TESOL DOCTORATE PROGRAM

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TESOL

DOCTORATE PROGRAM

Adjunct Faculty

Handbook

San Diego Campus

Alliant International University Hufstedler School of Education 10455 Pomerado Road, HSOE 200

San Diego, CA 92131 Main Phone: 858-635-4595

Fax: 858-635-4714

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I. GENERAL INFORMATION...4

Contracts ...4

Address and Telephone Numbers ...4

Vitae ...4

Mailbox ...4

Parking ...4

Meeting Space ...5

II. ROSTERS AND GRADING ISSUES ...6

Class Rosters ...6

Attendance Rosters ...6

Grades and Grade Reporting ...6

Incomplete Policy ...11

Grade Appeals Policy ...12

Attendance ...12

III. CHANGES IN POSTED CLASS TIMES/LOCATION ...13

Professor Absences and Change of Class Location or Class Time ...13

IV. COURSE ISSUES ...13

Syllabi ...13

Breaks ...13

Audiovisual Equipment ...13

Copying Services ...13

V. STUDENT EVALUATIONS ...14

Student Course Evaluations ...14

VI. PAYROLL ISSUES...14

Wages ...14

W-4 and I-9 Forms ...14

VII. LIBRARY AND COMPUTER LAB USE ...14

AIU Walter Library...14

Computer Labs ...15

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HSOE Mission Statement ………...……16

Conceptual Framworks ………...16

TESOL Mission, Vision, Goal ……….………..……….…….17

TESOL Course Descriptions………..….19

Admissions Requirements ….………..……...22

TESOL Doctorate Program Objectives …..……….………...….26

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University Policies and Procedures ………...………...38 TESOL Program Contacts ………..43

4 SECTION I. GENERAL INFORMATION

Contracts

Contracts are provided to you typically by the first class meeting or shortly before. Occasionally the contract is held for an additional few days to allow more students to register in order to have a sufficient number of students registered to offer the course. If you have any questions about the status of your contract, please contact us.

Address and Telephone Numbers

Please keep the Hufstedler School of Education (HSOE) up to date on any changes or corrections to your address, telephone, work phone number, etc. so that you can be contacted when necessary. Also, please let us know if you have an e-mail address where we can contact you.

Vitae

We would like to keep current records of all adjunct faculty teaching for AIU and their areas of expertise. Please provide the HSOE with a current vitae or resume if it has been more than three years since you last turned one in or if you are teaching for the first time.

Mailbox

A mailbox is provided in HSOE 200, for each adjunct faculty during the semester they are teaching. Please check your mailbox prior to class each week, as this is our primary way of communicating with you on a regular basis. Often students and staff in the HSOE will put important information in your mailbox assuming it will be picked up the same week. Your mailbox is accessible from 8:30am until the office closes at 5:30pm, Monday through Friday. Since the number of mailboxes available is very limited, please do not have students drop off items for you after a semester ends.

Parking

You are provided a parking pass free of charge for the San Diego campus. You must complete a parking permit application. Give it to the Administrative Assistant along with your contract so we can mail you your parking permit. You may also bring the

application to the Public Safety Office in building M-12. Please be sure to get your parking sticker/permit as soon as possible - preferably within a few days from the start of class. Parking is enforced and you may be ticketed without a permit.

5 Meeting Space

The HSOE currently has a conference room in HSOE building 200 and in M-11

available for you to meet with groups of students. Should you require a room for your regular classroom, please contact Keri O’Leary at 858-635-4824 to make a reservation. The TESOL program adjuncts have use of the computer and areas in the adjunct office in HSOE 200 and in M-11.

6 II.ROSTERS AND GRADING ISSUES

Class Rosters

Several sets (updates) of class rosters are distributed throughout the semester to advise faculty of confirmed students and a final roster is distributed at the end of the semester for grade submission. Faculty should check their mailbox prior to class the first week, and every other week thereafter for updated rosters and other important communications.

Attendance Rosters

Attendance rosters are distributed with class rosters. In order for us to meet the regulations for Federal Student Loan funding purposes, all faculty are required to take attendance and turn in the attendance sheets with your final grade rosters. We are required to provide records of students’ attendance if that student is receiving financial aid.

Grades and Grade Reporting

Standard A, B, C, D & F grades are awarded except in dissertation and practicum courses where students are awarded credit (CR) or no credit (NC). Please note that an A is the highest grade a student can earn. There is no A+ awarded, however, an A- is allowed. The other letter grades (B, C, & D) can be awarded with either a plus (+) or a minus (-).

Faculty report all final grades electronically. Please follow the guidelines provided here:

Basic Directions for Online Grade Entry

1. Open up the browser on your PC – note that our website has been tested to work with Internet Explorer, but you may encounter issues if you use alternate browsers. 2. Go to https://ais1.alliant.edu and click the “FOR FACULTY” button

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3. Enter your username and password (if you do not know your password contact your campus Registrar’s Office). Generally, your User Name will be the first initial of your first name and up to seven characters of your last name. Your default password is either your CARS faculty ID Number i.e. “123456”, or your birthdate (but just the month with no leading zeros and last 2 digits of the year). Please email HelpDesk ([email protected]) or Orlando Tolentino ([email protected]) if you encounter login issues.

4. Make Sure to Set Your Options in the bottom Right Frame prior to Selecting the Grade Entry option from the list in the left frame.

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Important: Make sure the correct program, session and year are properly selected and entered then click the “Submit Options” button.

5. When you are ready to enter grades, click on “Grade Entry”, see Figure 5-1 below. You should see the list of courses for which you are the “instructor of record” (which means your id is the one associated to the section of the course), see Figure 5-2. You may also view your list of courses by clicking on “Faculty Schedule” in the list on the left side of the page.

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6. Read the Grade Entry screen for basic directions. Select the course you wish to update by clicking on the corresponding circle.

7. Next click the ‘Select Marked Course’ button.

8. It will prompt you to choose Final or Mid-term. To enter final grades, select “Final” and click the “Continue” button.

9. You should now see the class roster, see Figure 9-1. Again, read the directions at the top of the page.

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10. At the right column you will see a drop down box for a choice of grades, see Figure 10-1 below. You can select from this or enter the grade directly. Notice that you can set a default grade as well. This means you can set all the grades to A for example and then just correct the few that are not A’s.

11. If you have trouble with anything, like an invalid grade or the grade not changing etc. please contact your campus Registrar.

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13. You can always go back and update again until the last day to enter grades indicated in the Academic Calendar.

