 Terence
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Course Syllabus Course Number: EDA 6271 Course
Title: Technology and Educational Leadership Number of Credit Hours: 3 Term: Summer 2009 Day and Time: Online Location: Online Course Web Site: http://blackboard.unf.edu (password required) Professor: Dr. Terence Cavanaugh Office: 57/3412 Office Hours: By Appointment – please call or email Telephone: office 904.620.3875 Email Address: t.cavanaugh@unf.edu Online: www.unf.edu/~tcavanau www.drscavanaugh.org
Required Texts/ Resources Oblinger, D. G., and Oblinger J. L. (2005). Educating the Net Generation. Book available online at http://www.educause.edu/content.asp?page_id=5989&bhcp=1 or through the class’ blackboard course space. ISBN-10: 0967285321 Tabscott, D. (2008) Grown Up Digital: How the Net Generation is Changing your World. McGraw-Hill. ISBN-10: 0071508635
Course Description In concurrence with the COEHS conceptual framework, this course will focus on the development of knowledge, skills, and dispositions essential to effective professional practice in educational leadership. Educational Management Systems is a course designed to be an introduction to computerized systems for the management of the educational system, with an emphasis on basic microcomputer applications. The goal of the course is to develop knowledge and understanding of the appropriate application of technology in the teaching and learning process and in the management of educational programs.
Educational Management Systems is a hands-on course requiring several project-based products that enable students to demonstrate the effective use of software-based applications as well as hardware. In addition, students will analyze the technology needs of an organization and create a plan in which implementation of both short- and long-range technology plans for the organization will be considered. This activity will include, where appropriate, knowledge of professional standards of organizations, societies, and associations appropriate to work situations of individual class members, especially as they relate to leadership in the area of technology. Beyond basic competencies, coursework will be individualized to the extent possible based on the skill level and needs of the students enrolled.
Distance
Learning The course internal e-mail is for communication between class members and will use the e-mail address that you supply in your personal setting. If wish to contact the instructor or send in assignments you should e-mail them to my main mail address: tcavanau@unf.edu. Be sure to include EDA6271 in the subject of your message. You do not have to use the e-mail that is initially listed, you may change the listing to one of your choice and then continue to use your own e-mail. Please note that I often send email to your UNF account (n00000000@unf.edu) so it is important that you have your UNF email account set to forward your mail to the account that you do wish to use. The discussion board/forum is an important component of the class. It is required that you participate with the discussion/forum topics and provide not only your own information but also comment/reply to others. All of your assignments and your main section to work out of is the Course Material section. Make sure that you check weekly to see if any new material has been added. Course Goals The College of Education and Human Services at the University of North Florida is committed to the preparation of classroom teachers, counselors and other educational leaders who support quality education in their learning communities. The goal of the course is to develop knowledge, skills, and dispositions regarding the appropriate application of technology in the teaching and learning process, in educational leadership, and in the management of educational programs. Diversity Considerations The institutional priorities of the University of North Florida include that UNF will be recognized for its commitment to equal educational opportunity, cultural diversity, and ethical values. The content, the learning activities, and the environment provided during this course will be guided by that priority. The programs and issues discussed in this class relate to services offered to all students in schools, regardless of gender, ethnicity, socio-economic status, or special needs. When exploring the individual topics that make up the content of this course, special attention will be given to how services can be provided in a manner equitable to all. Every effort will be made to provide accommodations for individuals with special needs including ESE/ESOL considerations. Students with disabilities may request classroom accommodations by contacting the Disabled Services Program in Honors Hall, Building 10, Room 1201, or by calling (904) 620-2769 (V/TDD). Technology Considerations This course is a web-enhanced course, meaning that there will be some material provided and some tasks assigned that will require access to the Blackboard course site via the Internet. Students must have access to a computer that will enable them to access the Internet. In addition, students will be expected to use appropriate technology in the preparation of their assignments and to be able to send and receive email communications to and from the professor and fellow students. Files can also be saved using the Digital Dropbox feature of the Blackboard course site. If you use the campus labs you should bring a jump drive or other storage device so that the work completed in the lab can be saved. Files saved on campus lab computers are deleted daily. Course Objectives
