Educational Leadership ProgramDepartment of Teacher Education & Administration

Core Values and Beliefs: Graduates will have the knowledge, skills and motivation to:

Lead learning organizationsEngage ethically with the communityAdvocate for diversity, equity and inclusionDevelop theory to practice solutions

EDLE 6600 Writing and Research Design for Educational

LeadershipSpring 2018

Frances van Tassell, Ed.D. Associate Professor Emeritus

University of North TexasDenton, TX. 76203

Phone – Cell: (214)801.5585 Fax: (940)565-4952Email: frances.vantassell@unt.edu

Office Hours: WH 114, Alternating Thursdays at UNT 4:30-5:25 or by appointment

This syllabus provides a tentative overview of the course and may be adjusted by the instructor, as appropriate and as needed, with on-time notification of students.

Course Description

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This course is designed to inform and assist students in the process of conceptualizing and writing their dissertation. Various resources and assignments will be used to gain information and skills about the steps involved in writing a successful dissertation. In addition to the instructor, other professors and resource personnel, including the major advisor, will be consulted. Students will prepare initial outlines and drafts of their Qualifying Paper (QP) (Dissertation Chapters 1, 2, and 3).

Course ObjectivesThe student will successfully complete the course by:

a) Attending and participating in all class meetings (both at UNT and online)b) Reading required course resourcesc) Preparing and presenting all assignments in a professional and timely mannerd) Participating in discussion with the small support group e) Communicating with the major advisor throughout the course

College of Education Conceptual FrameworkThe Educator as Agent of Engaged Learning

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to administrator certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Principal Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner-centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. Engaged learning features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations, which advance active, meaningful, and continuous learning.

Key Elements of the Conceptual Framework1. Content and curricular knowledge refer to the grounding of the educator in

content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage

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learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Professional Standards for Educational Leaders 2015All ten professional standards should be considered while moving through the coursework in your program; however, in this course, you will make connections with some standards more than others.

Standard 1: Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.Standard 2: Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.Standard 3: Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.Standard 4: Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.Standard 5: Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.Standard 6: Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.Standard 7: Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.Standard 8: Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.Standard 9: Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.Standard 10: Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

Proficiencies for Texas Administrators

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Learner-Centered Leadership: Through inspiring leadership, the administrator maximizes learning for all students while maintaining professional ethics and personal integrity.

Learner-Centered Climate: The administrator establishes a climate of mutual trust and respect that enables all members of the learning community to seek and attain excellence.

Learner-Centered Curriculum and Instruction: The administrator facilitates the implementation of a sound curriculum and appropriate instructional strategies designed to promote optimal learning for all students.

Learner-Centered Professional Development: The administrator demonstrates a commitment to student learning through a personal growth plan and fosters the professional development of all staff in the learning community.

Equity in Excellence of All Learners: The administrator promotes equity in excellence for all by acknowledging, respecting, and responding to diversity among students and staff, while building on shared values and other similarities that bond all people.

Learner-Centered Communication: The administrator effectively communicates the learning community's vision as well as its policies and successes in interactions with staff, students, parents, community members, and the media.

ResourcesRequired:

Roberts, C. M. (2010). The dissertation journey (2nd Edition). Thousand Oaks, CA: Corwin Press.

Indiana University Tutorial & Quiz on Plagiarism: https://www.indiana.edu/~istd/

APA Manual (6th Edition)UNT 2017 Thesis Manual: https://tsgs.unt.edu/thesis-manual

Optional but Recommended: Bryant, M. T. (2004). The portable dissertation advisor. Thousand Oaks, CA: Corwin

Press.Hope, D., & Dewar, A. (2015). Conducting quantitative educational research: A short

guide for clinical teachers. Clinical Teacher, 12(5), 299-304. doi:10.1111/tct.12457

Joyner, R.L., Rouse, W.A., & Glatthorn, A. A. (2013). Writing the winning thesis or dissertation: A step-by-step guide (3rd Edition). Thousand Oaks, CA: Corwin Press.

The Writer’s Handbook. Brief Edition. Harbrace Publisher.Thomas, R. M. (2003). Blending qualitative & quantitative research methods in theses

and dissertations. Thousand Oaks, CA: Corwin Press.

Course DeliveryAs a blended course, students and instructor will meet at the UNT campus on alternative Thursday evenings during the semester; on alternative Thursday evenings, class will be conducted via Blackboard. Students may work with small support professional learning

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teams, through Blackboard, Google Docs, email, and/or in person, and be in close contact on a scheduled basis with the instructor and the major advisor, via email and individual meetings.