14. To print a copy of the grades for your records, right click the grade entry screen and select “Print.”

15. For students receiving and Incomplete, you must submit a “Report of Incomplete Grade” form to your department for each student receiving an incomplete. These forms require the Program Director’s signature before they are submitted to the Registrar’s Office. Consult with your Program Director regarding under which circumstances it is appropriate to issue an incomplete.

16. Please also send your attendance rosters it to your department or directly to your campus Registrar’s Office.

17. If your program requires you to complete narrative evaluations in addition to the submission of the grades, you may enter and submit the individual evaluations via the “Narrative” column adjacent to the Grade column. For detailed instructions, please review the attachment titled “Online Narrative Evaluation Guide.”

Incomplete Policy

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family tragedy, or similar difficulty” makes it impossible for a student to complete course requirements on time. Students requesting an Incomplete based on hardship cases must arrange for an incomplete grade with their instructor prior to the end of the course. Please note that incompletes are not given solely because a student didn’t attend class or complete coursework. Students do not re-register to finish incomplete coursework, but are required to finish their incomplete coursework with the faculty granting the incomplete by the date specified by the professor, but no later than the end of the following semester (summer included).

In the event the professor arranges an incomplete with a student, an Incomplete Form must be filled out. The forms are available in the HSOE office, HSOE 200. Please note that if requirements are not completed within the stated time period or end of semester, the Incomplete automatically becomes an “F”.

Grade Appeals Policy

According to the AIU Catalog, students have the right to ask an instructor for an explanation of any grade received. Grade appeals are used in instances where

students perceive that a final grade is unfair, arbitrary, or capricious. Appeals must be filed by the student within six weeks of the date the grade was posted.

Students are encouraged to talk to their instructors before beginning the grade appeals process to attempt to resolve the matter informally. Information about the grade appeals process is available in the HSOE office. Having clear grade related information on your syllabus can be the key to avoiding conflicts or misunderstanding with regards to

grades.

Attendance

The university expects regular class attendance by all students. Each student is responsible for all academic work missed during absences.

13 III. CHANGES IN POSTED CLASS TIMES/LOCATION

Professor Absences and Change of Class Location or Class Time

All professors are assumed to be conducting class each week in the room assigned in the published schedule. In the event of an unavoidable absence, please contact the HSOE office at 858-635-4824 - Keri O’Leary, Administrative Coordinator for TESOL. If you change the time or the location of a class meeting—if you are meeting your class off-site for example—you must also inform the HSOE TESOL Program.

Please also be aware of the university calendar in case classes are not meeting due to official holidays. University calendars can be obtained in the HSOE office.

IV. COURSE ISSUES

Syllabi

It is a University requirement that all faculty turn in a copy of their class syllabus each time they teach a course, even though we may have a previous syllabus on file. Please submit your syllabus to us on or before the first day of your first class of the semester (or as soon as possible after the semester begins).

Breaks

Generally most evening classes break take approximately a 15-minute break. FYI: Smoking is not permitted inside any university buildings.

Audiovisual Equipment

If you need A/V equipment (VCRs, TV, overhead projectors, proximas) to teach your class, please contact the HSOE Administrative Assistant before the start date of your class. You may also contact the AIU Help Desk Coordinator at 858-635-4357 or

[email protected].

Copying Services

The copier in the HSOE (HSOE 200) is available to use from 8:30am—5:30pm, Monday through Thursday. However, there are usually several professors wanting to use the copy machine within one hour before the start of evening classes. Therefore, it is suggested that you give your printing request to the Administrative Assistant at least one week before you need the copies. Your copies will be placed in your mailbox if there is sufficient space, or on the cart or desk next to the adjunct mailboxes.

14 V. STUDENT EVALUATIONS

Student Course Evaluations

Evaluation forms for each course and professor are completed during the next to last week of classes. Evaluations will be placed in each professor’s mailbox with directions for administration. In short, the directions note that you select a student to administer the evaluation (pass out and collect forms) and that you must leave the room during the evaluation to allow students to fill them out.

Additional instructions are provided in the envelope containing the evaluations. Please be sure to read the instructions over for more details as procedures change from time to time.

Evaluations are a university requirement. It is important for you to check your mailbox frequently for this and other important information.

VI. PAYROLL ISSUES Wages

Adjunct faculty paychecks for teaching will be automatically mailed according to the schedule set by Payroll. If you have questions about pay dates or your paycheck, please contact the HSOE Administrative Assistant.

W-4 and I-9 Forms

The university is required by Federal law to have a completed W-4 and I-9 form on file for each employee. Appropriate paperwork will be provided for you to complete with adjunct contracts. Also, if adjunct faculty have not taught for AIU for several semesters, Payroll may request updated forms. Payroll records are purged if you do not teach for a period of time, so new paperwork is sometimes required.

VII. LIBRARY AND COMPUTER LAB USE AIU Walter Library

Please contact the library as soon as possible to arrange for any books or handouts you wish to have placed on reserve for your upcoming class by contacting the Reserve Room. Tours can be arranged for you and your students by calling the library directly. The main desk at the library can be reached by calling: (858) 635-4511.

15 Computer Labs

In the event you require use of the computer lab, please contact the Help Desk Coordinator at 858-635-4357 or [email protected].

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Section II: TESOL Doctorate Program

Shirley M. Hufstedler School of Education Mission Statement

The Shirley M. Hufstedler School of Education at Alliant International University prepares competent, confident, and conscientious educational leaders to promote and empower personal growth, academic success, and professional achievement for all in a global society. We accomplish this by offering our candidates exceptional preparation centered on multidisciplinary and holistic approaches to education.

Hufstedler School of Education Conceptual Framework

The Conceptual Framework is grounded in three major theoretical and practical educational constructs. It is our shared belief that theory and practice are learning domains that intersect across the education continuum. The framework is grounded in the constructivist theory and works of Searle (1998), Bruner (1990), and Vygotsky (1978). Finally, the Conceptual Framework is grounded in neuropsychological research (i.e. Luria, 1969; Gardner, 1999; Sternberg, 2000).

The first tenant of our Conceptual Framework is constructivist theory, which views learners as conscious agents whose background, prior knowledge, and dispositions greatly contribute to their participation in the learning process. The second major component is the affirmation, commitment, and support for issues of diversity. The third component is grounded in neuropsychological research that addresses

intelligences, problem solving and conceptualization, planning and organization, memory and cognition, language, perceptual motor abilities, attention, and academic skills development.

