Nova Southeastern University Fischler School of Education and Human Services Instructional Technology and Distance Education Syllabus October 6, 2010

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1 Nova Southeastern University Fischler School of Education and Human Services Instructional Technology and Distance Education Syllabus October 6, 2010 I. COURSE NUMBER AND TITLE: EDD 8120 Perspectives in Instructional Technology and Distance Education 3 credits II. III. INSTRUCTOR Name: Michael R. Simonson, Ph.D. simsmich@nsu.nova.edu Telephone: Fax: Office Hours: Daily, 9-5 LEAD PROFESSOR (Responsible for Syllabus): Name: Michael R. Simonson, Ph.D. address: Telephone: / , ext Fax: Office: 1750 NE 167th Street, North Miami Beach, FL Dr. Simonson s Website: COURSE DESCRIPTION A. Course Description: Instructional Technology and Distance Education are examined and compared to other professions. A special emphasis is made on the impact of media and technology on teaching and learning. In order to understand the dynamic nature of the field, the literature of ITDE is analyzed as a basis for increasing the impact of instructional technology on education and training. National expert s positions on the status of the field are closely examined using videos, audios, and discussions. The impact of instructional technologies on schools and training organizations is studied in this course. Case studies dealing with various perspectives for implementation of distance education initiatives are examined using videos, audios and interviews. B. Course Rationale: One characteristic of a true professional person is continued study of the field, especially after graduate study is completed. One of the most difficult responsibilities of the professional is to remain current in the changes occur in the profession. With this in mind, one purpose of this course is to introduce perspectives that have been important to instructional technology and distance education professionals for decades, and to confront concepts that are of current importance to individuals in the field and to the field itself.

2 Jim Finn (1953) often debated the issue of how to make the field more professional. He identified the six characteristics of a true profession and asked those in the field to measure themselves and the field against these benchmarks. These six characteristics constitute an underlying theme for this study area. They will be debated during the courses and you will be asked to critically analyze them and measure yourself and the field of instructional technology and distance education against them. A profession has, at least, these characteristics: 1. an intellectual technique, 2. an application of that technique to practical affairs, 3. a period of long training necessary before entering into the profession, 4. an association of the members of the profession into a closely knit group with a high quality of communication between members, 5. a series of standards and a statement of ethics which is enforced, and 6. an organized body of intellectual theory constantly expanding by research. During this study area there will be repeated discussions about these six characteristics, and assignments related to the characteristics of professions will be required. Finn, J. (1953). Professionalizing the audiovisual field. Audio-Visual Communication Review, 1(1), IV. COURSE OBJECTIVES: This course is organized into units and modules. There are four units and ten modules in this course. Unit 1 The Profession After studying the readings, viewing the videos, listening to the audio and participating in online chats and discussions, students should be able to: Objective 1: Determine the characteristics of a profession, explain them and relate them to instructional technology and distance education. Objective 2: Discuss the impact and importance of professional associations and the role they play. Objective 3: Prepare a personal position statement about the level of professionalism on ITDE, and defend this position by citing appropriate literature. Unit 2 Learning From Media After studying the readings, viewing the videos, listening to the audio and participating in online chats and discussions, students should be able to: Objective 4: Re-examine the media affect debate in the 21 st century by applying current research and evidence about the evolution of the field Objective 5: Identify the critical trends of the learning from media (also called the media affects) debate, be prepared to discuss these trends, and be able to answer specific questions about the learning from media literature Objective 6: Explain the chronology of the learning from media debate and discuss how the debate has shaped the field 2

