Library Media Programs - LM510
https://c1.livetext.com/doc/5619054
Syllabus
JACKSONVILLE STATE UNIVERSITY
Department of Education and Professional Studies
LM 510 LIBRARY MEDIA PROGRAMS (3 hours)
Summer II Term (June 1-June28)
Class meets on Tuesdays, Wimba, 4:30-7:30
Professor: Dr. Betty J. Morrris
Office: 5th Floor,
Houston Cole Library
Phone: 256-782-5011 (office)
256-782-0528 (home)
678-478-2745 (cell) emergency only
Email: [email protected] (office)
[email protected] (home)
Office Hours: Wednesday & Thursday 2:4:30 p.m.
REQUIRED TEXTS:
There are no required texts for this course.
COURSE DESCRIPTION: Provides an overview of the design and implementation of the total school library media program. Emphasis is placed on the integration of information literacy skills throughout the school curriculum .
COURSE OBJECTIVES: Upon successful completion of the course, the student will be able to demonstrate:
A. Knowledge of:
1. vital programs necessary for a functional and inviting media
center
2. planning strategies for the instructional, in-service, production, technological, and public relations programs of the library media center and the evaluation of these programs.
3. procedures for integrating the library media program into the total school curriculum, including programming for special populations.
4. the leadership role of the library media specialist in developing a sound library media program in the school.
5. communication skills and their role in developing a viable library media program.
B. Skill in:
1. collaborating with faculty members to improve instruction.
2. training faculty in new technology and providing other
professional development opportunities.
3. designing media programs to enhance the school curriculum
and promote lifelong learning.
4. accepting leadership roles to improve the library media
program.
5. public relations to enhance the media program.
6. promoting reading.
C. Dispositions that:
1. recognize the importance of developing programs to enhance
the school and its curriculum.
2. recognize the need for promoting reading so students become
lifelong readers.
3. recognize that media specialists need to be school leaders.
4. acknowledge that professional development of faculty is necessary if media specialists are to assume leadership roles.
COURSE CONTENT:
Public Relations
Media Center Programs
Leadership Role of Media Specialist
Technology Professional Development
Reading Promotion
Integration of Information Literacy Skills
Circulation/Confidentiality
Curriculum Integration/Development
Collaboration
Book talks
INSTRUCTIONAL MATERIALS AND READINGS
Alessio, A. J. & Patton, K. A. (2006). A year of programs for teens.
Chicago: American Library Association.
ALA & AECT. (1998). Information power: Partnerships for learning.
Chicago & Washington, DC: Author.
Barchers, S. I. & Pfeffinger, C. R. (2007). Getting ready to read with
children’s theatre. Westport, CT: Libraries Unlimited.
Barchers, S. I. & Pfeffinger, C. R. (2007). More reader’s theatre for
beginning readers. Westport, CT: Libraries Unlimited.
Bauer, C. F. (2008). Leading kids to books through puppets. Chicago:
American Library Association.
Behen, L. D. (2006). Using pop culture to teach information literacy.
Westport, CT: Libraries Unlimited.
Bradburn, F. (1999). Output measures for school library media programs. New York: Neal-Schuman.
Copeland, B. S. & Messner, P. A. (2005). Collaborative lessons for the
primary grades. Westport, CT: Libraries Unlimited.
Diamont-Cohen, B. & Levi, S. K. (2008). Booktalking bonanza. Chicago: American Library Association.
Everhart, N. (1998). Evaluating the school library media center. Westport, CT: Libraries Unlimited.
Farmer, L.S.J. (2001). Teaming with opportunity: Media programs,
community constituencies, and technology. Westport, CT:
Libraries Unlimited
Fredericks, A. D. (2008). More frantic frogs and other frankly fractured
folktales for reader’s theatre. Westport, CT: Libraries Unlimited.
Fredericks, A. D. (2007). Nonfiction readers theatre for beginning
readers. Westport, CT: Libraries Unlimited.
Frey, Y. A. (2004). One-person puppetry streamlined and simplified
with 38 folk-tale scripts. Chicago: American Library Association.
Grimes, S. (2006). Reading is our business: How libraries can foster reading comprehension. Chicago: American Library Association.
Jenkins, D. R. (2007). All year long: Funny readers theatre for life’s
special times. Westport, CT: Libraries Unlimited.