We implement these concepts through the SANKOFA* Initiatives that provide the basis for actions in the Hufstedler School of Education:

17 SANKOFA* Initiatives

 Stimulate intellectual vitality, create new knowledge and engender passion for the education profession;

 Achieve international recognition in the field of education for our teaching, research and community outreach;

 Network authentic partnerships through the Partners of Success model that will embrace the mutual well-being of students, faculty and staff of our Learning Communities;  Keep and perpetuate legacies of excellence as shared by a stakeholder coalition of alumni,

faculty, students, administrators, AIU board members, and friends of the Hufstedler School of Education;

 Offer students in the Hufstedler School of Education a world class education that prepares them to establish a global community of learners and education specialists who advance society worldwide;

 Facilitate an inclusive, creative, technologically sophisticated and materially supportive environment in which to prosper, work, recruit, mentor, and study; and,

 Appreciate, celebrate and promote accomplishments and contributions from the Hufstedler School of Education and a diverse cadre of scholars.

*SANKOFAis derived from a proverb of the Akan people of Ghana. The words San (return), Ko (go), and Fa (look, seek, take), infer that an intelligent and patient quest for future knowledge and goals is

informed by a critical examination of the wisdom of the past.

TESOL Mission/Vision/Goal

Program Mission: The Mission of the TESOL doctoral program at AIU is to meet the international demand for specialists in teaching English to speakers of other languages and to prepare graduates for leadership roles in educating and empowering English language learners in a global society.

Program Vision: The TESOL doctorate Program of AIU will become nationally and internationally recognized and respected as the premier doctorate program for educating

practitioner-scholars in the TESOL field with a focus on methodology, applied research, program design and implementation, psycholinguistic and socio-cultural factors of second language acquisition, and technology-enhanced language teaching. The program will develop a community of learners through collaboration with other researchers, practitioners, and universities around the world.

Program Focus: The TESOL doctorate program focuses on: the design, evaluation and

18 and cultural factors of second language acquisition; the integration of technology in second language teaching; and, teacher training.

Doctor of Education in Teaching English to Speakers of Other Languages

(TESOL)

This program is designed to meet the global demand for specialists in teaching English to speakers of other languages and to prepare graduates for leadership roles in schools and universities in the U.S. and abroad. The program focuses on the design, evaluation and

implementation of second language programs; applied linguistics research; social, psychological and cultural factors of second language acquisition; the integration of technology in second language teaching; and teacher training.

Prerequisites: Students entering the TESOL concentration are expected to have had master’s level courses in TESOL methodology and theory and linguistics. Students lacking in this background will be required to take prerequisite MA courses.

Degree requirements 60 minimum units. These units reflect a semester term system. Courses are three units.

Required TESOL Courses 30 units:

TES 8410 Issues in TESOL Theory and Methodology

TES 8420 Research in Second Language Acquisition and Applied Linguistics TES 8430 Technology and Second Language Teaching

TES 8441 Design, Development and Evaluation of Programs for Second Language Learners TES 8445 TESOL Field Project

TES 8451 Cultural, Social and Political Issues of Second Language Teaching TES 8460 Sociolinguistics

TES 8470 Psycholinguistics and Second Language Training TES 8480 Seminar: Current Topics in TESOL

TES 8490 Advanced Linguistics for TESOL Research Core Courses 9 units:

GSE 8030 Research Design

GSE 8033 Quantitative Research Methods GSE 8036 Qualitative Research Methods Electives: 12 units

Dissertation Series 9 minimum: GSE 9901 Dissertation Plan GSE 9902 Dissertation Proposal GSE 9920 Dissertation Preparation

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TES 8410 Issues in TESOL Theory and Methodology

Seminar on selecting issues in theory and practice of second language teaching. Critical analysis of current research with focus on pedagogical implications.

Credit: 3 semester units

TES 8420 Research in Second Language Acquisition and Applied Linguistics Critical analysis of research in second language acquisition (SLA). Emphasis on

psycholinguistic and sociolinguistic dimensions of SLA, bilingualism, interlanguage, and language transfer.

Credit: 3 semester units

TES 8430 Technology and Second Language Teaching

Exploration of the role of technology in second language teaching. Examination of computer-assisted instruction, multimedia development, authoring systems, and multimedia-hypermedia language labs. Focus on integration of technology into curricula designed for culturally and linguistically diverse student population.

Credit: 3 semester units

TES 8441 Design, Development and Evaluation of Programs for Second Language Learners Students develop competencies in program and curriculum development and evaluation; staff development; implementation of technology into the curriculum, and assessment and evaluation of linguistically and culturally diverse students.

Credit: 3 semester units

TES 8445 TESOL Field Project

Students conduct a field-based research study or program development project. Credit: 3 semester units

TES 8451 Cultural, Social, and Political Issues of Second Language Teaching

Examination of impact of cultural, social, and political issues on second language teaching. Focus on gender, race, and ethnicity, language planning, language equity, refugee concerns, environmental issues, and legislative and governmental policies.

Credit: 3 semester units

TES 8460 Socioliguistics

20 communication. Focuses on relevance of sociolinguistic principles and research findings to TESOL.

Credit: 3 semester units

TES 8470 Psycholinguistics and Second Language Learning and Teaching

Psycholinguistics is the study of how we process and store language in the mind. The purpose of this course is to give students a good foundation in psycholinguistic theory and research, including hands-on experience with the various research paradigms. This course will explore a different issue in psycholinguistics each week with a focus on how these issues impact the learning and teaching of a second language. Topics include neurolinguistics, speech errors, connectionism, fist language acquisition, the reading process, the mental lexicon, and bilingualism.

Credit: 3 semester units

TES 8480 Seminar: Current Topics in Second Language Teaching

This course provides a series of seminars that examine current issues of second language acquisition and the impact of these factors on second language teaching. The seminar-style classes are designed to promote in-depth discussion of research and first-hand experiences with the topics.

TES 8490 Advanced Linguistics for TESOL

An in-depth examination of the concepts, theories and research in the major areas of theoretical linguistics: phonetics, phonology, morphology, syntax, and semantics, and how they relate to teaching English as a second language. Students apply these linguistic constructs and use linguistic research methods to solve problems and develop a curriculum project.

GSE 8030 Research Design

Comprehensive examination of major categories of educational research. Group and single subject designs and applications, instrument selection and development, methods of data

collection and analysis. Development of guidelines for preparation and presentation of research projects and critical analysis of reported research.

Credit: 3 semester units

GSE 8033 Quantitative Research Methods

Overview of quantitative theories and methodologies in preparation for designing and conducting meaningful quantitative studies.

