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The first assignment is to conduct an evaluation of an academic program

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The first assignment is to conduct an evaluation of an academic program. This report may be on a program identified by the CIMA student, or for a program identified by the instructor. A sample program with course materials will be posted in the course management system. The plan should include: 1. program description 2. program documentation and review 3. review of literature related to the program 4. methods used to evaluate the program, including an evaluation rubric Assignment 1 should be approximately ten pages in length. The instructor for CIMA 720 will provide additional information about this assignment.

Below I attached the Syllabus for the course and that assignment and rubric are on pages 4-5. The title of the assignment is Assignment 1 Evaluation Plan. Please follow the instructions 100% and used APA 7th Edition Formatting. Please let me know if something clear; do not assume.

CIMA 0720 - Seminar in Program Synthesis I. Course Information Course: CIMA 0720 - Seminar in Program Synthesis Semester Credit Hours: 3.0 Course CRN and Section: 51962 - L01 Semester and Year: Summer I 2021 Course Start and End Dates: 05/10/2021 - 06/27/2021 Building and Room: Online Venue - CANVAS II. Instructor Information Professor: Julia Linden Barnes Email: ashleyj@nova.edu III. Class Schedule and Location Day Date 05/10/2021 - 06/27/2021 Time Location Building/Room Programs On-line Online Venue-CANVAS IV. Course Description Catalog Description This course is designed to provide an analysis and synthesis of the information learned in the online Ed. S. program of study. It is based on reflection, and focusing on analysis and synthesis, it provides the student with an opportunity to prepare a detailed statement of where the field is and where it is going. The course will also include practical applications of the research process to the student's professional settings. The Learning Program Review will provide the student with the opportunity to look back on the entire degree program in order to examine how it has contributed to the student’s intellectual and personal development. It also includes all learning experiences that have taken place during the students NSU program. Prerequisite/s: CIMA 0700 Course Rationale: Course Rationale: This course studies applied evaluation and research. For most, students will be expected to conduct a critical analysis/evaluation of an academic program provided by the instructor. For some this may be for a previous project with the permission of the instructor. Since this course is often the final course taken in the CIMA specialist program, the student is expected to demonstrate that they have a professional development plan. Program evaluation is a critical skill of the educational specialist. This course is designed for trainers, educators, consultants, and administrators. V. Course Objectives / Learning Outcomes 1) Demonstrate the ability to generate applied educational research 2) Create a review of the learning experiences in their program of study 3) Generate a professional development plan based on the preparation afforded by their program of study By the end of this course, the student will be able to: 1. Evaluate their intellectual, personal, and professional growth. 2. Integrate theory, pedagogy, and content area disciplines to extend their knowledge base. 3. Assess the effectiveness of the CIMA Online program in meeting their personal and professional Generated: 5/7/2021 Page 1 of 15 goals. 4. Demonstrate the ability to critically observe and report on their own and other professionals' practices. 5. Demonstrate the ability conduct a program evaluation with a practical application within the context of a particular setting. 6. Construct a professional development plan and resume. VI. Materials and Resources Book Url: NSU Book Store Course Required Texts and Materials: Textbook Fitzpatrick, J., Sanders, J. & Worthen B. (2011). Program evaluation: Alternative approaches and practical guidelines. Upper Saddle River, NJ: Pearson. 978-0-205-57935-9 Course Supplemental Materials: American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author. VII. Course Requirements VIII. Course Schedule and Topic Outline Course Schedule: Module Module 1 Topics Purpose of the Evaluation Project Class Activities & Assignments Explore the Module 1 Read Chapters 1, 2,3,6 Submit Discussion 1 Evaluation of a Program 2 Generated: 5/7/2021 Literature Review and Problem Solutions Description and Explanation of Methods Used in the Evaluation of a Curriculum Explore the Module 2 Read Chapters 11, 12, 13, 14 Submit Assignment 1 Submit Discussion 2: Page 2 of 15 3 4 Conducting a Program Evaluation Report on a Program Evaluation Explore the Module 3 Read Chapters 15 & 16 Submit Discussion 3: Explore the Module 4 Read Chapter 17 Submit Assignment 2 Submit Discussion 4: Unit 2 Reflection on the Explore the Module 5 Submit Discussion 5: Module 5 CIMA Program of Study Your task this week is to reflect on your overall EdS program of study. While all students in the program have taken the same course work, everyone is unique. Therefore, reflect on your personal growth. How might you use that growth to lead? 6 CIMA Program Review 7 8 