*FELE Technology Competency National Educational Technology Standards for Administrators. I. LEADERSHIP AND VISION—Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision. Educational leaders: A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision. B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision. C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology. D. use data in making leadership decisions. E. advocate for research-based effective practices in use of technology. F. advocate, on the state and national levels, for policies, programs, and funding opportunities that support implementation of the district technology plan. II. LEARNING AND TEACHING—Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. Educational leaders: A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement. B. facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning. C. provide for learner-centered environments that use technology to meet the individual and diverse needs of learners. D. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision making, and problem-solving skills. E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology. III. PRODUCTIVITY AND PROFESSIONAL PRACTICE—Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others. Educational leaders: A. model the routine, intentional, and effective use of technology. B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity. D. engage in sustained, job-related professional learning using technology resources. E. maintain awareness of emerging technologies and their potential uses in education. F. use technology to advance organizational improvement. IV. SUPPORT, MANAGEMENT, AND OPERATIONS—Educational leaders ensure the integration of technology to support productive systems for learning and administration. Educational leaders: A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies. B. implement and use integrated technology-based management and operations systems. C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan. D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources. E. implement procedures to drive continuous improvements of technology systems and to support technology replacement cycles. V. ASSESSMENT AND EVALUATION—Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation. Educational leaders: A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity. B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning. C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions. D. use technology to assess, evaluate, and manage administrative and operational systems. VI. SOCIAL, LEGAL, AND ETHICAL ISSUES—Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues. Educational leaders: A. ensure equity of access to technology resources that enable and empower all learners and educators. B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology. C. promote and enforce privacy, security, and online safety related to the use of technology. D. promote and enforce environmentally safe and healthy practices in the use of technology. E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources.
Course Assignments, Expectations and Grading Procedures Course Requirements: · Attendance and participation including demonstrated familiarity with assigned readings / handouts for each class and completion of assignments and tests at the designated times including weekly log-in to the Blackboard course site for announcements, Internet-based activities, and asynchronous discussions. · Completion of application tasks / products (see standards reference boxes) · Completion of three journal article reports (see standards reference boxes) · Completion of class and Internet-based assignments and activities, quizzes and examinations
GRADING PROCEDURES The final grade in EDA 6217 will be determined based upon all of the following:
Course Policies and Guidelines UNF registration, grading, and academic progress policies may be found on pages 18 – 20 of the 2005 – 2006 Graduate Catalog, and are also available at: http://www.unf.edu/unfinfo/catalogs/grad/current/RegGradAcadProg.pdf