3 Objective 7: Prepare a scholarly paper that presents argument about learning from media. Unit 3 Literature of the Field After studying the readings, viewing the videos, listening to the audio and participating in online chats and discussions, students should be able to: Objective 8: Explain the status and impact of periodic and non-periodic publications in the field of instructional technology and distance education Objective 9: Provide an explanation of why printed literature is still important to the field and compare this to the trend towards electronic literature Objective 10: Conduct a content analysis of a journal and explain the implications and utility of the results of this analysis. This analysis should be presented in a scholarly paper. Unit 4 Trends: Today and Tomorrow After studying the readings, viewing the videos, listening to the audio and participating in online chats and discussions, students should be able to: Objective 11: Identify the status of trends in instructional technology and distance education Objective 12: Explain current trends in various areas where instructional technology and distance education are being applied, including education, training, government, and the military. Objective 13: Compare international trends in instructional technology and distance education to what is occurring currently in the United States. Objective 14: Successfully complete an examination dealing with the trends in ITDE, following guidelines provided by the instructor. V. REQUIRED MATERIALS 1. American Psychological Association. (2009). Publication manual of the American Psychological Association 6 th Ed. Washington, DC: Author. Textbooks - Required Clark R. (Ed.). (2001). Learning from media: Arguments, analysis and evidence. Greenwich, CT: Information Age Publishing. (This book was required for other courses in the program) Simonson, M. & Schlosser, C. (Eds.). (2009). Quarterly Review of Distance Education, Volume #10. Greenwich, CT. Information Age Publishing. Simonson, M., Smaldino, S., Albright, M., & Zvacek. S. (2009). Teaching and learning at a distance: Foundations of distance education, 4th. Boston: Pearson Visser, Y., Visser, L., Simonson, M., & Amirault, R. (Eds.). (2005). Trends and issues in distance education: International perspectives. Greenwich, CT. Information Age Publishing. 3

4 Course Resources At the beginning of the term, each student will be supplied a collection of compact disks. These disks will contain video files, audio files, and documents. The video files will explain the course and assignments. The video files are also recordings of sessions will experts in the ITDE field. Audio files will provide amplification of assignments. Documents saved on course CDs are supplemental readings that will be assigned during the course. Online Resources Online resources will be available to support this course. WebCT will be used for synchronous chats and threaded discussions. Chats and discussions will be graded. Many documents provided on the compact disk will also be available online for downloading. NSU will be used continuously during the course. NSU is the official and preferred method of communication between students and instructors. This course will not use Blackboard (Bb) mail. Readings Supplied on CD or Online Finn, J. (1953). Professionalizing the audiovisual field. Audio-Visual Communication Review, 1(1), Simonson, M & Crawford M. (Eds.). (2009). Proceedings of selected research and development papers presented at the 2009 Louisville convention of the Association for Educational Communications and Technology. North Miami Beach, FL: Nova Southeastern University. Turkish Online Journal of Distance Education. Available online at Videos on CD Media-based Instruction Introduction to the course by the content area faculty professor, Michael Simonson, ITDE Program Professor Professor Richard Clark s Keynote to the ITDE Summer Institute 2000 Videoconferences with leaders in the field recorded during previous terms Audios on CD Explanations of Assignments by Michael Simonson Interviews with Leaders in the Field Teleconferences Recorded During Previous Terms at Face-to-Face Instruction 4

5 Executive Direction of the United States Distance Learning Association (USDLA) Executive Director of the Association for Educational Communications and Technology (AECT) President-elect of the Association for Educational Communications and Technology President of Instructional Technology and Distance Education Publishing Company Instructional Designer for Private ITDE Consulting Company International Consultant on Issues and Trends in Distance Education Director of Technology of a Large Metropolitan School District Director of Technology for a State Department of Education Professor of Distance Education from a Spanish University Government ITDE Consultant Distance Education Leader in a Corporation CALENDAR OF ACTIVITIES This course is organized using Units and Modules. There are four Units and ten modules. Each module has 2-5 major topics. Each unit will have a major assignment, and instructional activities will be graded by the instructor and included as part of the instructor grade. Units are studied for about 4 weeks each, and modules for about 1-2 weeks. There are readings, videos, audios, documents, text readings, chats, and threaded discussions for each module. Most course materials are supplied on course CDs that are distributed to each student at the beginning of the term. The introductory module should be studied first. Introductory Module IM: This module explains the organization of the course, including explanations of the assignments. The IM contains a video introduction to the course, a copy of the syllabus, videos describing each assignment, and a textbook list. Topic IM 1: Introduction This module should be reviewed at the beginning of the course. It contains general information about the course a. Video Introduction to the Course This video explains the organization and approach used in this course and is contained on the course CD. b. Video Explanations of Assignment Topic IM 2: Syllabus be sure to follow the most recent version of the course syllabus. The syllabus is revised each term. Topic IM 3: Interaction with Instructor 5