Getting StartedBefore the first day of class, please take care of the following:

Enter Blackboard to confirm that you have access. Obtain a copy of the course textbook, The Dissertation Journey. Complete tasks listed in the Getting to Know You BB discussion board forum.

Course AssignmentsNOTE: For this class, we will follow APA 6th edition rules, to follow program requirements and to make it easier for you; however, after your QP seminar and you are approved for candidacy, for all phases of the official dissertation, you will be required to follow the most recent UNT Thesis Manual in all cases where it overrides APA rules. Upload each assignment in Blackboard before Sundays at 11:00 P.M.

1. Book Chapter Presentation: (The Dissertation Journey) During campus meetings, each person will present the important points in a chapter selected from the Dissertation Journey. You will sign up for a chapter at our first class meeting. (10 points)

2. Gantt Chart/Timeline: (See Appendix A in The Dissertation Journey) (05 points)

3. Dissertation Proposal Overview: Problem Statement, Purpose Statement, Research Question(s), and Significance. This is a critical part of your initial development of your dissertation. Each of these sections must be thoughtfully developed and carefully written as they will guide you throughout the semester. (15 points)

4. Literature Review Plan: This overview of your review of literature must include the following sections: Introductory Paragraph (explains your conceptual framework), List of Major Sections/Topics to be developed (including elements of the conceptual framework), and List of Researchers/Scholars and Articles to be reviewed. (10 points)

5. Theoretical/Conceptual Framework Visual: This graphic organizer is a visual that incorporates the essential components of your theoretical or conceptual framework. Prior to developing the visual, research the literature to determine the best-fit framework for your proposed dissertation topic and methodology, using search topics such as “teacher education conceptual frameworks.” The framework visual will become part of your chapter one and the elements of your framework must be explicated in your full review of related literature. (15 points)

6. Research Design Visual:

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Prepare a visual incorporating the major elements of your research design, including: Population and Sample, Instrumentation, Data Collection, Data Analysis, and Limitations. This framework will become part of your chapter three and may include the timeframe that you anticipate. (10 points)

7. Proposal Chapter 1: (Introduction to the Study)This chapter includes the following elements, which must be used as subheadings in the chapter: Background, Problem Statement, Conceptual or Theoretical Framework, Purpose of the Study, Research Questions, Significance of the Study, Delimitations, Assumptions, Definitions of Terms, and Organization of the Study. Do NOT include a list of references for this chapter; instead, create a separate file where you store all citation references. You will post your best-work chapter in the named Blackboard discussion board folder for review by your teammates and for editing by your instructor. After edits are returned and you address those suggestions, you will post the final work in the named folder, for grading. APA 6th Edition form and style are to be followed. (30 points)

8. Proposal Chapter 2: (Review of Related Literature)This chapter includes a synthesized compilation of literature you reviewed on the topic of your proposed dissertation. Target at least 15-20 quality sources, each published no earlier than 2000 unless the source is a seminal work that retains ongoing applicability. This chapter should be at least 15-20 pages in length at this initial stage. The chapter should include APA 6th edition subheadings to guide the reader for a clear understanding of your topic. (After an introductory paragraph or two, use headers for the major sections/topics for the literature supporting your study; conclude with a summary paragraph that introduces chapter three, then list all references included in chapters one, two, and three, always following APA 6th edition rules.) You will post this best-work chapter in the named Blackboard discussion board folder for review by your teammates and for editing by your instructor. After edits are returned and you address those suggestions, you will post the final work in the named folder, for grading. (30 points) NOTE: For the final QP, place your list of references at the end of the document, after any appendices. Include the reference list only with chapter two for the editing process.

9. Proposal Chapter 3: (Research Methodology)This chapter must include the following headings: Research Design/Methodology, Research Questions, Context, Population and Sample (including the sampling technique), Instrumentation, Data Collection Procedures, Data Analysis Techniques, and Summary. You will post this best-work chapter in the named Blackboard discussion board folder for review by your teammates and for editing by your instructor. After edits are returned and you address those suggestions, you will post the final work in the named folder for grading. (30 points)

After you complete all edits, combine the full QP manuscript and submit as one complete file in the named forum. (Title page, table of contents, list of tables, list

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of figures, chapter one, chapter two, chapter three, any appendices, list of references). Each chapter is worth a maximum of 30 points but must be almost error free for those points. Refer to the QP rubric for details about the scoring procedures.