Kuharets, O. R. (2001). Venture into cultures: A resource book of multicultural materials and programs. Chicago: American Library Association.
Kuhlthu, C. C., Maniotes, L. K. & Caspari, A. K. (2007). Guided inquiry.
Westport, CT: Libraries Unlimited.
Leslie, R. & Wilson, P. P. (2001). Igniting the spark: Library programs
that inspire high school patrons. Westport, CT: Libraries
Unlimited.
Loertscher, D. (2000). Taxonomies of the school library media
program. Littleton, CO: Libraries Unlimited.
MacDonald, M. R. (2004). Twenty tellable tales: Audience participation
folktales for the beginning storyteller. Chicago: American Library
Association.
Martin, A. M. (2005). Seven steps to an award winning school library
program. Westport, CT: Libraries Unlimited.
Morris, B. J. (2004). Administering the school library media center. 4th
ed. Westport, CT: Libraries Unlimited.
Peters, T. A. (2008). Library programs online. Westport, CT: Libraries
Unlimited.
Reid, R. (2004). Cool story programs for t he school-age crowd.
Chicago: American Library Association.
Reid, R. (2002). Something funny happened at the library: How to
create humorous programs for children and young adults. Chicago: American Library Association.
Reid, R. (2007). Something musical happened at the library: Adding
song and dance to children’s story hour. Chicago: American
Library Association.
Salmon, S. et al.(1996) Power up your library: Creating the school library media program. Westport, CT: Libraries Unlimited.
Santa Clara County Office of Education, Library Services. (2001). Where do I start? A school library handbook. Worthington, OH: Linworth Publishing.
Siess, J. A. (2003). The visible librarian: Asserting your value with
marketing and advocacy. Chicago: American Library Association.
Sullivan, M. (2003). Connecting boys with books: What libraries can
do. Chicago: American Library Association.
Sykes, J. A. (2005). Brain friendly school libraries. Westport, CT: Libraries Unlimited.
Taylor, J. (2005). Information literacy and the school library media center. Westport, CT: Libraries Unlimited.
Turner, P. & Riedling, A. M. (2003). Helping teachers teach. 3rd ed.
Westport, CT: Libraries Unlimited.
Vardell, S. M. (2006). Poetry aloud here: Sharing poetry with children
in the library. Chicago: American Library Association.
Wilson, P. P. & Leslie, R. (2001). Center state: Library programs that inspire middle school patrons. Westport, CT: Libraries Unlimited.
Wilson, P. P. & Leslie, R. (2001). Premiere events: Library programs that inspire elementary school patrons. Westport, CT: Libraries Unlimited.
Web Sites:
American Psychological Association (1999). Electronic reference formats recommended by the American Psychological Association. Retrieved August 21, 2000 from the World Wide Web: http://www.apa.org/journals/webref.html#Web Site
COURSE REQUIREMENTS
1. Student work
All student work submitted during the course is required to be original. Original means that the work is done this semester and has not been done by another person. All projects must be completed to be graded.
Students are expected to research all assignments thoroughly using books, audiovisual materials, and the Internet. Students are expected to turn in all assignments using word processing. All assignments must be posted on Livetext by each student so that the assignment appears in the professor's Livetext Library Media Portfolio. Keeping the assignments posted on time is the responsibility of the student. Grades will be lowered if the assignments are not ready to grade by the last day of class.
All reference lists are to be done in APA style for this course. Use the following Long Island University website as a reference for APA style: http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm
The following are general descriptions of the projects required for the course
Project 1.1 Class participation and attendance
Students are required to attend class and to participate in the discussions. As part of the participation grade students will do a formative evaluation, develop a blog, fill out the student questionnaire, list team members and write a reflective summary of the course.
Student information sheet due: June 6
Team/Group List due: June 6
Group responsibilities due: June 6
Blog due: June 10
Formative evaluation due: June 20
Written reflective Summary due: June 27
Project 1.2 Three Year Media Program Plan
Students will develop a three year media program plan. Your plan will be developed from examples of library media programs in action (excluding those of class visitors). Look at your school, schools where friends or family teach, or any contacts available to you. Do research to find appropriate programs to include. Describe the programs in one paragraph each, listing names of media specialists and schools, when appropriate. A three year timeline will be part of your plan.