6 Unit 1: The Profession An important consideration of those holding the doctorate in ITDE is the status of the field the field s level of professionalism. This unit will examine the topic of professionalism and relate it to ITDE. Specifically, a foundation for defining professionalism will be studied and then current activities of professionals and professional organizations will be explored. Readings, videos, audios, and discussions will explore the modules that make up this unit. Module 1: Characteristics of Professions Reading Finn (1953) On course CD Elluminate Session (tentative) Characteristics of Professions Scheduled by your instructor Module 2 Professional Organizations and the ITDE Field Video Videoconference with President of AECT: Sharon Smaldino On course CD Video Videoconference with Executive Director of AECT: Philip Harris On course CD Video Videoconference with Executive Director of AECT: John Flores On Course CD Unit 1 Assignment: Evaluation of the Field Characteristics of a Profession This assignment is explained in this syllabus, and general directions about this assignment are contained as part of a video contained on the course CD. Assessment criteria are included at the end of this syllabus. Unit 2: Learning from Media One area of considerable importance to the field of ITDE is the impact of media and technology on learning. This topic will be the central theme for this unit. An accurate understanding of the importance of technology is critical to the appropriate use of media and technology. Media do not influence achievement. This position will be critically examined and studied. Module 3 The Media Affect Yesterday and Today Video Introduction to the Unit Reading Clark (2001) Chapters 1,2,3,7,11 and as assigned by the instructor Video Keynote Address, ITDE Summer Institute On course CD Module 4 ITDE and Learning Reading Clark (2001) Chapters 8 & 9 and as assigned by the instructor Elluminate Session (tentative) If scheduled by the instructor Unit 2 Assignment: Analysis of the Media Affects Debate - This assignment is explained in this syllabus, and general directions are contained as part of a video contained on the course CD. Assessment criteria are included at the end of this syllabus. Unit 3: Literature in the Field Module 5: Non-Periodic Publications in the Field There is a wealth of nonrecurring literature about the practice of ITDE. The key literature in this area will be presented and discussed in this module. Professionals use the literature of the 6

7 field to establish its foundation and to develop the field into a profession. Literature categories for ITDE will be examined, and then specific case studies concerning the literature will be presented in this unit. Video Introduction to Unit 3 On course CD Reading Simonson (2009) All chapters Review Simonson and Crawford (2009) Reading Visser (2005) As assigned by the Instructor Module 6: Periodic Publications in the Field Journals are the primary source of important information about any field, including ITDE. This module will identify and analyze the most important literature in ITDE Review: QRDE Volume 10 Review: Turkish Online Journal of Distance Education URL on Course CD Video View Videoconference with President of Publishing Company; George Johnson On course CD Unit 3 Assignment: Journal/Book of Readings Analysis - This assignment is explained in this syllabus, and general directions are contained as part of a video contained on the course CD. Assessment criteria are included at the end of this syllabus. Unit 4: Perspectives Today and Tomorrow: Instructional technology and distance education is practiced in education, business, the government and internationally. Each of these sub-categories of the field will be examined using case studies and presentations by leaders from each area. Module 7: Perspectives of ITDE in Education Video Introduction to Unit 4 On course CD Reading Skiora (2002) Video Videoconference with Technology Director Gary Brown On course CD. Module 8: Perspectives of ITDE in Business Audio: Audio interview with president of web design company Iacovos Zacharides On course CD. Module 9: Perspective of ITDE in Government Reading Simonson (2006) Chapter 1 and as assigned by instructor Video Videoconference with a director of Education Department Tamara Bauck On course CD. Video Videoconference with a government consultant Melvin Baker On course CD. Module 10: Perspectives of ITDE Internationally Reading Visser (2005) As assigned by the instructor Video Interview Pedro Reis, Portugal (Vimeo file) Video Videoconference with an International Consultant Steve Wheeler On course CD 7

