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Argosy UniversityCOURSE SYLLABUS

E6620Supervision of Curriculum

Faculty InformationFaculty Name: Dr. Kevin O’MaraCampus: ChicagoContact Information:Office Hours:Short Faculty Bio:

Course description: This is an advanced course in curriculum management, examining the processes and procedures of supervising curriculum change, follow-through, and evaluation, with special attention given to curriculum review committees, in-service training, articulation, and diversified programs for students.

Course Pre-requisites: None

Required Textbooks: Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues (4th ed.). Upper Saddle River, NJ: Pearson.

ISBN: 0131715100

Doll, R. C. (1996). Curriculum improvement: Decision making and process (9th ed.). Needham Heights, MA. Pearson. ISBN: 0205164579

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: Author. ISBN: 1557987912

Supplemental Textbook:Eisner, W. (1994). The educational imagination: On the design and evaluation of school programs (3rd ed.). Prentice Hall. ISBN:

0130942871

Course length: 7.5 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:1.0 Research and Theory - Instructional Leaders make decisions based on research and supported theory. They apply their knowledge and skills

to:1.1 Analyze Achievement Data- Analyze student achievement data for instructional improvement.1.2 Make Decisions - Make decisions about curriculum, instructional strategies, educational practices and materials, assessment and

professional development that are based on sound research best practice, institutional data and other contextual information.1.3 Performing - Design classroom research to find solutions to specific problems in academic achievement.1.4 Improving Achievement - Use research and theory to plan, implement and evaluate curricular and instructional practices that support

improved teaching and learning.

2.0 Communication and Informational Literacy - Instructional Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:2.1 Oral and written communication - Orally or in writing, present educational documents that are clear, concise, organized and well supported

in a professional manner using media, including technology, appropriate to the education context and audience.2.2 Organizational Communication - Build trust, gauge climate, assess perceptions, facilitate system processes associated with organizational

communication and the promotion of a positive learning culture.2.3 Information and other Literacies - Effectively support improved achievement, communicate educational messages and promote harmony,

using multiple literacies (including information technology, knowledge of media, conflict resolution, emotional intelligence, etc.).2.4 Professional Knowledge - Use and promote the use of a broad range of software applications and Web-based tools to measure, assess, and

evaluate information, to enrich classroom instruction and to manage student information.2.5 Integration - Demonstrate effective integration of instructional technology into the teaching and learning process and to manage the

assessment and reporting of student learning.

3.0 Critical Thinking/Problem Solving - Instructional Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:3.1 Critical Thinking - Analyze complex contemporary problems at the building level by gathering and assessing relevant information,

considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.

4.0 Collaboration - Instructional Leaders promote democratic values and social justice by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:4.1 Instructional Teams - Build instructional teams within and among the various constituencies of the near educational communities

(students, parents, teachers, social service organizations, and other educators) to design, implement and evaluate meaningful and effective actions directed at improved student achievement.

4.2 Families and Community - Work with families and various stakeholders to deal with issues faced by the educational community.

5.0 Instructional Leadership - Instructional Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:5.1 Curriculum Theory and Design - Synthesize and merge curriculum and instructional theory and curriculum design to plan, teach

instructional programs that lead to improved student achievement.5.2 Monitor and Evaluate - Monitor and evaluate classroom instructional processes, strategies, techniques and methodologies to improve

student learning.5.3 Professionalism - Lead and teach within a personal work ethic and professional educational dispositions.5.4 Stewardship - Support the institutional vision of learning by managing classroom operations and resources in a way that promotes a safe,

efficient and effective learning environment, giving priority to student learning and safety.5.5 Broader Educational Community - Promote the success of all students by understanding, responding to and actively influencing the larger

political, social, economic, legal and cultural contexts of education on the local, state and national levels.5.6 Change and Reform - Respond to research-based educational change and reform.

6.0 Ethics/Principles - Instructional Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions:6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.6.2 Fairness - Demonstrate their ability to combine impartiality, sensitivity to diversity and ethical consideration in interacting with all

constituencies.6.3 Ethical behavior - Demonstrate personal and professional values of their organizations and the ideals of our democratic society.

7.0 Diversity - Instructional Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and skills to:7.1 Meeting Diverse Needs - Design and implement classroom policies and activities that capitalize on diversity to create a culture that

promotes respect and success for all students.