Due: June 13
Project 1.3 Public Relations Brochure
This project is a group project where a brochure is developed to promote your media center or an event to take place in the media center. Creativity is required to make this assignment interesting for potential media center users..
Due: June 20
Project 1.4 Reading or Literature Promotion
Students will design and conduct a reading or literature promotion or another library media program activity in your school related to reading. Choose an idea from class discussion or from research that addresses an actual goal for your school, and have it approved by the instructor. Written component includes: a project abstract, time-line, and bibliography. Oral component: 5 – 10 minute presentation by group members describing what you did with visual and/or interactive component and handout.
Due: June 20
Project 1.5 Media Program PowerPoint
Do a PowerPoint presentation explaining the components of the school-wide media program, how to plan for it, and how to get major participation of the school community.
Due June 27
COURSE EVALUATION
The course grade will be determined by the performance of the student in meeting the course requirements.
Grading policy:
The grading scale is as follows:
A=90-100%, B=80-89%, C=70-79%, F=69% and below.
No extra credit assignments are given. Students are evaluated in the following areas:
Activity
% of Final Grade
Type of Assessment
Class participation and attendance, formative evaluation, reflective summary & reading log
10 %
Teacher observation
Checklist
Brochure
20%
Rubric
3-Year Media Program
30%
Rubric
Reading/Literature
Promotion
20%
Rubric
Media Program PowerPoint
20%
Rubric
Total
100%
DISABILITY ACCOMMODATIONS STATEMENT
Any individual who qualifies for reasonable accommodations under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 should contact the course instructor immediately.
CLASS POLICIES:
1. Submitting Assignments.
Students are expected to submit assignments on time. Valid reasons for submitting work late must be cleared by the instructor in advance. It is the student’s responsibility to contact the professor when extenuating circumstances take place. Class participation points will be deducted for each day late.
2. Professionalism
Students are expected to conduct themselves professionally. Acting professionally is an essential quality for all professionals who will be working in the schools. Professionalism includes but is not limited to the following:
o Participating in interactions and class activities in a positive manner.
o Collaborating and working equitably with students in the class.
o Actively participating in class each week.
o Turning in assignments on time.
o Arriving at and leaving class punctually.
o Treating class members, colleagues, and instructor with respect in and out of the classroom.
o Eliminating interruptions in class. (This includes cell phones, beepers, and disruptive behavior during class meetings, such as talking that interferes with class activities.
o Students who display a lack of professionalism will be contacted by the instructor immediately after the violation takes place and informed of the consequences. If there is a second violation the student may be dismissed from the program for at least one year.
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes ideas or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy. Infractions may include cheating and plagiarism.
College of Education & Professional Studies
Honesty Policy
Cheating
1. Cheating: 1st Offense - A student who cheats or participates in the act of cheating on an examination (or any other graded work) will receive a failing grade (“F”) in the course.
2. Cheating: 2nd Offense - A student who cheats or participates in the act of cheating on an examination (or any other graded work) will be dismissed from the program study, and will not be allowed to enroll in any other program of study in the College of Education & Professional Studies at Jacksonville State University.
Plagiarism
1. Plagiarism: 1st Offense – A student who plagiarizes or participates in the act of plagiarism will receive a failing grade (“F”) in the course. In addition, the student will be required to complete a remedial seminar on plagiarism. Failure to do so will result in an automatic 2nd Offense.
2. Plagiarism: 2nd Offense - A student who plagiarizes or participates in the act of plagiarism a second time will be dismissed from the program of study, and will not be allowed to enroll in any other program in the College of Education & Professional Studies at Jacksonville State University.
Exhibiting Unethical Disposition
1. Exhibiting Unethical Disposition: 1st Offense – A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role during any school or school-related activity associated with coursework will receive a failing grade (“F”) in the course.
2. Exhibiting Unethical Disposition: 2nd Offense - A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role a second time will be dismissed from the program of study, and will not be allowed to enroll in any other program in the College of Education & Professional Studies at Jacksonville State University.
NOTES:
1. It should be noted that the occurrence of cheating, plagiarizing, or exhibiting unethical dispositions is cumulative, i.e., it carries over to any other course taught in the College of Education & Professional Studies.
2. If a student wishes to appeal at any level of the honesty policy, she (he) is to follow the College of Education & Professional Studies’ grade appeal process.
© 1997-2014 LiveText, Inc. All rights reserved. Need Help? Contact support@livetext.