Personal Development Plan and Resume Final Reporting Explore the Module 6 Submit Assignment 3 Submit Discussion 6: As part of your final assignment, you submit your Professional Development Plan. Are your present goals the same goals that you had at the beginning of your Education Specialist program of study? What are those goals? If they are different now, what caused them to change? In preparation for Assignment 4, reflect on your goals for the next five years. Submit Discussion 7 Submit Assignment 4 Topic Outline: This course has two units and 8 modules. Unit 1 - Program Evaluation Module 1 - Purpose of the evaluation and literature related to the program evaluation Module 2 - Methods used to conduct a program evaluation Module 3 - Conducting a program evaluation Module 4 - Results of and report on the program evaluationUnit 2 - Personal Professional Development Module 5 - Reflection on the CIMA program Module 6 - Review of the CIMA program Module 7 - Personal Development Plan and Resume Module 8 - Final Reporting Generated: 5/7/2021 Page 3 of 15 IX. Assignments Assignment 1—Evaluation Plan The first assignment is to conduct an evaluation of an academic program. This report may be on a program identified by the CIMA student, or for a program identified by the instructor. A sample program with course materials will be posted in the course management system. The plan should include: 1. program description 2. program documentation and review 3. review of literature related to the program 4. methods used to evaluate the program, including an evaluation rubric Assignment 1 should be approximately ten pages in length. The instructor for CIMA 720 will provide additional information about this assignment. Form A B Grading Rubric for Assignment 1 Style Organization Capitalization Punctuation Spelling Word usage APA guidelines Diction Awareness of audience Focus Sentence formation Overall structure (introduction, development, closure) Thesis/Topic sentences Transitions Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas) No significant errors in APA guidelines. Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage. Highly effective use of vocabulary. Accurate word choice. Compelling awareness of audience and task. Highly varied sentence structure. Strong evidence of narrative voice. Exemplary overall structure, carefully organized from beginning to end. Consistently lucid and identifiable thesis/ topic sentences. Consistently clear, effective transitions. Readily identifiable components addressed in the assignment. Commendable overall structure, organized from beginning to end. Generally clear thesis/ topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment. Generated: 5/7/2021 Effective use of vocabulary. Accurate word choice. General awareness of audience and task. Varied sentence structure. Some evidence of narrative voice. Content Ideas/Argument (persuasiveness, originality, accuracy, completeness) Support (sufficient and specific examples, details, evidence) Content is thorough, accurate, sophisticated, and highly persuasive. Ideas are original and/or powerfully presented. Support is consistently rich, convincing, interesting, and well chosen. Content is persuasive. Ideas are generally strong. Support is strong and reinforces the focus. Page 4 of 15 C C F Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage. Generally effective use of vocabulary. Generally accurate word choice. General awareness of audience and task. Generally varied sentence structure. Some evidence of narrative voice. Commendable overall structure, organized from beginning to end, though lapses in order or structure may be present. Generally clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment. Capitalization Limited Inadequate overall and/or vocabulary and poor structure. Somewhat punctuation word choice. Some difficult to follow. errors. awareness of audience Unclear thesis/topic Comprehension and task. Some sentences. Infrequent impeded by sentence variation. transitions. Components usage errors. Errors in Undeveloped of the assignment APA guidelines. narrative voice. difficult to find. Numerous Inadequate vocabulary Lack of structure. Basic capitalization and /or and incorrect word comprehension impeded. punctuation errors. choice. Little awareness No thesis/topic Comprehension of audience and task. sentences. No transitions. seriously impeded Little sentence Components of the by usage errors. variation. Undeveloped assignment difficult to Significant and narrative voice. find. numerous errors in APA guidelines. Content is generally persuasive. Ideas are generally strong. Support is strong and generally reinforces the focus. Content too brief. Argument is not persuasive. Ideas are somewhat faulty. Support is insufficient. Content too brief. Few relevant ideas. Little evidence of appropriate support. Assignment 2—Completing the Evaluation - Report This assignment will build on Assignment 1 and will include but not be limited to these sections: 1. results of the evaluation 2. recommendations 3. presentation of the report -- this can be a live or recorded presentation and the discretion of the instructor. Form Capitalization Punctuation Spelling Word usage APA guidelines Generated: 5/7/2021 Grading Rubric for Assignment 2 Style Organization Diction Awareness of audience Focus Sentence formation Overall structure (introduction, development, closure) Thesis/Topic sentences Transitions Content Ideas/Argument (persuasiveness, originality, accuracy, completeness) Support (sufficient and specific examples, details, evidence) Page 5 of 15 A Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas) No significant errors in APA guidelines. Highly effective use of vocabulary. Accurate word choice. Compelling awareness of audience and task. Highly varied sentence structure. Strong evidence of narrative voice. B Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage. Effective use of vocabulary. Accurate word choice. General awareness of audience and task. Varied sentence structure. Some evidence of narrative voice. Generally effective use of vocabulary. Generally accurate word choice. General awareness of audience and task. Generally varied sentence structure. Some evidence of narrative voice. C C F Exemplary overall structure, carefully organized from beginning to end. Consistently lucid and identifiable thesis/ topic sentences. Consistently clear, effective transitions. Readily identifiable components addressed in the assignment. Commendable overall structure, organized from beginning to end. Generally clear thesis/ topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment. Commendable use of Commendable overall capitalization and structure, organized from punctuation. Almost beginning to end, though all words spelled lapses in order or structure correctly. Commendmay be present. Generally able usage. clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment. Capitalization Limited Inadequate overall and/or vocabulary and poor structure. Somewhat punctuation word choice. Some difficult to follow. errors. awareness of audience Unclear thesis/topic Comprehension and task. Some sentences. Infrequent impeded by sentence variation. transitions. Components usage errors. Errors in Undeveloped of the assignment APA guidelines. narrative voice. difficult to find. Numerous Inadequate vocabulary Lack of structure. Basic capitalization and /or and incorrect word comprehension impeded. punctuation errors. choice. Little awareness No thesis/topic Comprehension of audience and task. sentences. No transitions. seriously impeded Little sentence Components of the by usage errors. variation. Undeveloped assignment difficult to Significant and narrative voice. find. numerous errors in APA guidelines. Generated: 5/7/2021 Content is thorough, accurate, sophisticated, and highly persuasive. Ideas are original and/or powerfully presented. Support is consistently rich, convincing, interesting, and well chosen. Content is persuasive. Ideas are generally strong. Support is strong and reinforces the focus. Content is generally persuasive. Ideas are generally strong. Support is strong and generally reinforces the focus. Content too brief. Argument is not persuasive. Ideas are somewhat faulty. Support is insufficient. Content too brief. Few relevant ideas. Little evidence of appropriate support. Page 6 of 15 Assignment 3—CIMA Program Synthesis – “Learning Program Review” Review the papers and projects that you completed for each course in your CIMA Education Specialist program of study. Reflect on what you have learned regarding where your field is and where it is going. Consider how your professional practices in your field may have changed as a result of your studies, especially your experience with the research project. Now begin to generate the Learning Program Review. Write the course title and a concise paragraph about each course that you have taken, Each paragraph should include 1. Types of learning, tools, techniques, and strategies studied in each course 2. A brief description of an assignment that added to your subject area knowledge and professional skills and/or to where your field is and where it may be going 3. The term (Months and Year) as well as the instructor for each course. When you have completed your discussion of each course, generate a final paragraph in which you discuss an area of special interest that you have now. It may be the topic of your research project into which you wish to delve further. It may be some aspect of the burgeoning technology in education. It may focus on cognitive skills such as higher order thinking or information processing or affective issues such as motivation or interpersonal relationships. Think carefully about the topic you choose because it may lead you as you make career choices in the future. Rubric for Assignment 3 Form Style Organization Content A Capitalization Punctuation Spelling Word usage APA guidelines Diction Awareness of audience Focus Sentence formation Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas) No significant errors in APA guidelines. Highly effective use of vocabulary. Accurate word choice. Compelling awareness of audience and task. Highly varied sentence structure. Strong evidence of narrative voice. Generated: 5/7/2021 Overall structure (introduction, development, closure) Thesis/Topic sentences Transitions Ideas/Argument (persuasiveness, originality, accuracy, completeness) Support (sufficient and specific examples, details, evidence) Exemplary overall Types of learning, tools, structure, carefully techniques, and strategies organized from beginning studied in each course are to end. Consistently lucid presented in well- conceived and identifiable and well- crafted detail. The