8.0 Interpersonal Effectiveness - Students will develop positive relationship skills that promote personal and ethical professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.8.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.8.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships. 8.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships. 8.4 Use effective communication skills to reduce conflict.8.5 Analyze the impact of technological advances on interpersonal and organizational relationships.8.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.8.7 Assess nonverbal communication in interpersonal and organizational relationships.

Course Objectives:1. Compare the kinds of curricula all schools teach. (Program Outcome: 2.1)2. Construct a curriculum improvement plan based on the analysis of achievement data to meet the needs of a diverse student and

teacher population. (Program Outcome: 1.4)3. Use criteria to analyze current supervision of curriculum models. (Program Outcome: 3.1)4. Construct a curriculum-supervision-staff development model of instructional supervision which meets district guidelines and

applicable laws. (Program Outcome: 8.2)

Assignment Table:Topics Readings Assignments

1 Needs Assessments and Curriculum Change

Marsh & Willis Chapter 1: The

Character of Curriculum

Doll Chapter 3: Historical

Discussion Questions:1.1. How would you describe a curriculum leader?

1.2. What are some of the social and cultural changes that necessitate curriculum revisions?

1.3. As a curriculum leader, you notice that there are

and Philosophical Foundations of Curriculum Decision Making

many definitions of the word curriculum being used by teachers, principals, and parents. You are concerned that this inconsistency in definition will cause great confusion in the months and years to come. How would you define the word curriculum in such a manner that the definition itself would help the district move forward in leading change? Cite examples from real life.

1.4. Based on the complexity of school governance, there are certainly quite a few factors which influence changes in the curriculum. As a curriculum leader, how would you assess your school's need for curriculum change? Cite examples from real life.

Assignments:1.1. Write a one-page autobiography introducing yourself to other members of the class. The autobiography should include your current profession, career goals, expectations for the class, major contributions to your profession, and other personal information.

1.2. Field Experience Visit the school district to which you will have access over the next seven weeks of the course. Conduct an investigation with the set of questions given below. To find the answers, you may consider doing interviews, scanning the district website, and talking to other professionals in the organization who are well acquainted with the curriculum renewal process.When analyzing the need for change in the curriculum,

how do the district curriculum leaders identify: Changing or evolving student needs? Changing or evolving social and cultural influences

at the local, state, national, or international levels?

For the next component of your field experience, find a copy of the district’s graded course of study, scope, and sequence. The curriculum leaders may just call these documents the curriculum. These documents should help you to clearly see what is being taught at each level in the school district. Today, many of these documents are posted on the district’s website. If you cannot get access to the entire curriculum, try to see a sample of this document at the elementary, middle, and high school levels. After viewing these documents, answer the following questions: How accessible are these documents? Would a community member or a parent, who is not

an expert in this field, be able to comprehend the curriculum from this document?

From looking at the curriculum documents, do you think the district’s curriculum is renewed on a consistent basis?

What evidence did you find regarding the renewal cycle?

Follow APA 5th edition guidelines for writing style, grammar, spelling, and citation of sources. Compile your findings in a two page report as a double-spaced Microsoft Word document formatted in Times New Roman 12 pt font.

1.3. Project Your course project is to develop a district curriculum management and renewal plan. This plan should be written for the school district in which you are conducting your field experience. Write a 300-500 word introduction to your plan. In the introduction, you should welcome the readers and include a brief explanation of the management and curriculum renewal process. Although the audience for your project will be your classmates and facilitator, your project should resemble an actual implementation plan that could be viewed by teachers, board members, principals, and community members.

In the introduction, you should explain how the plan responds to student needs and societal changes. It must articulate the goals and objectives of the curriculum for the elementary, middle, and high school levels. This introduction should include the curriculum revision best practices and should not resemble any existing preamble in the field district of study. You may edit your introduction at a later date as your knowledge of this topic continues to expand. The introduction, like all other aspects of the project developed week-by-week, will be part of the final project plan submission.

Submit the introduction as a Microsoft Word document, double-spaced, in Times New Roman 12 pt font. Adhere to APA 5th edition guidelines.

2 Establishing the Plan for Curriculum Renewal

Marsh & Willis Chapter 3: Approaches

to Curriculum

From Argosy University’s online library: Carter, B. (2007).

Leading forward by looking backward. Library Media Connection, 25(4), 16-20.

Discussion Questions:2.1. In your readings this week you learned about the three curriculum approaches: Tyler’s Rational-Linear Approach Walker’s Deliberative Approach Eisner’s Artistic Approach

These approaches help curriculum planners define an approach, identify roles and responsibilities, and include inputs from different stakeholders. Focus your discussion on the following points: How do these approaches differ? Which one of these approaches is most relevant

today? Will it continue to be relevant in the future? Why?Cite examples from real life to explain your points.