Credit: 3 semester units

GSE 8036 Qualitative Research Methods

Overview of qualitative theories and methodologies with emphasis on ethnographic techniques, which can be employed in studying educational settings and processes. Preparation for

21 Credit: 3 semester units

GSE 9901 Dissertation Plan

Identification of a research problem in education and completion of a dissertation plan summarizing all components of Chapter 1 and Chapter 3 of the dissertation, and an outline of the review of the literature. Requires obtaining a dissertation committee chairperson and selection of committee members as evidenced by the department acceptance of the Approval of Dissertation Committee form.

Credit: 3 semester units

GSE 9902 Dissertation Proposal

Completion of Chapter 1 (Research Problem), Chapter 2 (Literature Review), and Chapter 3 (Research Methods). Requires completion and oral defense of the dissertation proposal and acceptance by the dissertation committee.

Credit: 3 semester units

GSE 9920 Dissertation Preparation

Supervised research and writing of dissertation. Successful completion of dissertation, oral examination, and placement of dissertation in the library. Credit: 3 semester units

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The doctoral programs are aimed at preparing educational practitioners to be effective and creative educational leaders in their respective degrees, providing them with a strong repertoire of knowledge and skills and professional dispositions. In addition, candidates will have

developed a multidisciplinary approach to problem solving and will be skillful in applying practical and theoretical knowledge. The School of Education offers a Doctor of Education (EdD) degree in the following areas:

 Educational Leadership Management

 Teaching English to Speakers of Other Languages (TESOL)

Admissions Process

Prerequisites

All applicants to the TESOL EdD are expected to have a strong background in TESOL

methodology and second language acquisition. Additionally, all applicants are expected to have a minimum of two years prior EFL/ESL teaching experience.

Admissions Requirements

Applicants must satisfy the requirements stipulated in the ‘’Application Procedures’’ section of this catalog as well as meet the following:

 Degrees: Applicants must possess at least a master’s degree from a regionally accredited institute of higher education or the international equivalent and have demonstrated superior academic performance in the completion of their master’s degree.

 Resume: each applicant must submit a resume or biographical statement demonstrating disposition to education and selected major area of study.

 Leadership: applicants must have demonstrated superior academic performance in the completion of their master’s degrees and possess outstanding leadership qualities.

 Recommendations: each applicant must provide three written confidential recommendations from persons who can attest to the applicant’s academic and professional abilities and proven accomplishments in education.

 Goal Statement Essay: applicants must submit an academic and professional goal statement essay.

 Writing Test: all TESOL applicants will be required to take the TESOL Writing and Critical Analysis Test in which they read and write a critical analysis of a journal article. Based upon the evaluation of student’s Writing and Critical Analysis test, an additional prerequisite Graduate Academic Communications Skills course may be required.

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 TOEFL for International Students: International students must have a 575 score (233 computer-based; or 83 Internet-Based) on the Test of English as a Foreign Language (TOEFL) and a Test of Written English (TWE) score of 5.

Upon receipt and review of all documentation, the candidate will be considered for final admissions. Final admissions decisions will be made by the program director and the HSOE Doctoral Admission Committee.

Graduation Requirements

Prerequisites: Students entering the TESOL concentration are expected to have had master’s level courses in TESOL methodology and theory and linguistics. Students lacking in this background will be required to take prerequisite MA courses.

A minimum of 60 units are required for the doctoral degree. These units reflect a semester term system. All courses are three units unless otherwise noted.

Once admitted to the TESOL programs, applicants must maintain a minimum GPA of 3.0 or higher in all coursework. Students failing to maintain a cumulative grade point average of 3.0 at the end of any term will be placed on academic warning and must correct the deficiency by the following semester or be subject to academic dismissal from the program.

Transfer Credit

Transfer of credit from another institution may be awarded on the following basis.

1. A maximum of 24 semester units beyond the master’s degree may be transferred from a regionally accredited institution. All such coursework must have been earned in

addition to the master’s degree required coursework.

2. The request to accept credit to be transferred must be approved by the program director. 3. Credit that has been used to complete a second master’s degree may be considered for

transfer.

4. Credits must have been earned within seven years prior to the request for transfer. Waivers of this requirement may be considered by program faculty on a case by case basis. All waivers must be approved by the dean.

5. Coursework being considered for transfer must be equivalent to Alliant coursework for which it is being applied. Students are required to submit transcripts, catalog course descriptions and other documentation.

6. All coursework must be completed successfully at Credit or B levels or higher.

TESOL Advising

Each Student is assigned a faculty mentor to assist with their professional and academic development. The TESOL Academic Advisor and faculty mentors assist students with their Master Plan of Study (MPS) and the Academic Advisor registers students in appropriate courses (per their MPS) each semester.

24 Grading System:

All students must complete the minimum 60 units of prescribed courses with a minimum of a 3.0 GPA. A maximum of two courses with a grade of C may be counted towards the degree. Courses with D or F grades must be repeated to obtain credit. All grades are final once submitted to the Office of the Registrar. Incomplete grades are only issue in cases of documented illnesses and deaths in the family.

Grade GRADING A 94 –100 A- 90 – 93 B+ 87 – 89 B 83 – 86 B- 80 – 82 C+ 77 – 79 C 73 – 76 C- 70 – 72 D+ 67-69 D 63-66 D- 60-62 F Below 60

Grade Appeals Process

In general, grades represent the faculty member’s professional judgment of a student’s

performance in a course and, as such, are final. However, students have the right to ask a faculty member for an explanation of any grade received and may appeal a grade when they perceive that a final grade was biased, arbitrary, or capricious. In those instances, students must follow the Grade Appeal Process outlined below.

General Principles

1. Students are encouraged to seek advice in matters of concern about grades from their faculty or academic advisor.

2. Grade appeals can be made only in instances where procedural issues or biased, arbitrary, or capricious grading are in question, specifically:

3. An obvious error in calculation.

25 4. The instructor has applied more exacting standards to the particular student.

5. The grade was given on some other basis than performance in the course.

6. The grade represents a substantial departure from the instructor’s announced standards.

Grade Appeals Process

1. The student should attempt informal resolution of grade concerns with the instructor within five weeks of the official posting of the grade by the Instructor or Registrar’s Office. Typically, this step is all that is necessary to resolve any disagreements. This step is only to be waived if the student believes she or he cannot meet with the instructor. 2. In the event that informal resolution is not satisfactory to the student, the student has the

burden of proof to show that the grade was based on factors listed in General Principles (2) above. The student submits a written request for a grade appeal to the Program Director or other appropriate campus administrator within six weeks of the official posting of the grades by the Registrar’s Office. The student must include evidence pertinent to the General Principles (2) above in support of the grade appeal request. If there is no Program Director or if the Program Director is the instructor, the student submits the appeal to the School Dean. The Program Director or School Dean provides the instructor with a copy of the appeal request within three business days. Within 15 days*, the instructor responds in writing to the Program Director or School Dean explaining the basis for the grade.

