project (see below), the student will create a brief lesson plan that will include the following elements: 1. an overview of the lesson, including its topic and goal 2. a description of the audience for which the lesson is intended 3. one or two learning objectives, stated in behavioral terms 4. a list/description of the media and technologies (note: PowerPoint is not an appropriate technology for the this lesson) you propose to include in the lesson and your rationale for selecting them 5. a list of activities (that is, what the student will do to complete the lesson) that includes a minute-by-minute timeline 6. an assessment plan (that is, how will you test the student to ensure he or she understands the content of the lesson) that relates to your objective(s) 7. an evaluation plan (that is, how you will allow the student to provide feedback to you about the lesson). Before submitting the lesson plan to the instructor for grading, share it with at least one classmate for feedback. Include that students commentsand indication of any changes you made as a resultwith your completed document. Note that this is a plan/outline for your final project in this course, the web-based lesson about distance education. The primary purpose of the plan is to ensure that you give adequate thought to the design of your lesson before moving to the development stage. The secondary purpose of the plan is to ensure that you do so early enough in the term so that you have time to do a good job on the lesson. The tertiary purpose is to provide an opportunity for the

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instructor to provide oversight and feedback. An entire class session will be devoted to explaining this assignment and identifying useful resources. Submit completed lesson plan to the instructor via Blackboard e-mail. Please give the document a descriptive title, such as your name plus lesson plan. Grading guidelines for the lesson plan 1. The paper is clearly written, with proper spelling and grammar 2. Each element identified in the assignment is present, sufficiently detailed, and appropriate 3. Assuming that the above conditions are met, one point will be assigned for lesson plan elements 1, 2, 3, 6, and 7. Two points will be assigned for elements 4 and 5. One point will be assigned for classmates feedback and discussion of changes made (if any). Objective 11 Web-based Lesson about Distance Education (20 points) Based on the lesson plan (above), prepare a brief (10-15 minutes) single-concept web-based lesson about an aspect of distance education. Remember, this is a very brief lesson (not merely an activity) designed to teach about some aspect of distance education (such as Otto Peters or virtual high schools, but not biology or algebra, etc.). The lesson must be web-based: that is, its content must be on the Web, primarily on a website you create. An entire class session will be devoted to explaining this assignment and showing examples of lessons created by previous students. Grading guidelines for web-based lesson The Media (10 points) Quality of the materials, appropriateness of the media to the topic, functionality The Content of the Lesson (10 points) Inclusion of all required elements, overall feel of the lesson, appropriateness of the topic to the grade/audience level, importance of the topic, appropriateness of references cited, creativity Objective 12 Submit your final project by sending your instructor a Blackboard e-mail containing your lessons website URL. Peer Review of Final Project (5 points) Final projects are shared with subcluster members, who take your lessonincluding completing the assessment and evaluationand complete a final project peer review form and return it to you. Compile the forms into one document, indicate changes you will make to your lesson based on the peer feedback, and send the document to the instructor via Blackboard e-mail. Please give the document a descriptive title, such as your name plus peer reviews.

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Online Discussions (30 points) Active, thoughtful participation in online discussions is an important element of the course. Criteria for online threaded discussions There is the overarching expectation that postings are substantive, presenting new ideas. And: 1. At least two postings each week: one responds directly to the weeks question or topic, and subsequent postings respond to postings of at least one other student. 2. Postings build on the postings of others. 3. Postings present your own ideas and examples of application, such as in your (or others) workplace. 4. Postings are supported by readings, properly cited. 5. Postings are clearly written, with proper spelling and grammar. Grading guidelines for online threaded discussions With these criteria in mind, weekly discussion scores will be assigned as: 3 points (good) fully meet criteria; 2 points (fair)meet most of the criteria; 1 point (poor)meet few of the criteria; 0 points (travesty)meet none of the criteria or are very wide of the mark. Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9. 10, 11, and 13 Discussion Moderation (3 points) Each subcluster will moderate one weekly discussion. Details will be provided in class.

Class Sessions (7 points) Active, thoughtful participation in online class sessions is an important element of the course. One half point will be earned for participation in each online class session. To earn credit for participating in recorded class sessions, watch the recording and, within one week of its air date, submit to the instructor an e-mail message in which you briefly reflect on the content of the presentation and include any questions you may have about that content. Every assignment must include the FSEHS cover sheet/title page. Go to http://www.schoolofed.nova.edu/sso/PDF/fsehs_standard_format.pdf for directions and exceptions to the APA format. Complete and submit the Presubmission Checklist with each assignment. That form can be downloaded at: http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.pdf or http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.doc

VIII. CLASS POLICIES [this section may be modified to suit your specialization and degree level]
A. Attendance: Students are expected to attend all class sessions. B. Plagiarism Policy, Graduate Studies: Work that is submitted for credit must be the original work of the student.