8 Video Videoconference with Spanish ITDE professor Elena Gregori On Course CD Unit P-4 Assignment: Examination - This assignment is explained in this syllabus, and general directions are contained as part of a video contained on the course CD. Assessment criteria are included at the end of this syllabus. General Weekly Schedule (A revised schedule may be distributed by your instructor) Specific readings, video viewing, audio listening, chats and discussions will be scheduled by the course instructor. Generally, there will be readings, videos, audios, chats and several threaded discussion questions for each module. Week 1 Obtain Course Materials and Texts 2 Introductory Module 3 Unit 1 Module 1 Characteristics of a Profession 4 Unit 1 Module 2 Professional Organizations in the ITDE Field IT 5 Unit 1 Module 2 Professional Organizations in the ITDE Field DE 6 Unit 2 Module 3 The Media Affect Yesterday and Today 7 Unit 2 Module 4 ITDE and Learning 8 Unit 2 Module 4 The Media Affect and Learning with Media Assignment for Unit 1 due 9 Unit 3 Module 5 Non- Periodic Publications in ITDE 10 Unit 3 Module 6 Periodic Publications in ITDE Assignment for Unit 2 due 11 Unit 4 Module 7 Perspectives of ITDE in Education 12 Unit 4 Module 8 and 9 Perspectives of ITDE in Business and Government 13 Unit 4 Module 10 Perspectives of ITDE - International 14 Unit 4 Module 10 continued 15 Assignment for Unit 3 Due 16 Assignment for Unit 4 - Examination 8

9 VI. DESCRIPTION OF ASSIGNMENTS Assignment Unit 1: Characteristics of a Profession (30 Points) Begin to develop your position on whether instructional technology and distance education is a profession. You will be expected to discuss this longstanding concern during threaded discussions. You will write a ten-page position paper that presents and supports your position on whether instructional technology is a profession, or something else. (Review the video explanation of this assignment on the course CD, and review assessment criteria at the end of this syllabus.) Assignment Unit 2: Critical Analysis of the Media Effects Debate (30 Points) The media effects debate will be reanalyzed in light of your status as a graduate student. The debate was introduced during other courses in the ITDE concentration. This 10-page paper will present your current understanding of the debate and its impact on the field of instructional technology and distance education. You should review Richard Clark s keynote address at a recent ITDE Summer Institute and his writings in his book, Learning from Media. Be sure to discuss the positions of those who disagree with Clark s position. (Review the video explanation of this assignment on the course CD, and review assessment criteria at the end of this syllabus.) Assignment Unit 3: Journal/Proceedings Contents Analysis (20 Points) Volume #10 of the Quarterly Review of Distance Education, the book, Toward a Virtual University, the book, Trends and Issues in Distance Education, or the 2003 Volume of the AECT Proceedings (or some other appropriate publication approved by your instructor, such as the Turkish Online Journal of Distance Education) will be analyzed and a 10 page paper will be prepared that summarizes this analysis. The paper will analyze the following: Authors Institutions Topics Style Conclusions Quality This assignment is not a review of a publication it is an analysis and critique of a publication. (Review the video explanation of this assignment on the course CD, and review assessment criteria at the end of this syllabus.) Assignment Unit 4: Examination (10 Points) Instructors will prepare an objective examination over the contents of Unit 4. The instructor will provide specific learning outcomes that are related to this module and that 9

10 will be covered in the examination. (Review the video explanation of this assignment on the course CD, and review assessment criteria at the end of this syllabus.) Assignment: Instructor Assessment (10 Points) Your instructor will regularly give discussion and participation grades. These instructor assessments will be based on the number and quality of threaded discussion activities, chats, correspondence, and other instructor requirements. Threaded discussion questions will be posted for each module of the study area. These questions will be posted in the Bb discussion area. Students should respond to each question and to a meaningful number of comments made by their cluster mates. Discussion postings will be graded. Additional information about threaded discussions can be found at the end of this syllabus. Guidelines for threaded discussions will be provided at the start of the term by the instructor. Also, there is a video podcast dealing with threaded discussions and how they are graded at; VII. CLASS POLICIES A. Attendance: Students are expected to participate in class activities. B. Plagiarism Policy: Work that is submitted for credit must be the original work of the student. 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 person s work, words, or ideas are represented as one s 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 one s own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one s 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 df C. Writing Across Curriculum This course includes written assignments that make up at least one half of the final course grade. Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports. D. Americans With Disabilities Act 10