2.2. One important piece of information to take away from this week is that there are a number of stakeholders who impact the curriculum renewal process. The stakeholders not only have different perspectives, but they also drive curriculum change in different ways. As a curriculum leader, you will have to take the inputs and supports from each of them while balancing their needs. Focus your discussion on the following points: What should your role be within the curriculum

renewal process? How is your influence balanced against the needs of

teachers, principals, superintendents, and boards of education?

Cite examples from real life.

Assignments:2.1. Field ExperienceVisit the school district, to which you will have access over the next few weeks of the course. You will have to ascertain the planning process used in this district to develop new or revised curriculum. You may consider interviewing different stakeholders in the organization such as superintendents, boards of education, central office administrators, teachers, principals, parents, and community members. Answer the following questions, based on your findings: What inputs and supports do the stakeholders

provide to the curriculum leader? How involved are the stakeholders in the process? Is their involvement consistent?

Follow APA 5th edition guidelines for writing style, grammar, spelling, and citation of sources. Compile your findings in a two page report as a double-spaced Microsoft Word document formatted in Times New Roman 12 pt font. 2.2. ProjectDevelop Section 1 of your district curriculum management and renewal plan: The identification of leadership and key process points. In this section, you will first identify the leaders responsible for curriculum management and change. You will have to list the specific inputs and supports that that you need from superintendents, boards of education, curriculum

leaders, central office administrators, teachers, principals, parents, and community members. The requirements that you state from each stakeholder should be based on best practices.

Your plan should be well researched—original and free from plagiarism. Submit the plan as a Microsoft Word document, not exceeding two pages, double-spaced, in Times New Roman 12 pt font. Follow APA 5th edition guidelines.

3 Designing Curriculum Marsh & Willis Chapter 5: Curriculum

Development and Change

Doll Chapter 5: Making

Decisions about the Design of the Curriculum

From Argosy University’s online library: Waters, J. (2007).

Curriculum abound! THE Journal, 34(3), 40-48

Discussion Questions:3.1. Curriculum design can take up approaches such as subject design, which uses school subjects as the basis of curriculum design. Another curriculum design approach is to focus on the society’s requirements. Some curriculum developers focus on developing specific competencies or addressing individual needs and interests. Based on the models you studied in this week’s readings, which one do you think will best support you in your K-5 curriculum development project? What are the benefits of this model? Are there any specific drawbacks? How can you overcome these drawbacks? Cite examples from real life.

3.2. As a curriculum leader, what steps would you take to ensure that the K-12 curriculum review committee would have a significant impact on the quality of the final product in the curriculum review process? Focus your discussion on scope, sequence, and content of a subject. You should discuss team composition, items to

be shared with the committee members, objectives, goals, district guidelines, and staff development.

Assignments:3.1. Field ExperienceIn your field experience for the week, you will be collecting the inputs you need to develop the assigned areas of your course project. The course project for this week is to develop the section titled Process Points for Strategic Curriculum Design.

You should first identify the curriculum design model that is currently being used in the district. Talk to the curriculum developers to determine how the application of this model impacts the process and final product.Next, inquire about the steps that are being taken to ensure diversity and respect for multicultural perspectives. Who are involved in this process? Do curriculum planners consistently plan for diversity?You must identify the major review committees in the district. Also, list the steps that are taken to ensure consistent horizontal and vertical alignment.Finally, investigate the role of in-service training in the district's curriculum renewal philosophy. Does teacher training always accompany curriculum renewal? When does the training take place: before or during implementation? How consistent is this practice?

3.2. Project Develop Section 2 of your district curriculum management and renewal plan: Process points for

strategic curriculum design. In this section, you should first identify a curriculum design model that that you will use. Comment on the suitability of this model and how its application impacts the curriculum design process and the final product. Identify the steps that you will take to ensure diversity and respect for multicultural perspectives. List the types of review committees you will use. Identify the process for ensuring horizontal and vertical alignment of the curriculum. You will also explain the role of in-service training in a district’s curriculum renewal philosophy. Finally, you will clarify your choice of professional development topics for curriculum implementation.

Your plan should be well researched—original and free from plagiarism. Submit your plan as a Microsoft Word document, not exceeding three pages, double-spaced, in Times New Roman 12 pt font. Adhere to APA 5th edition guidelines.