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Assignments that are not the original work of the student are considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another persons work, words, or ideas are represented as ones own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author). Plagiarism also occurs when knowingly giving or allowing ones own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting ones own work for academic credit. Additional information pertaining to original work/plagiarism and the Code of Student Conduct and Academic Responsibility can be found in the Fischler School of Education and Human Services catalog at http://www.schoolofed.nova.edu/fgshome/catalog/student_policies_procedures.pdf

C. Americans With Disabilities Act http://www.usdoj.gov/crt/ada/adahom1.htm Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by providing reasonable accommodations for qualified individuals with a disability. The Fischler Schools ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting the FSEHS Office of Student Judicial Affairs at 954-262-8617 or 1-800-986-3223, ext. 8617, or via email at seldines@nsu.nova.edu. Undergraduate students should contact the undergraduate disability services representative at the Farquhar College of Arts and Sciences at 954-2628405 or 1-800-986-3223, ext. 8405. To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file in the FSEHS Office of Student Judicial Affairs a minimum of four (4) weeks prior to the commencement of classes for any given semester. Certain accommodations may involve other professionals and specialists, and therefore, may require considerable time to implement. D. Last Day to Withdraw from Course In order to withdraw from a course it is NOT enough to stop attending class or to inform the instructor of your intention to withdraw. http://www.schoolofed.nova.edu/fgshome/catalog/student_policies_procedures.pdf E. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.

IX. GRADING CRITERIA A. Presubmission Checklist: http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.doc

B. Grading Scale:

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Letter Grade A B+ B F

Percentage 91-100 86-90 80-85 Below 80

Quality Points 4.0 3.5 3.0 No Credit

B. Course Assignments and their percentage of the final grade Assignment PowerPoint Slide Research Exercise Web Site Lesson Plan Final Project Peer Reviews Final Project Online Discussions Discussion Moderation Online Class Sessions Total: % 2 13 10 10 5 20 30 3 7 100 Due Week 1 5 6 8 13 15 throughout term one week during term throughout term

D. General Grading Rubric

Gr A % 91100 GPA Criteria 4.0 1. Content - Assignments demonstrate a thorough depth and application of knowledge as specified in the course objectives and the doctor of education learning outcomes. Assignments are complete, thorough, meet or exceed stated specifications and criteria, and are submitted on time. Students have completed all parts of all assignments as defined by the instructor. Knowledge of subject matter is clear and all work is clearly focused on the assigned topics and the objectives for the assignment. Topics are fully developed. Students have included additional material or information or both beyond requirements and, where appropriate, have demonstrated applicability to their work setting (i.e., theory into practice). Students clearly demonstrate evidence of field based activities and higher levels of critical thinking and independent learning. Students generally demonstrate originality and fresh perspectives. 2. Quality of Communication - Written and oral work demonstrates superior doctoral quality work in verbal expression with attention to detail as specified in the course objectives and the doctor of education learning outcomes. Students work is clear, concise, cogent, and correct (i.e., word choice is effective, sentence structure is varied making use of subordinate clauses, paragraphs are appropriate with clear thesis statements and supporting details. Transitional words and phrases are used effectively, points and ideas are well organized, etc.). English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure, etc.). 3. Preparation (readings, field work, etc.) - Preparation for all classes and assignments is evident. Students participate regularly and in a timely manner contributing ideas to class discussions and group activities that