3. Within three weeks of the grade appeal request, the Program Director or School Dean appoints a Grade Appeals Panel consisting of three campus faculty members. The Panel will reach a decision to either uphold the grade or change it. This decision is sent to the Program Director or School Dean who informs the instructor, student, and Registrar’s Office if necessary. The Panel’s decision is binding.

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Assessment of Program Objectives and Student Learning

The assessment system for the TESOL Doctorate Program includes several components to evaluate program objectives and student learning outcomes. The first piece in this process is the identification of nine program objectives which delineate expected student learning outcomes (SLOs). The second step is the alignment of these program and student learning objectives to the courses with course requirements, expected student products, and assessment measures clearly stated. Additionally, comprehensive exams and dissertation serve as benchmarks to assess student performance. All TESOL courses and objectives are also aligned with Alliant’s Professional Practice Competencies.

Program Learning Objectives/Student Learning Outcomes (SLOs)

1. Acquire a strong theoretical knowledge base in TESOL, second language acquisition, and applied linguistics research.

2. Acquire the ability to apply TESOL, second language acquisition and applied linguistics theory and research to TESOL methodology.

3. Acquire the ability to read, interpret, and evaluate professional literature.

4. Acquire the ability to conduct and evaluate original field research and present the findings.

5. Acquire a deep understanding of the role of linguistics and the impact of social and cultural factors in learning and teaching a second language.

6. Acquire a strong knowledge base in TESOL program design, development, and evaluation.

7. Acquire the ability to integrate technology into TESOL teaching and learning.

8. Become active members and advocates of the TESOL profession.

9. Acquire knowledge and skills to design, implement, and evaluate teacher training programs for ESL/ESL instructors.

27 Program Objectives/Student Learning Outcomes Aligned with Course Requirements (SLOs)

Sample

COURSES COURSE REQUIREMENTS

(As Stated in Syllabus) STUDENT PRODUCTS

ASSESSMENT MEASURES

TES8410  Read, analyze, and present a professional journal article

 Select TESOL topic, conduct literature search, synthesize findings into cohesive literature review

 Present and lead discussion of supplementary reading in TESOL  Literature review

 Rubric for oral presentation  Rubric for literature

review TES8420  Students read and discuss the theoretical

content of SLA anthology articles

 Students read and discuss SLA professional journal articles and discuss their pedagogical implications

 Students present their evaluation of their SLA topic in their class presentation  Students write an evaluation of the their

SLA topic in their written summary of their SLA topic

 Students write a Review of Literature for their Research Project Journal Article  Students present a Review of Literature for

their Research Project Conference Presentation

 Individual Student Oral

Presentation and Critique of SLA topic

 Individual Student Writing Summary and Critique of SLA topic

 Review of Literature in Research Project Journal Article

 Review of Literature Reported in Research Project Conference Presentation  Individual Student Presentation Rubric  Research Project Rubric TES8430

 Students will be familiar with relevant research on technology–assisted language teaching and understand the connections between second language acquisition theories and classroom applications that utilize technology in teaching English skills, intercultural communication, and

inquiry/task-based learning.

 Weekly contributions to an online discussion of issues related to technology and second language teaching and learning and TESOL teacher education.  A literature review on a selected

issue related to the integration of technology for the instruction of English learners.

 Rubric for Literature Review

TES8441  Course readings describing a variety of curriculum development projects, their design and implementation

 Reflective response papers  Reflective response paper rubric TES8445  Students will develop an understanding of

major research concepts and designs to facilitate reading and understanding of professional literature

 Classroom discussion of research concepts

 Classroom discussion of the research design and discourse of professional journal articles

 Class Discussion Summaries

TES8451  Students will use five selected journal articles, analyze, and synthesize the

information into a cohesive literature review  Students will research, read, analyze, and

present a Power Point using five professional journal articles

 Literature review  Power Point

 Rubric for literature review

 Rubric for Power Point

Objective 3: Acquire the ability to read, interpret, and evaluate professional literature.

28 COURSES COURSE REQUIREMENTS

(As Stated in Syllabus) STUDENT PRODUCTS

ASSESSMENT MEASURES

TES8460  Read professional articles related to the application of Sociolinguistics to TESOL  Discuss and analyze professional articles in

class

 Write a Review of Literature for the Research Proposal

 Class Participation and Preparation

 Research Proposal Project

 Class Participation and Preparation Rubric

 Research Proposal Project Rubric TES8470  Read textbook and professional articles

related to the application of Psycholinguistics

 Discuss and analyze professional articles in class

 Write a Review of Literature for the Research Proposal

 Class Participation and Preparation

 Research Proposal Project

 Class Participation and Preparation Rubric

 Research Proposal Rubric

TES8480  Students will read, analyze, synthesize and summarize an article/book chapter on a selected topic in one of three categories 1) roles and characteristics of leaders, 2) skills for leading, or 3) ELT leadership in practice for presentation in class. Present to Class.

 Weekly participation in class and in online class threaded

discussions

 Leadership journal article/ chapter Presentation

 Paper describing the Teaching training program they created

 Rubric for class preparation and participation  Rubric for contributions to online threaded discussions  Rubric for class

presentations of journal article and book chapters  Rubric for a written

paper TES8490  Students read and discuss SLA journal

articles related to Theoretical Linguistics  Student write a Research Paper on a specific

topic related to Theoretical Linguistics and SLA in which they evaluate the research and what it implies for the second language pedagogy

 Students do oral presentation of their Research Paper

 Students write a Journal Response Paper in which they summarize and critique an SLA journal article related to Theoretical Linguistics

 Student do an oral presentation of their Journal Response Paper

 Journal Article Response Paper  Oral Presentation of Journal

Article Response Paper  Research Paper

 Oral Presentation of Research Paper  Journal Article Response Paper Rubric  Research Project Rubric  Participation/Prepara tion Grade

29

ALLIANT INTERNATIONAL UNIVERSITY

Alliant Professional Practice Competencies Alignment with the Doctorate of Education in TESOL Program

Competency Alliant trains students to influence our world =

A(lliant) IMPACT

Objective 1: Aquire a strong theoretical knowledge base in TESOL, second language acquisition, & applied linguistics research

Objective 2: Acquire the ability to apply TESOL, second language acquisition & applied linguistics theory & research to TESOL methodology Objective 3: Acquire the ability to read, interpret, & evaluate professional literature Objective 4: Acquire the ability to conduct & evaluate original field research & present the findings