11 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 School s 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 or , ext. 8617, or via at seldines@nsu.nova.edu. Undergraduate students should contact the undergraduate disability services representative at the Farquhar College of Arts and Sciences at or , ext 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. E. 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. Refer to the refund section of the catalog F. 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 . VIII. GRADING CRITERIA Grading Scale: A This grade indicates exemplary work B This grade indicates outstanding work B This grade indicates satisfactory work F No Credit Additional Guidelines/Rubric Assignment Unit 1 (Characteristics of a Profession) Specific requirements for this assignment are listed previously in this syllabus and are explained by the course s lead professor on the course compact disk. This assignment will be assessed according to these criteria: 11

12 Exemplary Paper (A Grades): Exemplary papers will present a cogently argued, brilliantly written case for the professional status of ITDE. The requirements for this assignment, listed previously, will be met, and will be expanded on. The paper will be easy to read, yet will reflect a level of thought that challenges the reader. The position taken by the writer will be carefully explained and supported by literature presented in this course and discovered elsewhere. High quality references will be cited. The characteristics of a profession, as explained by Finn, will be central to the position taken by the writer. This paper will reflect the best work of a graduate student. Outstanding Paper: Outstanding papers will present a scholarly sound position about the status of the ITDE field. Most of the requirements for this assignment will be met. The paper will have few errors and will be easy for the reader to understand. Relevant literature will be cited, and Finn s characteristics of a profession will be central to the approach taken by the writer. Satisfactory Paper: Satisfactory papers will meet most of the requirements for this assignment listed previously. Errors in writing and presentation will be rare. Citations will be relevant. A breadth of understanding of the topic by the writer will be apparent to the reader. Additional Guidelines/Rubric - Assignment Unit 2 (Critical Analysis of the Media Effects Debate) Specific requirements for this assignment are listed previously in this syllabus and are explained by the course s lead professor on the course compact disk. This assignment will be assessed according to these criteria: Exemplary Paper (A Grades): Exemplary papers will present a cogently argued, brilliantly written case about Richard Clark and his writings. The requirements for this assignment, listed previously, will be met, and will be expanded on. The paper will be easy to read, yet will reflect a level of thought that challenges the reader. The position taken by the writer will be carefully explained and supported by literature presented in this course and discovered elsewhere. High quality references will be cited. The impact of media on learning, as explained by Clark, will be central to the position taken by the writer, even if the author disagrees with Clark. This paper will reflect the best work of a graduate student. Outstanding Paper: Outstanding papers will present a scholarly sound position about the impact of media on learning. Most of the requirements for this assignment will be met. The paper will have few errors and will be easy for the reader to understand. Relevant literature will be cited, and Clark s position will be central to the approach taken by the writer. Satisfactory Paper: Satisfactory papers will meet most of the requirements for this assignment listed previously. Errors in writing and presentation will be rare. Citations will be relevant. A breadth of understanding of the topic by the writer will be apparent to the reader. Additional Guidelines/Rubric - Assignment Unit 3 (Journal/Proceedings Contents Analysis) 12

13 Specific requirements for this assignment are listed previously in this syllabus and are explained by the course s lead professor on the course compact disk. This assignment will be assessed according to these criteria: Exemplary Paper (A Grades): Exemplary papers will present a cogently argued, brilliantly written analysis of a current journal or book of readings in the field of ITDE. The requirements for this assignment, listed previously, will be met, and will be expanded on. The paper will be easy to read, yet will reflect a level of thought that challenges the reader. The analysis made by the writer will be carefully explained and supported by literature presented in the publication analyzed and discovered elsewhere. High quality references will be cited. The approach taken by the publication analyzed as well as the publication s editorial position will be central to the position taken by the writer. The paper will not merely but will analyze, showing the reader that the writer truly understands each article included in the journal analyzed. This paper will reflect the best work of a graduate student. Outstanding Paper: Outstanding papers will present a scholarly sound examination of a leading publication in the ITDE field. Most of the requirements for this assignment will be met. The paper will have few errors and will be easy for the reader to understand. Relevant literature will be cited. A depth of understanding of the articles will be demonstrated by the writer. Satisfactory Paper: Satisfactory papers will meet most of the requirements for this assignment listed previously. Errors in writing and presentation will be rare. Citations will be relevant. A breadth of understanding of the topic by the writer will be apparent to the reader. Additional Guidelines/Rubric Assignment Unit 4 (Unit P-4 Examination) Examinations will be developed by the instructor. Sample examinations are available online (see above). Exemplary Examination: A grades will be given when at least 95% of questions are answered correctly. A Outstanding Examination: B+ grades will be given when 86-90% of questions are answered correctly. Satisfactory Examination: B grades will give when 80-85% of questions are answered correctly. Additional Guidelines/Rubric Instructor Evaluation Please review the explanation of this assignment included on the CD provided at the beginning of the course. Participation in scheduled course activities is required. Absences must be approved by the instructor, prior to the absence. Since this course is often taught without face to face instruction, it is important that course activities are participated in and attended. Asynchronous activities are required also. Threaded discussions will be graded according to the following guidelines: 13