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demonstrate careful reading of assigned texts and articles, attention to audio or video tapes or other media assigned, and engagements in interviews, observations, or any other in-class or out-of-class activities assigned. Students consistently demonstrate the ability solve problems as outlined in the course objectives and the doctor of education learning outcomes and conduct, analyze, synthesize, and evaluate research in preparation for class activities and assignments. Students consistently demonstrate personal growth as specified in the doctor of education learning outcomes 4. Format - Where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non-original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text and vice versa. Students in the Doctoral Education Major of Nova Southeastern University follow the FSEHS Written Assignment Format, the American Psychological Association Form and Style Manual (5th ed.) (APA), and the Style Guide for the Applied Dissertation (SGAD) requirements (i.e., citations and references, as well as type face and size, margins, headings, title pages, etc.). Gr B+ % 8690 GPA 3.5 Criteria 1. Content - Assignments demonstrate a depth and application of knowledge as specified in the course objectives and the doctor of education learning outcomes. Assignments are complete, meet and occasionally exceed the stated specifications and criteria, and are submitted on time. Students have completed all parts of all assignments as defined by the instructor. Knowledge of subject matter is clear and all work is generally focused on the assigned topics and the objectives for the assignment. Topics are generally fully developed. Students generally included additional material or information or both beyond requirements and, where appropriate, have demonstrated applicability to their work setting (i.e., theory into practice). Students demonstrate evidence of field based activities and higher levels of critical thinking and independent learning. Students demonstrate some originality and fresh perspectives. 2. Quality of Communication - Written and oral work demonstrates doctoral quality work in verbal expression with attention to detail as specified in the course objectives and the doctor of education learning outcomes. Students work is clear and correct (i.e., word choice is effective, sentence structure is varied making use of subordinate clauses, paragraphs are appropriate with clear thesis statements and supporting details. Transitional words and phrases are used effectively, points and ideas are well organized, etc.). English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure, etc.). 3. Preparation (readings, field work, etc.) - Preparation for all classes and assignments is evident. Students participate regularly and in a manner contributing ideas to class discussions and group activities that demonstrate reading of assigned texts and articles, attention to audio or video tapes or other media assigned, and engagements in interviews, observations, or any other in-class or out-of-class activities assigned. Students generally demonstrate the ability solve problems as outlined in the course objectives and the doctor of education learning outcomes and conduct, analyze, synthesize, and evaluate research in preparation for class activities and assignments. Students generally demonstrate personal growth as specified in the doctor of education learning outcomes

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4. Format - Where applicable, citations and references are generally used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a range of suitable sources. All non-original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text and vice versa. Students in the Doctoral Education Major of Nova Southeastern University follow the FSEHS Written Assignment Format, the American Psychological Association Form and Style Manual (5th ed.) (APA), and the Style Guide for the Applied Dissertation (SGAD) requirements (i.e., citations and references, as well as type face and size, margins, headings, title pages, etc.). Gr B % 8085 GPA 3.0 Criteria 1. Content Assignments demonstrate some depth and application of knowledge as specified in the course objectives and the doctor of education learning outcomes. Assignments are complete, meet and occasionally exceed the stated specifications and criteria, and are submitted on time. Students have completed most parts of all assignments as defined by the instructor. Knowledge of subject matter is clear and all work is clearly focused on the assigned topics and the objectives for the assignment. Topics are fully developed. Students occasionally include additional material or information or both beyond requirements and, where appropriate, occasionally demonstrated applicability to their work setting (i.e., theory into practice). Students demonstrate some evidence of field based activities and higher levels of critical thinking and independent learning. 2. Quality of Communication - Written and oral work generally demonstrates doctoral quality work in verbal expression with attention to detail as specified in the course objectives and the doctor of education learning outcomes. Students work is generally correct, although there are aspects that may not be effective (i.e., word choice, sentence structure, the thesis statements and supporting details in paragraphs may not be clear. Transitional words and phrases may be disjointed, points and ideas may not be well organized, etc.). English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure, etc.). 3. Preparation (readings, field work, etc.) - Preparation for most classes and assignments is evident. Students participate regularly and in a manner contributing ideas to class discussions and group activities that demonstrate reading of assigned texts and articles, attention to audio or video tapes or other media assigned, and engagements in interviews, observations, or any other in-class or out-of-class activities assigned. Students generally demonstrate some ability solve problems as outlined in the course objectives and the doctor of education learning outcomes and conduct, analyze, synthesize, and evaluate research in preparation for class activities and assignments. Students demonstrate some personal growth as specified in the doctor of education learning outcomes 4. Format - Where applicable, citations and references are generally used correctly and consistently, with efforts made to include a range of relevant works. For any work requiring citations, students refer to a range of suitable sources. All non-original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text and vice versa. Students in the Doctoral Education Major of Nova Southeastern University follow the FSEHS Written Assignment Format, the American Psychological Association Form and Style Manual (5th ed.) (APA), and the Style Guide for the Applied Dissertation (SGAD) requirements (i.e.,

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No Credit

.0

citations and references, as well as type face and size, margins, headings, title pages, etc.). Does not meet the above standards

Gr I Incomplete

Criteria 1. A grade of incomplete (I) may be granted at the discretion of the instructor, to students who are in good standing, because of unexpected personal or professional emergencies, and must be made up within one term (or sooner) of the final class meeting of the course, as stipulated by the instructor. A grade of I may not be granted to a student whose work has been substantially unsatisfactory or who has failed to submit a substantial number of assignments (i.e., postings, responses, written assignments, references, etc.) in a timely manner by the end of the course. Students requesting extensions due to medical reasons are expected to provide official medical documentation. It is the students responsibility to consult the instructor and submit the Incomplete Grade Agreement Form prior to the end of the course. The instructor will not accept assignments received after the date indicated on the agreement, and the students grade will be assigned according to the work the student completed by the end of the course. 2. Upon approval by the instructor, students will be required to complete and submit an Incomplete Grade Contract to the instructor. The timeline for an Incomplete shall not exceed one term or as specified in the Incomplete Grade Contract. An incomplete grade that has not been changed by the official date in this agreement will result in a grade of F (No Credit).