A Adiscipline-specific body of knowledge & research/scholarship TES 8410, TES 8420, TES 8430, TES 8451, TES 8460, TES 8470, TES 8480, TES 8490 TES 8410, TES 8420, TES 8445, TES 8470, TES 8480, TES 8490 TES 8410, TES 8420, TES 8451, TES 8460 TES 8420, TES 8445, TES 8470 I

Insight into the context of practice TES 8410, TES 8420, TES 8451,TES 8470 TES 8410, TES 8445, TES 8451, TES 8480 TES 8410, TES 8420, TES 8451, TES 8480 TES 8420, TES 8445, TES 8460, TES 8490 M Multicultural/international competence (I-MERIT) TES 8410, TES 8420, TES 8451, TES 8460 TES 8410, TES 8445 TES 8410, TES 8451, TES 8460, TES 8480 TES 8420, TES 8445, TES 8460 P Professional literacies TES8410, TES8420, TES 8430, TES 8445, TES 8451, TES 8460, TES 8470, TES 8480, TES 8490, (TES 8441) TES 8420, TES 8480 (TES 8410, TES 8430, TES 8441) TES 8410, TES 8420, TES 8430, TES 8445, TES 8451, TES 8460, TES 8470, TES 8480, TES 8490 (TES 8441) TES 8410, TES 8420, TES 8445, TES 8451, TES 8560, TES 8470, TES 8480, TES 8490 A Application of knowledge and research/scholarship in new ways TES 8420, TES 8430, TES 8445, TES 8451, TES 8460, TES 8470, TES 8490 TES 8430, TES 8441, TES 8445, TES 8460, TES 8480, TES 8490 (TES 8410) TES 8420, TES 8445, TES 8460 C Conduct, judgment, dispositions and ethics

TES 8420, TES 8430, TES 8445, TES 8460 TES 8410, TES 8420, TES 8445, TES 8451, TES 8460, TES 8480, TES 8490 TES 8420, TES8445, TES 8451, TES 8460, TES 8470 T Team-based and multidisciplinary

approaches TES 8430, TES 8451,

TES 8460, TES 8470

TES 8420, TES 8460, TES 8470

30 ALLIANT INTERNATIONAL UNIVERSITY

Alliant Professional Practice Competencies Alignment with the Doctorate of Education in TESOL Program (Cont.)

Competency Alliant trains students to influence our world =

A(lliant) IMPACT

Objective 5: Acquire a deep understanding of the role of linguistics & the impact of social & cultural factors in learning & teaching a second language Objective 6: Acquire a strong knowledge base in TESOL program design, development, & evaluation Objective 7: Acquire the ability to integrate technology into TESOL teaching & learning Objective 8: Become active members & advocates of the TESOL profession Objective 9: Acquire knowledge and skills to design, implement, & evaluate teacher training programs for ESL/ESL instructors A A discipline-specific body of knowledge & research/scholarship TES 8410, TES 8451,

TES 8460 TES 8441 TES 8430 TES 8480

I

Insight into the context of practice TES 8451, TES 8490 TES 8430, TES 8441, TES 8480 TES 8430 TES 8420, TES 8490 TES 8480 M Multicultural/international

competence (I-MERIT) TES 8410, TES 8441, TES 8451,

TES 8460 TES 8441 TES 8430

TES 8420, TES 8430 TES 8430, TES 8460 P Professional literacies TES 8451, TES 8460, TES 8490 (TES 8410) (TES 8430, TES 8410, TES8441) TES 8430 TES 8445, TES 8451, TES 8470, TES 8480, TES 8490 (TES 8410, TES 8420) TES 8451 (TES 8410, TES 8430) A Application of knowledge and research/scholarship in new ways TES 8451, TES 8460, TES 8490, (TES 8441) TES 8430, TES 8441 (TES 8410) TES 8430 TES 8420, TES 8430, TES 8445, TES 8451, TES 8460, TES 8470, TES 8490 (TES 8410) TES 8430, TES 8480 C Conduct, judgment, dispositions and ethics

(TES 8430) T Team-based and multidisciplinary approaches TES 8430

31

Evaluation Benchmarks

I. Comprehensive Examination

Students must complete all course work with the exception of dissertation classes before taking the comprehensive exam. The exam paper is administered twice a year (fall and spring) and is evaluated by the GSOE Comprehensive Exam Faculty Committee. Upon successful completion of the comprehensive exam, students advance to candidates of status.

The Comprehensive Exam is a qualifying exam for the dissertation. It tests doctoral students’ abilities to research information, analyze it critically in order to address issues in TESOL, and design research. It also tests students’ abilities to produce academic writing and use APA style. The Oral portion of the Exam assesses students’ abilities to present academic material orally and answer questions about it. These are all important skills students must have to complete the dissertation.

The Comprehensive Exam is taken at the end of students’ coursework, which consists of the 17 content courses required prior to the dissertation series. The Exam can be taken in the last semester of coursework concurrently with the final classes the student is taking, or in the semester following the completion of coursework.

The Comprehensive Exam consists of writing three short papers, each approximately 10 pages long. It includes two papers that address issues in TESOL, and one that addresses research design. Students choose two of these topics to respond to. For the research design section, students are provided 4-6 research scenarios that describe an institutional setting and a research problem. Students choose one of them and write a research proposal for collecting data to address the research problem.

Students may use information from courses, texts, books, and articles that they have

accumulated during their studies, and may also conduct additional searches for new information in order to write the three papers. However, the papers produced must be original. Students may not get help with content or editing from other students or any other individuals. Papers that were previously submitted for other courses may not be used. Each paper needs to be written in APA style with appropriate citations in the body and a reference list at the end.

The Comprehensive Exam is given three times a year, during the final weeks of the Fall, Spring and Summer semesters. Students pick up the exam on a Friday and have until the Monday of the week after the next week to complete the exam, which gives them a total of 10 days to write the three papers. For instance, if the exam is dispersed on Friday, April 22nd, the deadline for submitting it would be Monday, May 2nd at 5:00 pm.

The TESOL faculty reads the Comprehensive Exams and decides whether students pass or fail. There are three possible evaluations that can be given to each individuation section of the Exam: a full pass, a marginal pass, or a fail.

32 1. A full pass means that the student has satisfactorily met the requirements of that section

of the exam.

2. A marginal pass means that the student met some but not enough of the requirements to warrant a full pass. In this case, students are given the chance to rewrite that section of the exam to achieve a full pass. They receive feedback about what they need to improve on that section and have an additional week to make the corrections. At that time the paper is re-evaluated by the faculty and must merit a full pass to be counted towards completion of the Exam.