College of Education and Human Services Policies Apply to all courses. Instructor Policies: Attendance: Class sessions are carefully planned and important material (presentations, discussions, group activities, or handouts) will be covered at each session. Attendance at all class meetings is expected and attendance is taken at every session. If you are absent from class, you do not need to notify the instructor. However, you are responsible for obtaining class notes, handouts, and instructions about assignments from another class member. Students who miss in-class quizzes will not be able to take them at a later date. Please make every effort to be in class on time. Tardiness is disruptive to the class and limits your ability to participate in discussions and activities. Class attendance and participation will be considered in grading. The grade of A will be awarded only to students who complete all assignments and who miss no more than one class session, barring extraordinary circumstances. Due Dates: Assignments are due on the dates noted. Completion of all assignments is expected during the week indicated, and must be submitted by the first class meeting of the following week. Assignments submitted after the due dates are considered late, and a 10% reduction in grade will occur for each class day the assignment is late. No late work is accepted after 2 sessions beyond the due date, or after the course is over, without prior arrangement with the instructor Testing: Students are expected to take examinations at the scheduled day and time. Please notify me in advance if an examination is scheduled on a day on which you may have a conflict. Students who miss in-class quizzes will not be able to take them at a later date. Use of UNF designated e-mail accounts for students: the university and/or the instructor will send messages to you via your Osprey email account. Please be certain that the university and the instructor have the email address at which you prefer to receive email. You may forward your UNF Osprey email by following directions provided at the following URL: http://www.unf.edu/dept/its/ospaccts/ Academic Integrity: “The University of North Florida authorizes any instructor who finds evidence of cheating, plagiarism, or other wrongful behavior that violates the University of North Florida Academic Integrity Code to take appropriate action and so inform the student. Possible action includes but is not limited to failing the person on the work in question, failing the person for the course, notifying the appropriate academic Dean or Vice President for Student Affairs, and requesting additional action be taken” (UNF Graduate Catalog, 2005-2006, p. 24). Additional information may be found in the 2005 – 2006 Graduate Catalog, pages 21 – 24, or at: http://www.unf.edu/unfinfo/catalogs/grad/current/StuRecRightsResp.pdf
Bibliography
Anderson, D. A. (2001). The internet and web design for teachers. New York: Longman. Bitter, G., & Pierson, M. (1999). Using technology in the classroom. Needham Heights, MA: Allyn and Bacon. Blubaugh, D. (1999, February). Bringing cable into the classroom. Educational Leadership, 56 (5), 61 - 65. Boettcher, J. (2000, August). Designing for learning: What is meaningful learning? Syllabus, 14 (1), 54 – 56. Boettcher, J., & Kumar, M. S. (2000, June). The other infrastructure: Distance education’s digital plant. Syllabus, 13 (10), 14 – 22. Bennett, C. K. (1995). A staff development primer for technology integration. Journal of Staff Development, 16 (3), 19-22. Bennett, C. K. (1996, February). Schools, technology, and educational leadership: A framework for change. NASSP Bulletin, 80 (577), 57-65. Bitter, G., Thomas, L., Knezek, D. G., Friske, J., Taylor, H., Weibe, J., & Kelly, M. G. (1997). National educational technology standards: Developing new learning environments for today’s classroom. NASSP Bulletin, 81 (592), 52-57. Conyers, J. G., Kappel, T., & Rooney, J. (1999, February). How technology can transform a school. Educational Leadership, 56 (5), 82 - 85. Corley, T. (1998). Tapping into technology in rural communities. Educational Leadership, 55 (8), 71-73. Coulter, B. (2000, January). Making good technology choices. Principal, 79 (3), 18 – 21. Davis, B., & Shade, D. (1997) Integrating computers into the early childhood curriculum. Principal, 76 (5), 34. Davidson, G., & Maurer, M. M. (1995). Leadership in instructional technology. TechTrends, 40 (3), 23-26. Deal, N. (1999, May). The cyber-quest: A tool to assess educational resources on the internet. T.H.E. Journal, 26 (10), 50 – 54. Dede, C. (Ed.), (1998). Learning with technology: ASCD yearbook, 1998. Alexandria, VA: ASCD. Doyle, A. (1999, February). A practioner’s guide to sharing the net. Educational Leadership, 56 (5), 12 - 15. Drier, H. S., Dawson, K. M., & Garofalo, J. (1999, February). Not your typical math class. Educational Leadership, 56 (5), 21 - 25. Epstein, S. (1999, February) Electronic textbooks: From paper to pixels. Syllabus, 12 (6), 16 – 19. Farley, R. P. (1999, February). A tale of two schools. Educational Leadership, 56 (5), 39 - 42. Fodor, J. L. (1999, February). Computer ethics in higher education. Syllabus, 12 (6), 12 – 15. Freeman, L. (1999, January). Selling parents on technology. Principal, 78 (3), 45-46. Graves, W. H. (2000, June). The dot.xxx challenge to higher education. Syllabus, 13 (10), 30 –36. Guzdial, M. Technological support for project-based learning. In C. Dede (Ed.), Learning with technology: ASCD yearbook, 1998 (pp. 47 - 