4 Curriculum Evaluation Marsh & Willis Chapter 8: Curriculum

Evaluation and Student Assessment

Doll Chapter 6: Evaluation

of Curriculum Programs and Projects

From Argosy University’s

Discussion Questions:4.1. A curriculum program can be reviewed in two ways: Evaluation of a whole curriculum program Evaluation of the components of a curriculum

program

Discuss the advantages and disadvantages of each approach. As a curriculum leader, which approach will you recommend in your district? Why? Cite examples from real life.

online library: Taba, H. (2005). What

is evaluation up to and up against in intergroup education? Journal of Curriculum & Supervision, 20(3), 257–261.

4.2. As a curriculum leader, you look at your district budget and you notice that within the funds you control, there is a line item allocating funds for curriculum evaluation. Your district superintendent and business manager have come to you and asked if this line item can be eliminated due to a budget shortfall. Explain to the superintendent and business manager the impact if the line item is eliminated. What would be some of the net results?

Assignments:4.1. Field ExperienceVisit your school district and conduct a field investigation on its curriculum evaluation process. Discuss with curriculum leaders, superintendents, and teachers to identify the curriculum evaluation model used in the district. Identify the components of the evaluation process and find out how this process is utilized. How does the evaluation process work? Examine if an evaluation is used consistently in the district. Also, if there is no formal evaluation process, does the district take any steps to examine or evaluate its curriculum?


4.2. ProjectDevelop Section 3 of your district curriculum management and renewal plan: The curriculum evaluation process. Based on what you have learned about best practices in this area, identify an evaluation model you will use in your district curriculum plan. List the components of the model. Finally, offer a rationale for why you selected this particular model for the district. Comment on the advantages of using it.


5 Curriculum Planning Process Marsh & Willis Chapter 6: Curriculum

Planning: Levels and Participation

Doll Chapter 7: The General

Process of Curriculum Change and Improvement

From Argosy University’s online library: Washor, E.,

Mojkowski, C. (2007).

Discussion Questions:5.1. In your lecture and text readings, you learned about the roles and responsibilities of teachers and principals in a curriculum planning process. How do you think teachers’ beliefs, planning habits, and their interaction with other teachers impact curriculum planning? How can principals and other administrators impact the planning process? Consider the commentary from the readings and lecture in your response.

5.2. The readings for this week address some common mistakes in the curriculum planning process. Identify three mistakes that you believe are potentially the most debilitating to curriculum planning. Explain why these three variables are so problematic. Describe what a

What do you mean by rigor? Educational Leadership, 64(4), 84–87.

curriculum leader can do to minimize or avoid the impact of these mistakes.

Assignments:5.1. Field ExperienceVisit your school district and conduct a field investigation on its curriculum planning process. Discuss with curriculum leaders, teachers, and principals to identify the curriculum planning model used in the district. Identify the components of the planning model and find out how the model is utilized. How does the planning process work? Examine if the model is used consistently in the district. Also, if there is no formal planning model, how does the district plan to renew its curriculum?


5.2. ProjectDevelop Section 4 of your district curriculum management and renewal plan: The curriculum planning process. Based on what you have learned about best-practices in this area, identify a planning model you will use in your district curriculum plan. Explain the components of the model and how you plan to use them. Cite reasons for selecting the particular planning model. Identify the advantages of the model.

Your plan should be well researched—original and free from plagiarism. Submit your plan as a Microsoft Word document, not exceeding three pages, double-spaced, in Times New Roman 12 pt font. Adhere to APA 5th edition guidelines.Use the following file naming convention

6 Stakeholders Marsh & Willis Chapter 9: Politics and

Curriculum Decision Making

Doll Chapter 9: Participants

and Their Roles in Curriculum Improvement

From Argosy University’s online library: Gewertz, C. (2006).

Portland Teachers Petition District. Education Week, 26(16), 5–5.

Discussion Questions:6.1. In your readings this week, you have been introduced to the key stakeholders within and outside the local school district. You have learned the need to include key stakeholders in the curriculum review process. Assume the role of a curriculum leader and discuss stakeholders you would include in the curriculum renewal process. Explain why each of the stakeholders chosen is important to the process. What value do they bring? Cite examples from real life.

6.2. What are some potential downsides of involving stakeholders in a curriculum renewal process? Explain how stakeholders can sometimes hinder the curriculum development process. Identify the steps a curriculum leader can take to avoid these problems and ensure quality input.