Syllabus
JACKSONVILLE STATE UNIVERSITY
Department of Education and Professional Studies
LM 510 LIBRARY MEDIA PROGRAMS (3 hours)
Summer II Term (June 1-June28)
Class meets on Tuesdays, Wimba, 4:30-7:30
Professor: Dr. Betty J. Morrris
Office: 5th Floor,
Houston Cole Library
Phone: 256-782-5011 (office)
256-782-0528 (home)
678-478-2745 (cell) emergency only
Email: [email protected] (office)
[email protected] (home)
Office Hours: Wednesday & Thursday 2:4:30 p.m.
REQUIRED TEXTS:
There are no required texts for this course.
COURSE DESCRIPTION: Provides an overview of the design and implementation of the total school library media program. Emphasis is placed on the integration of information literacy skills throughout the school curriculum .
COURSE OBJECTIVES: Upon successful completion of the course, the student will be able to demonstrate:
A. Knowledge of:
1. vital programs necessary for a functional and inviting media
center
2. planning strategies for the instructional, in-service, production, technological, and public relations programs of the library media center and the evaluation of these programs.
3. procedures for integrating the library media program into the total school curriculum, including programming for special populations.
4. the leadership role of the library media specialist in developing a sound library media program in the school.
5. communication skills and their role in developing a viable library media program.
B. Skill in:
1. collaborating with faculty members to improve instruction.
2. training faculty in new technology and providing other
professional development opportunities.
3. designing media programs to enhance the school curriculum
and promote lifelong learning.
4. accepting leadership roles to improve the library media
program.
5. public relations to enhance the media program.
6. promoting reading.
C. Dispositions that:
1. recognize the importance of developing programs to enhance
the school and its curriculum.
2. recognize the need for promoting reading so students become
lifelong readers.
3. recognize that media specialists need to be school leaders.
4. acknowledge that professional development of faculty is necessary if media specialists are to assume leadership roles.
COURSE CONTENT:
Public Relations
Media Center Programs
Leadership Role of Media Specialist
Technology Professional Development
Reading Promotion
Integration of Information Literacy Skills
Circulation/Confidentiality
Curriculum Integration/Development
Collaboration
Book talks
INSTRUCTIONAL MATERIALS AND READINGS
Alessio, A. J. & Patton, K. A. (2006). A year of programs for teens.
Chicago: American Library Association.
ALA & AECT. (1998). Information power: Partnerships for learning.
Chicago & Washington, DC: Author.
Barchers, S. I. & Pfeffinger, C. R. (2007). Getting ready to read with
children’s theatre. Westport, CT: Libraries Unlimited.
Barchers, S. I. & Pfeffinger, C. R. (2007). More reader’s theatre for
beginning readers. Westport, CT: Libraries Unlimited.
Bauer, C. F. (2008). Leading kids to books through puppets. Chicago:
American Library Association.
Behen, L. D. (2006). Using pop culture to teach information literacy.
Westport, CT: Libraries Unlimited.
Bradburn, F. (1999). Output measures for school library media programs. New York: Neal-Schuman.
Copeland, B. S. & Messner, P. A. (2005). Collaborative lessons for the
primary grades. Westport, CT: Libraries Unlimited.
Diamont-Cohen, B. & Levi, S. K. (2008). Booktalking bonanza. Chicago: American Library Association.
Everhart, N. (1998). Evaluating the school library media center. Westport, CT: Libraries Unlimited.
Farmer, L.S.J. (2001). Teaming with opportunity: Media programs,
community constituencies, and technology. Westport, CT:
Libraries Unlimited
Fredericks, A. D. (2008). More frantic frogs and other frankly fractured
folktales for reader’s theatre. Westport, CT: Libraries Unlimited.
Fredericks, A. D. (2007). Nonfiction readers theatre for beginning
readers. Westport, CT: Libraries Unlimited.
Frey, Y. A. (2004). One-person puppetry streamlined and simplified
with 38 folk-tale scripts. Chicago: American Library Association.
Grimes, S. (2006). Reading is our business: How libraries can foster reading comprehension. Chicago: American Library Association.
Jenkins, D. R. (2007). All year long: Funny readers theatre for life’s
special times. Westport, CT: Libraries Unlimited.
Kuharets, O. R. (2001). Venture into cultures: A resource book of multicultural materials and programs. Chicago: American Library Association.