71). Alexandria, VA: ASCD. Hawkes, M, & Cambre, M (2000, August). The cost factor: When is interactive distance technology justifiable. THE Journal, 28 (1), 26 – 32. Healy, J. M., (1990) Endangered minds: Children’s learning in today’s culture. New York: Simon and Schuster. Healy, J. M., (1998). Failure to connect: How computers affect our children’s minds – for better and worse. New York: NY. Simon and Schuster. Herrin, B. (1995). What kinds of nurturing will be required for information professionals in the future? Possibilities and principals -- or “Alice through the looking glass”. School Library Media Annual, 13, 127-138. International Society for Technology in Education (2001). Technology standards for school administrators. Retrieved December 27, 2004 from http://cnets.iste.org/tssa/ Isernhagen, J. D. (1999, August). Technology: A major catalyst for increasing learning. T.H.E. Journal, 27 (1), 30– 38. Johnson, J. H., & Johnson, L. L. (1996). Technology: Bringing our present and future into the classroom. Schools in the Middle, 5 (3), 27-32. Karelis, C. (1999, February) Education technology and cost control: Four models. Syllabus, 12 (6), 20 – 28. Kinnaman, D. (1994, April). Technology and equity. Technology & Learning, 16 (6), 13–18. Kozma, R., & Shank, P. (1998). Connecting with the 21st century: Technology in support of educational reform. In C. Dede (Ed.), Learning with technology: ASCD yearbook, 1998 (pp. 3 - 27). Alexandria, VA: ASCD. Latham, A. S. (1999, February). Computers and achievement. Educational Leadership, 56 (5), 87 - 88. Leamon, P. (1999, February). Apples and arias in the language lab. Educational Leadership, 56 (5), 28 - 31. Lewin, L. (1999, February). Site reading the world wide web. Educational Leadership, 56 (5), 16 - 20. Maurer, M. M., & Davidson, G. (1999, February). Technology, children, and the power of the heart. Kappan, 80 (6), 458 - 460. McGraw, J. H., & Frank, C. K. (1995). Schools in the age of technology: Ideas for instructional innovation. New York: McGraw-Hill. McQueen, T. F., & Fleck, jr., R. A. (1999, June). An evaluation of alternative technology-based instructional formats. T.H.E. Journal, 26 (11), 108 - 115. Mergendoller, J. R. (2000, January) Technology and learning: A critical assessment. Principal, 79 (3), 5 - 9. Milone, M. (1996). Beyond bells and whistles: How to use technology to improve student learning. Arlington, VA: American Association of School Administrators. National Association of Secondary School Pricipals (1994). Integrating technology in secondary schools. NASSP Curriculum Report, 23 (4). November, A. (1996). Beyond technology: Looking at the big picture. Principal, 76 (1), 12-14. O’Bryan, D., Quirin, J., & Donnelly, D.P. (1999, May). Y2k readiness of k-12 school districts: Evidence from the state of Kansas. T.H.E. Journal, 26 (10), 56 – 62. Peregoy, R., & Kroder, S. (2000, August). Developing strategies for networked education. THE Journal, 28 (1), 48 – 56. Picciano, A. (2001). Distance learning: Making connections across virtual space and time. Upper Saddle River, NJ: Merrill Prentice Hall. Raymond, A. (1993). Wouldn’t it be wonderful . . . if all schools were like this! Teaching Pre-K-8, 24 (1), 44-48. Reil, M. (1998). Teaching and learning in the educational communities of the future. In C. Dede (Ed.), Learning with technology: ASCD yearbook, 1998 (pp. 171 – 195). Alexandria, VA: ASCD. Roberts, P. A. (1997). What administrators need to know about technology. Principal, 76 (3), 20. Roblyer, M. D., Edwards, J., & Havriluk, M. A. (1997). Integrating educational technology into teaching. Columbus, OH: Merrill. Schulman, A. H., and Sims, R. L. (1999, June). Learning in an on-line format versus an in-class format: An experimental study. T.H.E. Journal, 26 (11), 54 – 56. Selby, L., & Ryba, K. (1993). Creating gender equitable computer learning environments. Journal of Computing in Teacher Education, 10 (2), 7-10. Simkins, M. (1999, January). Building public support: Help from the web. Principal, 78 (3), 51. Tapscott, D. (1999, February). Educating the net generation. Educational Leadership, 56 (5), 7 - 11. Teicher, J. (1999, February). An action plan for smart internet use. Educational Leadership, 56 (5), 70 - 74. Telem, M., & Buvitski, T. (1995). The potential impact of information technology on the high school principal: A preliminary exploration. Journal of Research on Computing in Education, 27 (3), 281-296. Thoman, E. (1999, February). Skills and strategies for media education. Educational Leadership, 56 (5), 50 - 54. Uchida, D. (1996). Preparing students for the 21st century. Arlington, VA: American Association of School Administrators. Van Horn, R. (1998, October) PowerPoint 98: Review and tutorial. Kappan, 80 (2), 173-174. Van Horn, R. (1999, February). Guerrilla technology. Kappan, 80 (6), 476 – 478. Windschitl, M. (1998, January-February). The www and classroom research: What path should we take? Educational Researcher, 27 (1), 28 - 33. Weinman, J., and Haag, P. (1999, February). Gender equity in cyberspace. Educational Leadership, 56 (5) 44 - 49.