X. SUGGESTED RESOURCES

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass. Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Wadsworth. Schlosser, L., & Simonson, M. (2003). Distance education: Definition and glossary of terms. Bloomington, IN: Association for Educational Communications and Technology. Quarterly Review of Distance Education. Distance Learning. Many additional resources will be recommended during the term.

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ABRAHAM S. FISCHLER SCHOOL OF EDUCATION ACADEMIC POLICIES AND REGULATIONS A. Academic Misconduct The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available online http://www.nova.edu/cwis/studentaffairs/forms/ustudenthandbook.pdf. The following acts violate the academic honesty standards and will result in a finding of academic misconduct: 1. Cheating in any form: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise, or having others complete work or exams and representing it as ones own. 2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise. 3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this code. 4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as ones own without proper acknowledgment. (See Academic Honesty Standards.) 5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct 6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements. 7. Bribery: offering of goods, services, property or money in an attempt to gain an academic advantage. 8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements. 9. Knowingly furnishing false information to the institution. Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic

misconduct may also result in dismissal from the Abraham S. Fischler School of Education without the possibility of re-enrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may have occurred. Note: If a charge of academic misconduct is determined in a course, any student initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the students transcript for that course. Source: Abraham S. Fischler School Catalog and Student Handbook 2012-13. Retrieved from http://www.fischlerschool.nova.edu/Resources/uploads/app/28/files/PDF/20122013_FSE_Catalog_and_Student_Handbook.pdf , pp. 223.

B. Plagiarism Work that is submitted for credit must be the original work of the student. Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another persons work, words, or ideas are represented as ones own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another persons work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing ones own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting ones own work for academic credit (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism. Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler School of Education without the possibility of re-enrolling at any time. Any determination of plagiarism on a practicum or an applied dissertation (concept paper, proposal, final report), also may result in dismissal from the Abraham S. Fischler School of Education without the possibility of re-enrolling at any time. Course assignments, practicums, and applied dissertations submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a course, any student initiated course withdrawal for that course will be administratively reversed and a grade of F will be entered on the students transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a

determination of plagiarism that results in an F for the course. All students are entitled to due process pursuant to Fischler School of Education policies and procedures. Source: Abraham S. Fischler School Catalog and Student Handbook 2012-13. Retrieved from http://www.fischlerschool.nova.edu/Resources/uploads/app/28/files/PDF/20122013_FSE_Catalog_and_Student_Handbook.pdf , pp. 227-228. C. Americans with Disabilities Act (ADA) Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability who meets the academic and technical standards required to enroll in and participate in Nova Southeastern Universitys programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that persons needs through reasonable accommodation. At the postsecondary level, it is the students responsibility to initiate the process for disability services. The process for obtaining a reasonable accommodation is an interactive one that begins with the students disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of disability from a qualified physician or clinician who diagnoses disabilities and sets forth the recommended accommodations. The Abraham S. Fischler School of Educations ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting the FSE Office of Student Judicial Affairs at (954) 262-8617 or 800-986-3223, ext. 28617, or via e-mail at seldines@nsu.nova.edu. Undergraduate students should contact the Director of Student Disability Services at (954) 262-7189 or 800-986-3223, ext. 27189, or visit the Web site at http://www.nova.edu/disabilityservices. To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file in the FSE Office of Student Judicial Affairs a minimum of four (4) weeks prior to the commencement of classes for any given semester. Source: Abraham S. Fischler School Catalog and Student Handbook 2012-13. Retrieved from http://www.fischlerschool.nova.edu/Resources/uploads/app/28/files/PDF/20122013_FSE_Catalog_and_Student_Handbook.pdf , pp. 225.

D. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.

E. The current edition of the FSEHS Catalog and Student Handbook is available on the Academic Affairs website at http://www.fischlerschool.nova.edu/currentstudents/studentcataloghandbook . This document provides extensive information on University and FSEHS policies, regulations and procedures.

Updated August, 2012

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