Kuhlthu, C. C., Maniotes, L. K. & Caspari, A. K. (2007). Guided inquiry.
Westport, CT: Libraries Unlimited.
Leslie, R. & Wilson, P. P. (2001). Igniting the spark: Library programs
that inspire high school patrons. Westport, CT: Libraries
Unlimited.
Loertscher, D. (2000). Taxonomies of the school library media
program. Littleton, CO: Libraries Unlimited.
MacDonald, M. R. (2004). Twenty tellable tales: Audience participation
folktales for the beginning storyteller. Chicago: American Library
Association.
Martin, A. M. (2005). Seven steps to an award winning school library
program. Westport, CT: Libraries Unlimited.
Morris, B. J. (2004). Administering the school library media center. 4th
ed. Westport, CT: Libraries Unlimited.
Peters, T. A. (2008). Library programs online. Westport, CT: Libraries
Unlimited.
Reid, R. (2004). Cool story programs for t he school-age crowd.
Chicago: American Library Association.
Reid, R. (2002). Something funny happened at the library: How to
create humorous programs for children and young adults. Chicago: American Library Association.
Reid, R. (2007). Something musical happened at the library: Adding
song and dance to children’s story hour. Chicago: American
Library Association.
Salmon, S. et al.(1996) Power up your library: Creating the school library media program. Westport, CT: Libraries Unlimited.
Santa Clara County Office of Education, Library Services. (2001). Where do I start? A school library handbook. Worthington, OH: Linworth Publishing.
Siess, J. A. (2003). The visible librarian: Asserting your value with
marketing and advocacy. Chicago: American Library Association.
Sullivan, M. (2003). Connecting boys with books: What libraries can
do. Chicago: American Library Association.
Sykes, J. A. (2005). Brain friendly school libraries. Westport, CT: Libraries Unlimited.
Taylor, J. (2005). Information literacy and the school library media center. Westport, CT: Libraries Unlimited.
Turner, P. & Riedling, A. M. (2003). Helping teachers teach. 3rd ed.
Westport, CT: Libraries Unlimited.
Vardell, S. M. (2006). Poetry aloud here: Sharing poetry with children
in the library. Chicago: American Library Association.
Wilson, P. P. & Leslie, R. (2001). Center state: Library programs that inspire middle school patrons. Westport, CT: Libraries Unlimited.
Wilson, P. P. & Leslie, R. (2001). Premiere events: Library programs that inspire elementary school patrons. Westport, CT: Libraries Unlimited.
Web Sites:
American Psychological Association (1999). Electronic reference formats recommended by the American Psychological Association. Retrieved August 21, 2000 from the World Wide Web: http://www.apa.org/journals/webref.html#Web Site
COURSE REQUIREMENTS
1. Student work
All student work submitted during the course is required to be original. Original means that the work is done this semester and has not been done by another person. All projects must be completed to be graded.
Students are expected to research all assignments thoroughly using books, audiovisual materials, and the Internet. Students are expected to turn in all assignments using word processing. All assignments must be posted on Livetext by each student so that the assignment appears in the professor's Livetext Library Media Portfolio. Keeping the assignments posted on time is the responsibility of the student. Grades will be lowered if the assignments are not ready to grade by the last day of class.
All reference lists are to be done in APA style for this course. Use the following Long Island University website as a reference for APA style: http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm
The following are general descriptions of the projects required for the course
Project 1.1 Class participation and attendance
Students are required to attend class and to participate in the discussions. As part of the participation grade students will do a formative evaluation, develop a blog, fill out the student questionnaire, list team members and write a reflective summary of the course.
Student information sheet due: June 6
Team/Group List due: June 6
Group responsibilities due: June 6
Blog due: June 10
Formative evaluation due: June 20
Written reflective Summary due: June 27
Project 1.2 Three Year Media Program Plan
Students will develop a three year media program plan. Your plan will be developed from examples of library media programs in action (excluding those of class visitors). Look at your school, schools where friends or family teach, or any contacts available to you. Do research to find appropriate programs to include. Describe the programs in one paragraph each, listing names of media specialists and schools, when appropriate. A three year timeline will be part of your plan.
Due: June 13
Project 1.3 Public Relations Brochure
This project is a group project where a brochure is developed to promote your media center or an event to take place in the media center. Creativity is required to make this assignment interesting for potential media center users..