thesis/topic sentences. description of an assignment Consistently clear, that added to subject area effective transitions. knowledge and Readily identifiable professional skills and/or to components addressed in where the field is and where it the assignment. may be going is thorough and detailed. The concluding paragraph in which an area of special interest is discussed is substantive and demonstrates passion and commitment. Page 7 of 15 B Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage. Effective use of vocabulary. Accurate word choice. General awareness of audience and task. Varied sentence structure. Some evidence of narrative voice. Commendable overall structure, organized from beginning to end. Generally clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment. C Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage. Generally effective use of vocabulary. Generally accurate word choice. General awareness of audience and task. Generally varied sentence structure. Some evidence of narrative voice. Commendable overall structure, organized from beginning to end, though lapses in order or structure may be present. Generally clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment. C Capitalization and/or punctuation errors. Comprehension impeded by usage errors. Errors in APA guidelines. Limited vocabulary and poor word choice. Some awareness of audience and task. Some sentence variation. Undeveloped narrative voice. Inadequate overall structure. Somewhat difficult to follow. Unclear thesis/topic sentences. Infrequent transitions. Components of the assignment difficult to find. Generated: 5/7/2021 Types of learning, tools, techniques, and strategies studied in each course are presented in wellconceived detail. The description of an assignment that added to subject area knowledge and professional skills and/or to where the field is and where it may be going is thorough. The concluding paragraph in which an area of special interest is discussed is substantive and demonstrates passion and commitment. Types of learning, tools, techniques, and strategies studied in each course are presented in detail. The description of an assignment that added to subject area knowledge and professional skills and/or to where the field is and where it may be going is present. The concluding paragraph in which an area of special interest is discussed is substantive and demonstrates commitment. Types of learning, tools, techniques, and strategies studied in each course are presented in a cursory manner. The description of an assignment that added to subject area knowledge and professional skills and/or to where the field is and where it may be going is inadequate. The concluding paragraph in which an area of special interest is discussed is substantive. Page 8 of 15 F Numerous capitalization and/or punctuation errors. Comprehension seriously impeded by usage errors. Significant and numerous errors in APA guidelines. Inadequate vocabulary and incorrect word choice. Little awareness of audience and task. Little sentence variation. Undeveloped narrative voice Lack of structure. Basic comprehension impeded. No thesis/topic sentences. No transitions. Components of the assignment difficult to find. Types of learning, tools, techniques, and strategies studied in each course are inadequate. The description of an assignment that added to subject area knowledge and professional skills and/or to where the field is and where it may be going is inadequate. The concluding paragraph in which an area of special interest is inadequate. Assignment 4—Professional Development Plan and Resume Having completed your Learning Program Review, you have no doubt a broader awareness of and a deeper appreciation for your accomplishments in your program of study. This assignment has two components. 1 - Professional Development Plan Your first task in Assignment 4 is to generate a Professional Development Plan (PDP). Your PDP should be a strategic plan that may serve to guide you during the next five years. A list of questions appears in the course readings. How you answer them will help you focus your thinking and planning for potential career changes. Consider the additional training, materials, connections with others in the field, job opportunities, and leadership roles that may be important to you as you seek advancement. On purpose no specific format is being prescribed for you as you generate your PDP. It is time now for you to demonstrate that you are capable of producing a well-organized, clear, complete, and compelling plan. 2 - The Resume Your second task in Assignment 4 is to generate a resume that reflects your current knowledge, skills, and goals. Begin the resume on a new page after the PDP. Rubric for Assignment 4 Form Style Organization Content Capitalization Punctuation Spelling Word usage APA guidelines Generated: 5/7/2021 Diction Awareness of audience Focus Sentence formation Overall structure (introduction, development, closure) Thesis/Topic sentences Transitions Ideas/Argument (persuasiveness, originality, accuracy, completeness) Support (sufficient and specific examples, details, evidence) Page 9 of 15 A Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas) No significant errors in APA guidelines. Highly effective use of vocabulary. Accurate word choice. Compelling awareness of audience and task. Highly varied sentence