Resources On Line
Agency for Instructional Technology http://www.ait.net Center for Technology and Teacher Education http://www.teacherlink.org Center for Children and Technology http://www.edc.org/CCT/ T.H.E. Journal (Technology Horizons in Education Online Journal) http://www.thejournal.com Cybertimes Navigator (New York Times) http://www.nytimes.com/navigator International Society for Technology in Education (ISTE) http://cnets.iste.org/ Technology Standards for School Administrators (TSSA) http://cnets.iste.org/tssa ISTE curriculum and Content Area Standards http://Cnets.iste.org/currstands/ Preparing Tomorrow's Teachers to use Technology (PT3) http://www.pt3.org Assistive Technology information: http://www.abilityhub.com http://www.enablemart.com
APPENDIX A
IMPORTANT COLLEGE AND UNIVERSITY POLICIES (Graduate Students)
1.
Americans with Disabilities Act (ADA) Policy.
The College of Education and Human Services complies with ADA requirements in
making reasonable accommodations for qualified students with disabilities.
Students desiring reasonable accommodations should contact the UNF Office of
Disabled Services (Honors Hall 1201; telephone: 904/620-2769) and are encouraged
to inform the instructor as early in the semester as possible regarding desired
accommodations. 2. Declaration of Major Policy. In order to complete any graduate degree program in the College of Education and Human Services, students must declare a graduate major and be accepted into a program of study. Admission to graduate study by the University does NOT guarantee admission into a given program of study. Students cannot count more than 10 hours toward any graduate degree without first having been admitted into a program of study. Any hours earned over 10 semester hours working toward a certification or endorsement or as a non-degree-seeking student will NOT be accepted as work toward a graduate degree. Prior to being considered for admission into a master’s or doctoral degree program, students must submit scores on the Graduate Record Examination (GRE) as well as an official transcript of all undergraduate work. The GRE may be taken more than once in an attempt to improve one’s score. Certain graduate programs within the College of Education and Human Services require additional documentation and procedures during the admissions screening process. Students are encouraged to consult the Graduate Catalog and/or contact the College’s Office of Student Services (Schultz Hall 2305; telephone: 904/620-2530) for information regarding admission to a specific graduate program of study. 3. University Enrollment Policy. Only those students who are admitted to the University are entitled to enroll in classes, and only those students who are enrolled in a given course are permitted to attend class meetings for that course. Sitting through a class without registering does not constitute enrollment. Instructors are authorized to bar students who are not enrolled in a course from attending class sessions until evidence of enrollment is presented to the instructor. Even if unenrolled students are allowed via the instructor’s oversight to remain in a class, university policy prohibits students from being added to a class roster after the reinstatement deadline. The primary responsibility for assuring that a student is enrolled in a course belongs to the student. Students are therefore encouraged to check their enrollment status several times during each semester with an advisor or via the UNF website. 4. Policies Governing Student Conduct. The University of North Florida has adopted a Student Conduct Code in order to promote responsible behavior for all students and to assure a physically, emotionally, and intellectually safe university community. This code addresses issues that may threaten the safety and order of the university environment and provides procedures and remedies for addressing these issues. Specific issues addressed include, but are not limited to, sexual misconduct; endangerment; harassment; hazing; possession/use of weapons, alcohol, and illegal drugs; damage or destruction of property; malicious mischief; computer miscues; and falsification/fraud. Students who are aware of and/or feel they are victims of any activity in violation of the Student Conduct Code should report the activity to the University Police or the appropriate campus administrator. The conduct code is available in its entirety on the University website at the following web address http://www.unf.edu/studentaffairs/conduct.html . 5. Academic Integrity Policy. The University of North Florida has adopted a strict policy on professionalism and academic integrity. As noted in the UNF 2004-2005 Graduate Catalog (pp. 23-24), violations to academic integrity include, but are not limited to: cheating; fabricating and falsifying information or citations; submitting the same work for credit in more than one course; plagiarizing; providing another student with access to one’s own work to submit under this person’s name or signature; destroying, stealing, or making inaccessible library or other academic resource material; and helping or attempting to help another person commit an act of academic dishonesty. The full policy on academic integrity is available on the University website at web address http://www.unf.edu/unfinfo/catalogs/grad/current/StuRecRightsResp.pdf The Academic Integrity Policy affords University instructors authority to assign penalties for these offenses. For example, the instructor may assign a grade of “F” on the assignment in question or for the course. In the case of flagrant violations of the Academic Integrity Policy, the instructor may recommend additional specific penalties to the university admission, including referral for academic counseling, expulsion from a grogram of study, denying of degree, expulsion from the University, or revocation of a degree already granted. 