Due: June 20
Project 1.4 Reading or Literature Promotion
Students will design and conduct a reading or literature promotion or another library media program activity in your school related to reading. Choose an idea from class discussion or from research that addresses an actual goal for your school, and have it approved by the instructor. Written component includes: a project abstract, time-line, and bibliography. Oral component: 5 – 10 minute presentation by group members describing what you did with visual and/or interactive component and handout.
Due: June 20
Project 1.5 Media Program PowerPoint
Do a PowerPoint presentation explaining the components of the school-wide media program, how to plan for it, and how to get major participation of the school community.
Due June 27
COURSE EVALUATION
The course grade will be determined by the performance of the student in meeting the course requirements.
Grading policy:
The grading scale is as follows:
A=90-100%, B=80-89%, C=70-79%, F=69% and below.
No extra credit assignments are given. Students are evaluated in the following areas:
Activity
% of Final Grade
Type of Assessment
Class participation and attendance, formative evaluation, reflective summary & reading log
10 %
Teacher observation
Checklist
Brochure
20%
Rubric
3-Year Media Program
30%
Rubric
Reading/Literature
Promotion
20%
Rubric
Media Program PowerPoint
20%
Rubric
Total
100%
DISABILITY ACCOMMODATIONS STATEMENT
Any individual who qualifies for reasonable accommodations under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 should contact the course instructor immediately.
CLASS POLICIES:
1. Submitting Assignments.
Students are expected to submit assignments on time. Valid reasons for submitting work late must be cleared by the instructor in advance. It is the student’s responsibility to contact the professor when extenuating circumstances take place. Class participation points will be deducted for each day late.
2. Professionalism
Students are expected to conduct themselves professionally. Acting professionally is an essential quality for all professionals who will be working in the schools. Professionalism includes but is not limited to the following:
o Participating in interactions and class activities in a positive manner.
o Collaborating and working equitably with students in the class.
o Actively participating in class each week.
o Turning in assignments on time.
o Arriving at and leaving class punctually.
o Treating class members, colleagues, and instructor with respect in and out of the classroom.
o Eliminating interruptions in class. (This includes cell phones, beepers, and disruptive behavior during class meetings, such as talking that interferes with class activities.
o Students who display a lack of professionalism will be contacted by the instructor immediately after the violation takes place and informed of the consequences. If there is a second violation the student may be dismissed from the program for at least one year.
- Threatening or bullying the professor or colleagues
in this class will not be tolerated.
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes ideas or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy. Infractions may include cheating and plagiarism.
College of Education & Professional Studies
Honesty Policy
Cheating
1. Cheating: 1st Offense - A student who cheats or participates in the act of cheating on an examination (or any other graded work) will receive a failing grade (“F”) in the course.
2. Cheating: 2nd Offense - A student who cheats or participates in the act of cheating on an examination (or any other graded work) will be dismissed from the program study, and will not be allowed to enroll in any other program of study in the College of Education & Professional Studies at Jacksonville State University.
Plagiarism
1. Plagiarism: 1st Offense – A student who plagiarizes or participates in the act of plagiarism will receive a failing grade (“F”) in the course. In addition, the student will be required to complete a remedial seminar on plagiarism. Failure to do so will result in an automatic 2nd Offense.
2. Plagiarism: 2nd Offense - A student who plagiarizes or participates in the act of plagiarism a second time will be dismissed from the program of study, and will not be allowed to enroll in any other program in the College of Education & Professional Studies at Jacksonville State University.
Exhibiting Unethical Disposition
1. Exhibiting Unethical Disposition: 1st Offense – A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role during any school or school-related activity associated with coursework will receive a failing grade (“F”) in the course.
2. Exhibiting Unethical Disposition: 2nd Offense - A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role a second time will be dismissed from the program of study, and will not be allowed to enroll in any other program in the College of Education & Professional Studies at Jacksonville State University.
NOTES:
1. It should be noted that the occurrence of cheating, plagiarizing, or exhibiting unethical dispositions is cumulative, i.e., it carries over to any other course taught in the College of Education & Professional Studies.
2. If a student wishes to appeal at any level of the honesty policy, she (he) is to follow the College of Education & Professional Studies’ grade appeal process.
© 1997-2014 LiveText, Inc. All rights reserved. Need Help? Contact support@livetext.