structure. Strong evidence of narrative voice. Exemplary overall structure, carefully organized from beginning to end. Consistently lucid and identifiable thesis/topic sentences. Consistently clear, effective transitions. Readily identifiable components addressed in the assignment. The Professional Development Plan demonstrates excellent thinking and planning for potential career changes. Additional training, materials, connections with others in the field, job opportunities, and leadership roles are all addressed thoroughly and concisely. The Resume demonstrates current knowledge, skills, and goals clearly and thoroughly. B Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage. Effective use of vocabulary. Accurate word choice. General awareness of audience and task. Varied sentence structure. Some evidence of narrative voice. Commendable overall structure, organized from beginning to end. Generally clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment. C Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage. Generally effective use of vocabulary. Generally accurate word choice. General awareness of audience and task. Generally varied sentence structure. Some evidence of narrative voice. Commendable overall structure, organized from beginning to end, though lapses in order or structure may be present. Generally clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment. The Professional Development Plan demonstrates sound thinking and planning for potential career changes. Additional training, materials, connections with others in the field, job opportunities, and leadership roles are all addressed thoroughly. The Resume demonstrates current knowledge, skills, and goals clearly and thoroughly. The Professional Development Plan demonstrates thinking and planning for potential career changes. Additional training, materials, connections with others in the field, job opportunities, and leadership roles are all addressed satisfactorily. The Resume demonstrates current knowledge, skills, and goals thoroughly. Generated: 5/7/2021 Page 10 of 15 C Capitalization and/or punctuation errors. Comprehension impeded by usage errors. Errors in APA guidelines. Limited vocabulary and poor word choice. Some awareness of audience and task. Some sentence variation. Undeveloped narrative voice. Inadequate overall structure. Somewhat difficult to follow. Unclear thesis/topic sentences. Infrequent transitions. Components of the assignment difficult to find. F Numerous capitalization and /or punctuation errors. Comprehension seriously impeded by usage errors. Significant and numerous errors in APA guidelines. Inadequate vocabulary and incorrect word choice. Little awareness of audience and task. Little sentence variation. Undeveloped narrative voice. Lack of structure. Basic comprehension impeded. No thesis/topic sentences. No transitions. Components of the assignment difficult to find. The Professional Development Plan demonstrates thinking and planning for potential career changes. Additional training, materials, connections with others in the field, job opportunities, and leadership roles are addressed minimally. The Resume demonstrates current knowledge, skills, and/or goals. The Professional Development Plan demonstrates planning for potential career changes. Additional training, materials, connections with others in the field, job opportunities, and/or leadership roles are addressed minimally. The Resume lacks sufficient presentation of knowledge, skills, and/or goals. ASSIGNMENT 5 - EXAMINATION Your instructor will assign an objective examination covering the readings, discussions, and other contents of this course. Your instructor will determine the method that the examination will be delivered. This quiz/examination will have multiple choice and true/false questions. X. Assessments XI. Grading Criteria Final Course Grade: Course Assignments and their percentage of the final grade: Assignment Points % Approximate Module # Assignment 1: Evaluation Plan Report 100 20 2 Assignment 2: Complete Report 100 25 4 Assignment 3: Content Area Program Synthesis 100 20 6 Assignment 4: Professional Development Plan and Resume 100 15 8 Assingment 5: Examination, Participation and Discussions 100 20 1-8 Generated: 5/7/2021 Page 11 of 15 Total: 100 Master's & EdS Grading Scale Letter Percentage Grade Quality Points A 90-100 4.0 B 80-89 3.0 C 70-79 2.0 F Below 70 0.0 As of August 19, 2019 XII. Course Policies 1. Attendance Students are expected to meet all requirements of this course as specified in the syllabus and by the instructor including frequent participation in the online course area. 2. Writing across the 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. Help is also available at SharkWrites: http://nova.campusguides.com/FSESharkWrites Zoom Name Policies -- If zoom videoconferencing meetings are held, students are expected to: use their complete names for their zoom names enable video students can be seen live. XIII. University Policies A. Academic Misconduct The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available online http://education.nova.edu/students/current-students/studentcataloghandbook.html. 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 (see Academic Honesty Standards). Generated: 5/7/2021 Page 12 of 15 5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct 6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements. 