14 First, you should thoughtfully respond to each question. Then, probably a day or two later, you should return to each question and read the answers/comments of your fellow students. For some postings, you should react; point out inconsistencies or expand on key points made by them. Do more than just give praise. Next, go back and look at what others have said about your postings, and react to what they have said; clarify, explain, defend, and rethink. In other words, carry out a discussion. Then, you can continue to comment as much as you like. The threaded discussion will last about one week. 14

15 FISCHLER SCHOOL OF EDUCATION AND HUMAN SERVICES ACADEMIC POLICIES AND REGULATIONS Academic Misconduct 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 one s 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 one s own without proper acknowledgment. 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 A. Plagiarism Students are expected to submit tests and assignments that they have completed without aid or assistance from other sources. Using sources to provide information without giving credit to the original source is dishonest. Students should avoid any impropriety or the appearance thereof in taking examinations or completing work in pursuance of their educational goals. Students are expected to comply with the following academic standards: 1. Original Work Assignments such as course preparations, exams, texts, projects, term papers, practicum, etc., must be the original work of the student. Original work may include the thoughts and words of another author if properly cited. Entire thoughts or words of another author should be identified using quotation marks. At all times, students are expected to comply with the recognized form and style manual and accepted citation practice and policy of the Fischler School of Education and Human Services [FSEHS]. Work is not original when it has been submitted previously by the author or by anyone else for academic credit. Work is not original when it has been copied or partially copied from any other source, including another student, unless such copying is acknowledged by the person submitting the work for the credit at the time the work is being submitted, or unless copying, sharing, or joint authorship is an express part of the assignment. Exams and tests are original work when no unauthorized aid is given, received, or used before or during the course of the examination, Revised August 2009

16 re-examination, and/or remediation. 2. Referencing the Works of Another Author All academic work submitted for credit or as partial fulfillment of course requirements must adhere to the FSEHS specific accepted reference manuals and rules of documentation. Standards of scholarship require that the writer give proper acknowledgment when the thoughts and words of another author are used. Students work must comport with the adopted citation manual for the FSEHS. At Nova Southeastern University, it is plagiarism to represent another person s work, words, or ideas as one s own without use of a center-recognized method of citation. Deviating from center standards (see above) are considered plagiarism at Nova Southeastern University. If a finding of Academic Misconduct is determined, the following disciplinary action will ensue: For all courses other than Practicum and Dissertation component courses: Initial Finding of Academic Misconduct: Failing grade ( F ) for the course. [* See Note Below] Any Subsequent Finding of Academic Misconduct: Failing grade ( F ) for the course [* See Note Below] and dismissal from the program; ineligible to return to the Fischler School of Education and Human Services at any time in the future. Any finding of Academic Misconduct on a Practicum, Dissertation or other program capstone component, including the concept paper, proposal, and/or final report: Initial Finding of Academic Misconduct: Immediate dismissal from the program; ineligible to return to the Fischler School of Education and Human Services at any time in the future. *Note: If a charge of Academic Misconduct 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 student s transcript for that course. Sources: Fischler School of Education and Human Services catalog and student handbook , pages Retrieved August 20, 2009, from Nova Southeastern University student handbook , pages Retrieved August 20, 2009, and modified to reflect FSEHS standards from B. Americans with Disabilities Act 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 School s ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting the Revised August 2009

17 FSEHS Office of Student Judicial Affairs at or , ext. 8617, or via at To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file 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. C. 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 . D. The current edition of the FSEHS Catalog and Student Handbook is available on the Academic Affairs website at This document provides extensive information on University and FSEHS policies, regulations and procedures. Revised August 2009