10. Data Collection Instrument: Identify a published instrument that is appropriate for your study or develop your own instrument (e.g., a survey or a focus group protocol). If you develop your own instrument, you must validate its appropriateness through a field-test vetting process. You must have this in place prior to requesting IRB permission for your study. (15 points)

11. Seminar Documentation: Meet with your major advisor throughout the semester then near the end of the semester to: 1) schedule and complete your Qualifying Paper Seminar at the end of the semester or 2) prepare a written plan for when your seminar is scheduled. (05 points)

12. Final Exam: An essay-type final exam will be written in class our last class meeting at UNT. You will post your exam paper prior to departing class that evening. (20 points)

13. Participation: (25 points) a. Attendance: Attendance includes your physical presence at each of our

UNT class meetings as well as clear evidence of your participation in bi-weekly Blackboard class meetings.

b. Blackboard Discussions: You may be partnered with one or two classmates for semester-long discussions of your dissertation topic and assignment progression. Each professional learning team will have a discussion board folder for this purpose. Your rate of participation in your PLT folder is part of the points for participation. Blackboard participation includes your posted documentation of the plagiarism certificate and the NIH certificate.

c. UNT Class Discussions: You are expected to come prepared to class each week, having read any assigned readings.

d. Late work: Any assignment posted later than two calendar days past its due date will result in 10% of the possible points deducted for each day that the assignment is late. That includes the drafts of each of the three chapters of your QP/proposal.

Course Evaluation Point SystemAssignment Points

1. Attendance & Class and Blackboard Discussions Participation 252. Gantt Chart/Timeline (Appendix A in The Dissertation

Journey) 05

3. Book Chapter Presentation (The Dissertation Journey) 104. Dissertation Overview: Problem Statement, Purpose, Research

Question(s), and Significance 15

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5. Literature Review Introductory Paragraph, Major Sections/Topics, List of References 10

6. Conceptual Framework Visual 157. Research Design Visual 108. Proposal Chapter 1: Introduction to the Study 309. Proposal Chapter 2: Literature Review 3010. Proposal Chapter 3: Research Methodology 3011. Validated Data Collection Instrument 1512. Completed QP Seminar Form or Written Plan for Seminar 0513. Final Exam 20

Total 220Grading Scale: 220 – 202 = A 201-185 = B >184 = See Instructor

Tentative Course Calendar/ScheduleDate Topics Homework

Session 1

At UNT

January 18

Discussion of Syllabus, Course Requirements, and Use of Blackboard

Sign up for The Dissertation Journey Book Chapter Presentations

Review Qualifying Paper (QP) Handout

Dissertation Topic Brainstorming: Share your topic and why you think it is of interest with the class.

Reading: Preview The Dissertation Journey.

Writing: Complete the Indiana University Tutorial and Quiz on Plagiarism: https://www.indiana.edu/~istd/ Gather into a binder any papers you wrote in prior classes that may be related to your qualifying paper topic.

Blackboard: Introduce yourself to your peers in the Discussion Board forum named Introductions.Upload your Plagiarism Quiz Completion Certificate.

From the Forum, identify the Literature Review Article you prefer and reply w/the number.

Session 2

At UNT

January 25

More Information on the QP and Dissertation Proposal

UNT and COE Resources: Jo Monahan (Dedicated COE Librarian), Toulouse Graduate School Workshops, Institutional Review Board (IRB); COE

Reading: Download the UNT Thesis Manual: https://tsgs.unt.edu/thesis-manual

Read the article about the importance of the review of literature.

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Center for Interdisciplinary Research and Analysis (CIRA)

Discussion of an effective review of literature related to your study.

Review the research approval process for the district in which you would like to conduct your dissertation research.

Writing: Complete NIH Online Training Course: https://phrp.nihtraining.com /users/login.php

Write a summary about your proposed study that includes: the problem statement, the purpose of the study, the significance of your study, and your preliminary research questions.

Blackboard: Upload your NIH Online Training Course completion certificate.

Upload your abstract of the article.Session 3

BB #1

February 01

For each BB class meeting, you are expected to spend at least three hours working on your assignments, in addition to time you spend each week on homework assignments.

The focus for this first online class is your preparation of the chapter you are presenting from The Dissertation Journey text and your development of your literature review outline.