3. A fail means that the student was so far below expectations that there it is felt that they should not get an opportunity to rewrite at that time, but need to study more and prepare for the next time the Exam is administered.

After the written Comprehensive Exam is completed, each student presents their exam orally to the TESOL faculty. This consists of students giving a summary of their responses to the three sections of the exam and answering questions about them from the faculty.

All four components of the Exam, including the oral presentation, must receive a full pass in order for the student to pass the Exam. Any sections that are not competed with a full pass must be taken again during the next semester. Students may not continue to the dissertation series until the Comprehensive Exam is passed.

II. Proposal Defense

Students who have completed the GSE 9902 Dissertation Completion (Chapter 1 (Research Plan), Chapter 2 (Review of the Literature), and Chapter 3 (Research Methodology) are expected to present their proposal orally at an open session for review by their Dissertation Committee and peers. In order to proceed to the next stage of implementing the study, students must pass both the oral presentation and written paper expectations. Further, the University Institutional Review Board (IRB) must approve that the data collection protects the study’s human subjects.

III. TESOL Dissertation

Prerequisites for Dissertation Series:

1. Course Work: Students must complete or be enrolled in all required course work with the exception of dissertation courses before taking the comprehensive examination or enrolling in the dissertation series. The comprehensive examination may be taken concurrently with the last semester of course work.

2. Comprehensive Examinations: All doctoral candidates must successfully complete the comprehensive examination prior to enrolling in the dissertation series. This examination is administered in May, July, and November each year, and is evaluated by the Hufstedler School

33 of Education Comprehensive Exam Committee.

Dissertation Course Series:

The dissertation series includes GSE 9901, GSE 9902 and GSE 9920 as described below. Students must demonstrate satisfactory progress at all stages of the dissertation series. GSE 9950 Dissertation Extension is offered for candidates in order to maintain enrollment while completing their dissertation.

GSE 9901 Dissertation Plan

Course description: Identification of a research problem in TESOL and completion of a

Dissertation Plan including all components of Chapter 1 and an outline of Chapter 2 (Review of the Literature). Completion of this course requires obtaining a dissertation committee

chairperson and selection of committee members as evidenced by the acceptance of the

“Approval of Dissertation Committee” form. Students must have the “Approval of Dissertation Plan” form signed by the GSE 9901 professor and dissertation chair.

Students must complete GSE 9902 within a maximum of three (3) semesters. If a student does not successfully complete GSE 9902 in three (3) semesters, he/she must meet with the Graduate School of Education Faculty Appeals Committee to seek continuation in the program.

GSE 9902 Dissertation Proposal

Course description: Completion of Chapter 1 (Research Plan), Chapter 2 (Review of the Literature), and Chapter 3 (Research Methodology). This course requires completion and oral defense of the dissertation proposal and its approval by the dissertation committee. Further, the University Institutional Review Board (IRB) must approve that the data collection protects the study’s human subjects.

Dissertation Policies and Procedures Dissertation Quality

The quality of a university is judged by the quality of its graduates. Doctoral graduates are judged by the quality of their dissertation research. An Alliant International University doctoral student is expected to produce a dissertation that:

 is based on original research and makes a significant contribution to the knowledge-base in the discipline

 reflects the integration of practice and scholarship

 addresses a problem of interest to current practitioners

 is of publishable quality

 demonstrates mastery of an area of specialization within the degree program as well as demonstrates competence in evaluating the literature and practice of that area of specialization.

The research strategy, scope of the research, and academic rigor should be consistent with the highest-level dissertation research that is expected in the discipline. Faculty members should

34 direct students to research areas that will satisfy these requirements and assure that research proposals and conceptual designs provide the foundations for high-quality work.

A dissertation is expected to consist of objective research; it is not an essay or a statement to support a position. The following guidelines will assist in developing a dissertation:

 The purpose of the dissertation should be clear, achievable and consistent throughout.

 The concepts, ideas, and questions at issue should be clearly defined, relevant to the problem identified in the dissertation, and of significant depth.

 The point of view from which the research is conducted should be of significant breadth, fair and objective, and clearly stated.

 If empirical data are used, they should be defined, measured, collected, analyzed and interpreted so as to avoid bias.

 All assumptions made by the author of the dissertation should be clear, justifiable and consistent.

 Implications and consequences of the research should be completely and clearly articulated, realistic, and significant.

 Inferences and conclusions made by the author of the dissertation should be clear, supported by the research, reasonable, consistent, and of significant depth.

Selection of a dissertation research topic is a collaborative effort between the student and the prospective chairperson. A student works independently to complete the dissertation but must meet with the chairperson and appropriate committee members on a regular basis to assure that the work will satisfy the quality expectations of the University. Failure to obtain the

chairperson’s approval at appropriate stages of the research may result in a completed dissertation that is not approved and that requires substantial revision or selection of another topic.

The Composition of the Dissertation Committee

The dissertation committee consists of a minimum of three members. The chair and at least one member of the committee must be TESOL faculty members. All committee members must have doctorate degrees. To request a waiver of this requirement, the student must file a completed Request for an Exception to Academic Policy form with the dissertation chair (available from the Registrar’s web page). The request must be for a committee member only (not chair), and it must have the signature of the Department Chairperson of the Hufstedler School of Education. Once a committee has been approved, the department chair must approve any changes in committee membership.

Role of the Dissertation Committee Chairperson

The chair is responsible for supervising the design of the research, the development of the written proposal, the conduct of the research, and the preparation of the final document. In doing so, the chair asserts that the dissertation is academically sound, is clearly and correctly written, and offers an original contribution to the field.

35 University guidelines for the protection of human subjects and that he or she obtains necessary permission to conduct the research before initiating subject recruitment and data collection. For guidelines on research involving human subjects, refer to Section III of this handbook. The chair must approve the proposal and final document before the student distributes copies to the other committee members and before the committee can meet formally as a group. Thus, the chair must attest that the dissertation is ready for defense before a date for the defense can be set. Role of the Dissertation Committee Members

Committee members are responsible for meeting with the student, both individually and as a group, to discuss the proposal. Individual consultations are ordinarily used to discuss selected aspects of the work. Although members may consult on various portions of the dissertation, their role is considerably less extensive than that of the chair. Committee members are not normally involved in editing drafts of the proposal and dissertation before the chair approves them for distribution. They are, however, responsible for reading and critiquing preliminary versions of the proposal and oral defense meetings and voting to pass or fail the defense and dissertation.