7. Bribery: offering of goods, services, property, or money in an attempt to gain an academic advantage. 8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates, and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements. 9. Knowingly furnishing false information to the institution. Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic misconduct may also result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may have occurred. Note: If a charge of academic misconduct is determined in a course, any student-initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course. B. Plagiarism Work that is submitted for credit must be the original work of the student. Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another 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) or when another person's work is copied or otherwise duplicated for academic credit. 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 (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism. Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a course, any student-initiated course withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a determination of plagiarism that results in an "F" for the course. All students are entitled to due process pursuant to Fischler College of Education policies and procedures. C. Americans with Disabilities Act (ADA) Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability who meets the academic and technical standards required to enroll in and participate in Nova Southeastern University's programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that person's needs through reasonable accommodation. At the postsecondary level, it is the student's responsibility to initiate the process for disability services. The process for obtaining a reasonable accommodation is an interactive one that begins with the student's disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of a disability from a qualified physician Generated: 5/7/2021 Page 13 of 15 or clinician who diagnoses disabilities and sets forth the recommended accommodations. The necessary forms and procedures for requesting disability-related accommodations can be obtained from the NSU Office of Student Disability Services through its website at http://www.nova.edu/disabilityservices/index.html, via e-mail at disabilityservices@nova.edu, or by calling 954-262-7185 (toll-free at 800-986-3223, ext. 27185). To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation should be submitted to the NSU Office of Student Disability Services a minimum of four (4) weeks prior to the commencement of classes for any given semester. D. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU email. E. The current edition of the FCE&SCJ Catalog and Student Handbook is available http://education.nova.edu/students/current-students/studentcataloghandbook.html. This document provides extensive information on University and FCE policies, regulations, and procedures. NSU Class Recording Policy: Class content throughout this course may be recorded in accordance with the NSU Class Recording Policy. If class content is recorded, these recordings will be made available to students registered for this course as a supplement to the classroom experience. Recordings will be made available to all students who were registered to attend the live offering of the class, regardless of a student’s section or discipline, or whether the student is participating in the course online. If recordings are intended to be accessible to students or third parties who were not registered for the live offering of the class, students’ personally identifiable information will be removed or redacted from the recording, unless (1) their written consent to such disclosure was previously provided, or (2) the disclosure is permissible in accordance with the Family Educational Rights and Privacy Act (“FERPA”). Students are prohibited from recording audio or video, or taking photographs in classrooms (including online classes) without prior permission from the instructor or pursuant to an approved disability accommodation, and from reproducing, sharing, or disseminating classroom recordings to individuals outside of this course. Students found engaging in such conduct will be in breach of the Student Code of Conduct and subject to disciplinary action. XIV. Bibliography XV. Appendix/Appendices LIST OF SUGGESTED RESOURCES Web sites: American Education Research Association. http://www.aera.org Additional Assistance with APA formatting: Alvin Sherman Library, Research, and Information Technology Center (2010). SharkWrites: The Abraham S. Fischler School of Education Writing Resource Center. http://nova.campusguides.com/FSESharkWrites Alvin Sherman Library, Research, and Information Technology Center. Turnitin & using APA to avoid plagiarism. www.nova.edu/library/video/research/Turnitin American Psychological Association. APA style. http://www.apastyle.org/ American Psychological Association. Basics of APA style tutorial. http://flash1r.apa.org/apastyle/basics/index.htm The Purdue Online Writing Lab. http://owl.english.purdue.edu/ Warlick, D., & The Landmark Project. Citation machine. Generated: 5/7/2021 Page 14 of 15 http://citationmachine.net/ Course Syllabus Management Team Lead Faculty: Michael Simonson, PhD Last Revised Date: January 2021 Generated: 5/7/2021 Page 15 of 15