You are expected to spend a minimum of three hours preparing the presentation and developing your lit review outline.

Write an introductory paragraph for your literature review, identify major sections/topics, and create a list of researchers/scholars and/or articles to be reviewed.

Reading: Read articles from three researchers/scholars on your literature review list.

Writing: Prepare your Dissertation Journey book chapter presentation and your lit review overview.

Create and fill out the Gantt chart.

Blackboard: Upload your Dissertation Journey chapter presentation to the Discussion Forum.

Upload your literature review overview: introductory paragraph, major sections/topics, and list of references.

Upload your Gantt chart.

Session 4

February 08

Guest Speaker: Jo Monahan – UNT library resources

Reading: Read conceptual framework article.Overview all posted Dissertation

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At UNT Effective introduction to a research study (Proposal Chapter 1)

Theoretical or Conceptual Framework

Gantt Chart –Present/discuss your chart with your peers.

Journey presentations.

Writing: Begin drafting your review of literature.

Blackboard: Post thoughtful comments/questions about two book chapter presentations.

Session 5

BB #2

February 15

The focus of this second online class is your finalization of your best-work phase of your review of literature related to your study. You must bring this draft to the highest quality you can produce before you post it for my editing review.

Reading: Read the article about good literature reviews and prepare your abstract of the article.

Writing:Write best-work draft of your review of literature.

Blackboard:Upload Proposal Chapter 2 for editing.

Read and provide feedback on Chapter 2 for one peer.

Session 6

At UNT

February 22

Doctoral Handbook Required Doctoral FormsBring Doctoral Handbook to class

Professional writing skillsAPA Format – Common MistakesBring the APA Style Manual (6th Edition) to class tonight.

UNT Graduate School Thesis Manual

Sharing of literature review article readings.

Reading: Scan the Graduate School Thesis/Dissertation Manual and carefully read at least six pages that you deem critical to your success in completing your dissertation.

Writing: Draft your conceptual framework visual.

Blackboard: Send a BB message to everyone about what you learned from the UNT Manual.

Session 7

BB #3

March 01

The focus of this third online class is your creation and development of the theoretical or conceptual framework that best fits your dissertation topic and/or methodology. Look for examples in dissertations.

Then, insert your conceptual framework visual into your initial draft of Proposal Chapter 1.

Reading: Review three to four conceptual frameworks.

Writing: Draft your introduction to the study chapter one, which includes your conceptual framework visual.

Blackboard: Upload your conceptual framework visual.

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Session 8

At UNT

March 08

Peer feedback for conceptual framework visuals.

Reading: Read the Teddlie & Tashakkori, 2006 Mixed Methods article.

Writing: Finalize your best-work Proposal Chapter 1. This includes your conceptual or theoretical framework visual.Draft your research design visual. Blackboard: Upload your Proposal Chapter 1 for editing.

Post comments regarding the mixed methods article.

Session 9

BB #4

March 22

The focus for this fourth online class is your finalization of a research design visual that will represent your proposed methodologies for your study.

Then, imbed that graphic in your best-work draft of chapter three, your methodology chapter.

Reading: Review examples of research design visuals in the QPs from previous semesters.

Writing: Develop your best-work Chapter 3 (Methodology).

Blackboard:Upload your research design visual. Explain your methodology in the post message. Include a statement of why you chose your instrument(s).

Session 10

At UNT

March 29

PLT teams meet to share chapters one and two for peer feedback and share any instructor feedback you received thus far.

PLT teams share research design visuals and receive peer feedback.

Writing: Finalize your proposal Chapter 1.

Blackboard: Post your proposal Chapter 3 for editing.

Post your final proposal Chapter 1 for grading.

Session 11

BB # 5

April 05

For this online class, you are to research data-gathering tools that are appropriate for your study. For example, a published survey instrument or a published interview protocol might work for your research.

It is possible that you will need to create your own data-gathering tool but base that on one you find in the existing literature.

Reading: Conduct a search for one article on qualitative research and one on quantitative research. Read each article.

Writing: Write a one-page summary of each article.

Blackboard: Post your summaries of the two articles.

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Session 12

At UNT

April 12

Sharing of research articles.

Discussion of chosen data-gathering instruments.

Discussion of instrument validation process (field testing for vetting).

Writing: Finalize your proposal Chapter 2.

Blackboard: Post your final proposal Chapter 2 for grading.

Post your data-gathering instrument – either a published one that you will seek permission to use or the one you create that will need your validation process.