The Proposal Defense Meeting (Chapters 1 – 3) The purpose of the proposal defense meeting is to:

 ascertain the feasibility of the proposed study/project;

 answer any questions that are unclear in the written proposal;

 raise potential difficulties that might not have been adequately planned for or addressed by the student regarding the conduct of the proposed research, and suggest alternatives where possible;

 clarify any issues regarding methodological and procedural details--rationales for selection of methodology, instrumentation, subjects, etc. -- that need revision in order to facilitate successful completion of the proposed study.

The candidate must provide committee members with the proposal (Chapters 1 – 3) at least two weeks prior to the proposal meeting. The proposal meeting should be scheduled through the committee chair and is held in an assigned conference room on campus. The oral defense begins with a presentation of the study by the student. Committee members may then raise questions about the study, its design and implementation, and its implications. The student should take notes regarding any changes that the committee recommends and incorporate these changes into the final document.

The candidate is expected to be able to answer questions about all aspects of the proposal and must demonstrate understanding of the literature, methodology, and any statistical procedures or analyses that might be involved in the study. The committee approves or disapproves the

proposed dissertation research at the end of the defense. The proposal meeting should not serve primarily as a working committee meeting. Typically, there will be alterations to the proposal.

36 Role of the Institutional Review Board (IRB)

The role of the IRB is to review all research proposals to ensure the protection of human subjects as required by federal regulations. The term “research proposals” also includes any pilot studies to be conducted before being approved at the proposal defense for use in the main study. Approval of a pilot study must be obtained by both the committee and the IRB.

Students are required to submit the research proposal to the IRB for approval before a (pilot) study is initiated, and/or after successful completion of the proposal meeting. No data collection may begin until this approval is obtained.

If the pilot study or research proposal is not approved, students will be required to consult with their dissertation chair and committee, make the necessary changes, and resubmit to the IRB. Final Oral Defense

All committee members must be present for the final oral defense. The candidate must present the completed dissertation to the committee at least two weeks prior to the oral defense. The oral defense begins with a brief presentation of the study and its findings by the student.

Committee members may then raise questions about the study and its implications. The student should take notes regarding any changes that the committee recommends and incorporate these changes into the final document.

The defense itself is an oral examination of the student’s competence to independently conduct research. The student should be able to explain the rationale for choices that he or she made in conducting the study and in writing the dissertation, explain the basis for and limitations of his or her methodology and statistical procedures, and discuss the results appropriately by placing them in the context of existing theory and research.

The defense lasts approximately two hours. If any committee member feels that the meeting has not provided sufficient time to appraise fully the competency of the student’s dissertation or defense, then a continuation of the defense may be requested.

At the conclusion of the defense, the committee dismisses any visitors and asks the candidate to leave the room. The committee then takes two votes:

1. whether to pass the written document (pending any revisions directed by committee members);

2. whether to pass the oral defense.

If the document is failed, the oral defense automatically fails; however, it is possible to pass the document and fail the oral defense. In this case, the student must schedule a second defense. If this is failed, however, the dissertation is not approved.

The chairperson is ordinarily responsible for approving revisions of the written dissertation made after the defense. Committee members, however, may also ask to approve changes. After the committee chair, committee members, and dean have approved a dissertation, it must

37 be submitted to the Alliant International University library.

The date at which all required materials are submitted to and/or accepted by the Library

becomes recorded by the Registrar as the student’s official date of degree completion, provided that all other degree requirements have been met. The student is responsible for learning of any deadlines for successfully defending and final preparation and submission of the dissertation in order to be complete and graduate in a particular semester. Students who fail to adhere to such deadlines may be required to register the following semester.

It is customary for students to provide bound copies of the dissertation to each member of their committee upon completion.

Please consult the TESOL EdD Dissertation Handbook for complete detail aspects of the dissertation process.

38

Section III. University Policy and Procedures and

TESOL Contact Information

University Policies and Procedures

1. Attendance, Lateness, Missed Exams or Assignments

The university expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, the students should notify the professor in advance, arrange for a classmate to collect assignments, and understand that students are responsible for all missed class work or assignments. See the University Catalog for the complete policy on attendance. Failure to attend sessions or complete assignments as arranged could result in failure or the need to withdraw from the course.

2. Class Participation

Students are expected to be active participants in their learning. Students are also expected to be part of a learning community that encourages the participation of all class members. To this end, students need to be aware of dominating the conversation or excluding class members from the discussion.

It is expected that all cell phones and pagers will be turned off during the class session and that phone calls be made before or after class or during breaks. (Not applicable for online courses) 3. Instructor Assumptions

The instructor assumes that each student who has enrolled in the class understands and agrees to the university policies and the terms of this course syllabus.

4. Responsibility to Keep Copies

Remember – it is good practice to keep copies of ALL major assignments/papers you turn in or post online. On rare occasions, work may be lost because of computer failure or other mishaps. 5. Respectful Speech and Actions

Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the university must treat one another with dignity and respect.

39 combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics and the Academic Code (see Catalog) shall be the guiding

principles in dealing with speech or actions that, when considered objectively, are considered abusive and insulting.

6. Academic Code of Conduct and Ethics, and Policy on Plagiarism and Screening for Plagiarism

The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized

collaboration, and assisting other students in acts of misconduct, among others, may be found in the University catalog.

An act of plagiarism (defined on p. 56 of the University catalog as “Any passing off of another’s ideas, words, or work as one’s own”) is considered to be a violation of 4th DRAFT Model Syllabus Page 5 of 10 the University’s Student Code of Conduct and Ethics: Academic and will be addressed using the Policies and Procedures outlined on pages 57-58 of the University’s 2005-2006 catalog. The instructor in this course reserves the right to use computerized detection systems to help prevent plagiarism. Currently, Alliant International University subscribes to Turnitin.com for purposes of plagiarism screening. By enrolling in this course, students agree that all assignments are subject to submission for textual similarity review to Turnitin.com. Please note that any assignments or course documents submitted to this service will be included as source documents for the restricted access database of Turnitin.com which is exclusively used for the purpose of detecting plagiarism. You may indicate in writing to the instructor by the end of the add/drop deadline for this course that you refuse to participate in the Turnitin.com

process, in which case the instructor can use other means to verify the originality of your work. Material identified as plagiarized will be dealt with pursuant to University’s Student Code of Conduct and Ethics: Academic. Penalties for plagiarism can be severe, up to and including expulsion from the University.

7. Disability Accommodations Request

If you need disability-related accommodations in this class, please see me privately.

All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about

accommodations, please contact the Office of Disability Services. 8. Policy on Course Requirements during Religious Holidays