6. E-mail Policy. The University of North Florida’s policy on student e-mail allows academic and service units of the University to use e-mail as the primary means for communicating certain types of information to students. Although individual instructors may determine that “external” (i.e., non-University-provided) e-mail accounts are a suitable means for communicating with students, the University policy specifies that the University-provided e-mail address serve as the “official” e-mail address for purposes of formal electronic communication with students. All students should become knowledgeable of their University-provided e-mail address and either check their account regularly or arrange for all e-mail delivered to their account to be forwarded to an external e-mail account of their choice. Students can find out their e-mail account username, reset their password, and set forwarding options by visiting http://www.unf.edu/dept/its/ospaccts/ Students with Disabilities
Students with disabilities
who seek reasonable accommodations in the classroom or other aspects of
performing their coursework must first register with the UNF Disability Resource
Center (DRC) located in Building 10, Room 1201. DRC staff members work with
students to obtain required documentation of disability and to identify
appropriate accommodations as required by applicable disability laws including
the Americans with Disabilities Act (ADA). After receiving all necessary
documentation, the DRC staff determines whether a student qualifies for services
with the DRC and if so, the accommodations the student will be provided. DRC
staff then prepares a letter for the student to provide faculty advising them of
approved accommodations. For further information, contact the DRC by phone (904)
620-2769, email (kwebb@unf.edu),
or visit the DRC website (http://www.unf.edu/dept/disabled-services). University of North Florida Academic Integrity Code
In order to protect the integrity of the teaching, learning, and evaluation process, the University of North Florida expects all members of the academic community to respect the principle of academic freedom, and to behave with academic integrity. Briefly stated, academic misconduct shall consist of any attempt to misrepresent one’s performance on any exercise submitted for evaluation. The primary responsibility for insuring adherence to the principle of academic integrity rests with students and faculty. Any infraction which comes to the attention of any person should be brought to the attention of the faculty member to whose course it pertains.
Violations of Academic Integrity
Violations of the principle include, but are not limited to: • Cheating: Intentionally using or attempting to use unauthorized materials, information, notes, study aids, or other devices in any academic exercise. This definition includes unauthorized communication of information during an academic exercise. • Fabrication & Falsification: Intentional and unauthorized alteration or invention of any information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting information for use in any academic exercise. • Multiple Submissions: The submission of substantial portions of the same academic work for credit (including oral reports) more than once without authorization. • Plagiarism: Intentionally or knowingly presenting the work of another as one’s own (i.e., without proper acknowledgment of the source). The sole exception to the requirement of acknowledging sources is when the ideas, information, etc., is common knowledge. • Abuse of Academic Materials: Intentionally or knowingly destroying, stealing, or making inaccessible library or other academic resource materials. • Complicity in Academic Dishonesty: Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty.
Possible Faculty Actions in a Case of Suspected Academic Misconduct • academic counseling or referral to the appropriate support service (e.g., referral to Personal Counseling and Career Development); • reprimand (oral or written); • a grade of F or reduction of grade on the specific piece of work; • a grade of F or reduction of grade in the course; • referral of the charges to the dean/director of the academic unit in which the student is enrolled if the faculty member deems the offense so serious as to warrant a more stringent penalty than those listed above. Reference University of North Florida (2005-2006). Student Handbook [Rights and regulations section: Academic integrity code, p 35 Retrieved from http://www.unf.edu/studentaffairs/pdf/HB2005-06.pdf |