Session 13

BB #6

April 19

For this sixth BB class, your focus must be on finalizing your best-work chapter three (methods chapter). Remember to include your research design in this chapter.

Writing: Complete your data-gathering instrument(s).

Blackboard: Upload final data-gathering instrument(s).

Session 14

At UNT

April 26

Peer review of instruments.

Share successes and concerns about the qualifying paper process.

Expectations for defending your QP

Writing: Finalize your proposal Chapter 3.

Blackboard: Post your final proposal Chapter 3 for grading.

Session 15

BB #7

May 03

For this final BB class, combine all three chapters of your qualifying paper. Print your paper and read it thoroughly, in one setting. Next have at least one outside person read the entire document and provide you feedback for possible improvement. After any improvements are made, this is the document that you will submit to your major professor for final advising. After you receive that feedback, you will submit the QP (in the form of the dissertation proposal) to each member of your committee, at least two weeks prior to your seminar.

Under the guidance and approval of your major advisor, defend your qualifying paper. The qualifying paper may be defended during the last two weeks of class with the final deadline being the Friday before grades are due.

Writing: Combine all components of your qualifying paper/dissertation proposal.

Blackboard: Upload the required form for the seminar. Document your successful qualifying paper defense or your written plan for qualifying paper completion.

Session 16 Final ExamBring to class a laptop for writing your

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At UNTMay 10

essay-format final exam.

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Teacher Education & AdministrationDepartmental Policy Statements

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.” Dr. Jemimah Young is the compliance officer and contact person for the Department of Teacher Education & Administration.

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on Student Standards of Academic Integrity, found at the following website: http://policy.unt.edu/sites/default/files/untpolicy/pdf/7-Student_Affairs-Academic_Integrity.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university. Scholarly Expectations: All works submitted for credit must be original works created by the scholar uniquely for the class.  It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor.  Work submitted at the graduate level is expected to demonstrate higher-order thinking skills and be of significantly higher quality than work produced at the undergraduate level. 

Copyright Notice: Some or all of the materials in this course may be protected by copyright. Federal copyright law prohibits the reproduction, distribution, public performance, or public display of copyrighted materials without the express and written permission of the copyright owner, unless fair use or another exemption under copyright law applies. Syllabus Change Policy: Changes to the syllabus may be necessary at times. Communication of any changes will be made via the Announcement tab in Blackboard.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct.

Cell Phones and Laptop: Students should place cell phones on silent mode when in class. There should be no texting during class. Due to the nature of this course and the importance of engaging one another as well as presenters, laptops may only be used for class purposes.

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Eagle Connect: All students should activate and regularly check their Eagle Connect (e-mail) account. Eagle Connect is used for official communication from the University to students. Many important announcements for the University and College are sent to students via Eagle Connect. For information about Eagle Connect, including how to activate an account and how to have Eagle Connect forwarded to another e-mail address, visit http://eagleconnect.unt.edu/

IA System: The Student Perceptions on Teaching (SPOT) evaluation is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I and our program appreciate your time and effort in completing the evaluation. Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

University of North TexasPolicy Statements

Student Conduct and Discipline: Please refer to the UNT Faculty Handbook or your department regarding the Student Code of Conduct Policy.

Academic Honesty Policy: Academic dishonesty is defined in the UNT Policy on Student Standards for Academic Integrity. Any suspected case of Academic Dishonestly will be handled in accordance with University policy and procedures. Possible academic penalties range from a verbal or written admonition to a grade of “F” in the course. Further sanctions may apply to incidents involving major violations. You will find the policy and procedures at http://vpaa.unt.edu/academic-integrity.htm

ADA Policy: If you have a condition that requires accommodation in this course, please notify the instructor during the first week of class. Any necessary or appropriate accommodations will be made provided that timely notice is received, and that the arrangement is consistent with recommendations from Disability Services, when applicable. Students who require this type of assistance should contact the Office of Disability Accommodation (ODA) at (940) 565-4323 or at TTY (940) 369-8652 to make appropriate arrangements. Information on the services provided by the ODA as well as application procedures is available at http://www.unt.edu/oda/index.html

Information on UNT’s policies related to disability accommodations is available at http://policy.unt.edu/policy/18-1-14 . Please note that disability accommodations are not retroactive. Accommodations will be made only after a disability is officially verified.

Student Behavior in the Classroom: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.unt.edu/csrr

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