Assignments:6.1. Field ExperienceVisit your school district and conduct a field investigation on the role of the school and the community stakeholders in the curriculum renewal

process. Identify the steps your field-district takes to involve key stakeholders in the process. Conduct an inquiry into the input of stakeholders both from within the organization and from outside. Try to find out what steps are taken to ensure quality levels of input. Also, ask about the control these stakeholders expect in return for their involvement in the process.


6.2. ProjectDevelop Section 5 of your district curriculum management and renewal plan: The role of school and community stakeholders. In this section, explain how you will use the inputs you receive from the stakeholders within the school district and from the community. List the steps you will take to ensure the quality levels of input from the stakeholders. Explain the control of each stakeholder on the process of curriculum renewal.


7 Curriculum Implementation Marsh & Willis Chapter 7: Curriculum

Implementation

Doll Chapter 10: The

Massive Problem of Communication

Discussion Questions:7.1. Your district has planned a major K-12 curriculum renewal in the areas of health and science. The new curriculum will use a much more hands-on inquiry-based approach in science at each level. The curriculum also includes new support materials in health, addiction, and reproduction. It includes strategies in comprehension, pursuant with the recommended state model. This adoption is also very expensive and the community has expressed some financial concerns. However, the district’s budget has the required fund for the expenditures, including the procurement of several grants. As a curriculum leader, what communication strategy would you use, given the variables described? Who are the stakeholders you would include in your communication strategy? Why?

7.2. As a curriculum leader, what steps would you follow, to implement a new curriculum? Discuss the different implementation models you learned in this week. Which model would you use? What should be the teachers’ roles in the implementation? What long-term steps would you include in your implementation plan?

Assignments:7.1. Field ExperienceVisit your school district and meet teachers and curriculum leaders to identify the curriculum implementation model they use. You must also find answers to the following questions: How is this model used in the implementation

process? What are the components of the implementation

model? Does the district use this model consistently? Also, if the district does not use an implementation

model, what steps does it follow to implement any curriculum change?

Based on what you have learned, suggest an implementation model your district can use. Explain the components of this model and how it should be utilized. Explain why you suggest this particular implementation model. What advantages does it bring? Ensure that this implementation model clearly articulates the communication strategies that are to be used during the implementation process.

Follow APA 5th edition guidelines for writing style, grammar, spelling, and citation of sources. Compile your findings in a two page report as a double-spaced Microsoft Word document formatted in Times New Roman 12 pt font. 7.2. ProjectDevelop Section 6 of your district curriculum management and renewal plan: Curriculum Implementation. Based on what you have learned about best practices in this area, identify an implementation model you will use in your district curriculum plan. Explain the components of the model. How do you plan to implement this model? Cite reasons for selecting the

model. List the advantages of using the model. Finally, explain your communication strategies for implementing the new curriculum.

Your plan should be well researched—original and free from plagiarism. Submit your plan as a Microsoft Word document, in three double-spaced pages, in Times New Roman 12 pt font. Adhere to APA 5th edition guidelines.

8 Course Project Presentation Assignment:8.1. ProjectIn the previous seven weeks, you learned about some curriculum review, evaluation, planning, and implementation models. As a curriculum leader, you should take into consideration different stakeholders and their views. You also have to analyze your students’ needs and ensure horizontal and vertical curriculum alignment.

The course project that you developed in Weeks 1 through 7 helped you gather information for your district curriculum management and renewal plan. Compile your findings from all the previous weeks and submit your final project. Write your plan for the school district in which you conducted your field experience. Your plan must include the following sections: Introduction Leadership and key process points Process points for strategic curriculum design Curriculum evaluation process

Curriculum planning process The role of school and community stakeholders Curriculum implementation

Your plan should be submitted as a 15-25 page paper in Microsoft Word, double spaced, in Times New Roman 12 pt font. Follow APA 5th edition guidelines for spelling, grammar, and citations.

Grading Criteria

Grading Scale Grading requirements

Library

Attendance/participation 25%Weekly Assignments 20%Final paper 35%Optional 10%Optional 10%

100%

A 100 – 93A- 92 – 90B+ 89 – 88B 87 – 83B- 82 – 80C+ 79 – 78C 77 - 73C- 72 – 70D+ 69 – 68D 67 – 63D- 62 – 60F 59 and below

All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/.

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

http://library.argosy.edu/infolit/

http://library.argosy.edu/misc/onlinedblist.html

http://library.argosy.edu/

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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