Nova Southeastern University Abraham S. Fischler School of Education Syllabus

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1 Nova Southeastern University Abraham S. Fischler School of Education Syllabus I. COURSE PREFIX, NUMBER, AND TITLE: EDD 8006 System Analysis and Design (3 credits) II. INSTRUCTOR/FACULTY MEMBER Name: Anymir Orellana, EdD Telephone: (954) Fax: (954) Office Hours: Tuesday-Thursday from 10 to 3pm, and by appointment. Students should contact their instructor for any questions regarding this course. CONTENT AREA FACULTY (Responsible for Syllabus): Name: Anymir Orellana, EdD Telephone: (954) Fax: (954) Technical support: (954) 262-HELP (4357) or (800) 541-NOVA (6682) x24357 NOTE: To ensure program consistency, all sections of each course in the Abraham S. Fischler School of Education, regardless of delivery format, follow the same course outcomes as listed in this syllabus. Any modifications in readings, topics, or assignments may occur only with approval from the Content Area Faculty listed above. III. IV. COURSE DESCRIPTION A. An advanced course providing skills for the analysis and design of educational and instructional systems. Major topics include critical elements in the structure of a distance education delivery system; analysis of educational systems and instructional systems; relationship of subsystems within an educational system; design of an educational system; design of instructional systems; and evaluation and continuous improvement of a system. Prerequisite/s: None B. Course Rationale: Instructional design and development are only parts of a larger system responsible for student learning. This course emphasizes distance education systems and their impact on social systems. Within a successful distance education system there are many subsystems (components) that must work together to accomplish objectives; distance education programs themselves are often a subsystem of a university, college, or private and public sector organization. Distance education is also a subsystem in the super system we refer to as society and that is another perspective that must also be part of all the decisions instructional designers and developers make. COURSE STUDENT LEARNING OUTCOMES: Students will be able to 1) Identify systems concepts and theories; 2) Compare and contrast the attributes of a system; 3) Apply systems theory and concepts to work settings; EDD 8006 Page 1 of 13 May 2014

2 4) Analyze an existing educational system; 5) Identify the steps in designing a system; 6) Create a valid distance education system; 7) Identify subsystems that may impact on the individual s performance within the system. V. REQUIRED MATERIALS A. Required Textbook(s): Check the course textbook list for updates. Gupta, K., Sleezer, C., Russ-Eft, D. (2007). A practical guide to needs assessment. (2nd Ed). San Francisco, CA: Pfeiffer (ISBN-10: ) Kaufman, R., & Guerra-López, I. (2013). Needs assessment for organizational success. Alexandria, VA: American Society for Training & Development. (ISBN-10: ) Watkins, R., Meiers, M. W., & Visser, Y. L. (2012). A guide to assessing needs: Essential tools for collecting information, making decisions, and achieving development results. Washington DC: World Bank. (Available from B. Required Supplemental Materials: American Psychological Association (APA). (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Banathy, B. H., & Jenlink, P. M. (2004). Systems inquiry and its application in education. In D. Jonassen (Ed.), Handbook of research on educational communications and technology, (2nd. ed., pp ). Mahwah, NJ: Erlbaum. (Available from Watkins, R., Kaufman, R., & Odunlami, B. (2013). Strategic planning and needs assessment in distance education. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp ). New York, NY: Routledge. (Available from VI. COURSE STRUCTURE This course will be fully online via Blackboard with narrated presentations. No campus-based classroom classes are held. Students are expected to login weekly in the class. Course materials will be posted within the Blackboard course. Students are encouraged to participate in the optional Collaborate live sessions that will be recorded. Students are responsible to cover the content presented during the Collaborate live sessions. Students must login to the course the first week to prevent being dropped from the course. EDD 8006 Page 2 of 13 May 2014

3 VII. CALENDAR OF WEEKLY ACTIVITIES Week Topic Readings Activities 1 Introduction Banathy & Jenlink Watkins, Kaufman, & Odunlami Watkins, Meiers, & Visser, Section 1 Participate Collaborate Live Session Introductions 2 System analysis and design: Overview Banathy & Jenlink Watkins, Kaufman, & Odunlami Watkins, Meiers, & Visser, Section 1 Participate Discussion 1 3 Strategic planning, needs assessment Kaufman & Guerra-López CH1 Kaufman CH2 * Gupta CH1, Gupta CH2 4 OEM Watkins, Meiers, & Visser, Section 2 Kaufman & Guerra-López CH2 Gupta CH7 5 Mega planning Macro planning Kaufman & Guerra-López CH3, CH4 Participate Discussion 1 Participate Collaborate Live Session Participate Discussion 2 Submit Worksheet 1 Participate Discussion 2 6 Micro planning, Kaufman & Guerra-López CH5 Submit Worksheet 2 7 Quasi-needs Kaufman & Guerra-López CH6 Gupta CH4, CH5, CH6 Kaufman CH7* 8 System Design: Solutions 9 System Design: Solutions Participate Collaborate Live Session Watkins, Meiers, & Visser, Section 2 Submit Worksheet 3 Kaufman & Guerra-López CH7 10 Writing reports Watkins, Meiers, & Visser, Section 2 Gupta CH8 11 Implementation, Data Collection, and Evaluation 12 System Analysis and Design: Putting it all together Kufman & Guerra-López CH8, CH10 Watkins, Meiers, & Visser, Section 3 Gupta CH3 Submit A2: System Design Participate Discussion 3 Submit A1: System Analysis Participate Collaborate Live Session Participate Discussion 3 13 System Analysis and Design: Putting it all together Submit A2: System Design 14 Presentations Live via Collaborate Submit A3: Presentations Notes to calendar: EDD 8006 Page 3 of 13 May 2014

4 *Readings provided in Blackboard 1. Weeks run from Monday to Sunday. Specific week dates are found in Blackboard course area. 2. You must login to the course the first week to prevent being dropped from the course 3. Collaborate session dates will be provided during the first week of class. 4. Late submissions of assignments will be penalized. 5. Other readings may be assigned based on class dynamics. VIII. DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS Students will work toward the analysis and design of an educational or instructional system through a completion of a series of worksheets, participation in live Collaborate sessions, and participation in discussion forums. During the final weeks of the class students will present via Collaborate the design. Notes: 1. Assignments can be individual or in groups as indicated by the instructor. 2. Assignments are due on Sunday 11:59PM EST of the corresponding week (See Calendar of Weekly Activities), unless indicated by the instructor. 6. Assignments MUST be submitted via the Assignment drop box Blackboard area. 3. Submissions done outside the Assignment drop box area will NOT be considered, unless indicated by the instructor. 7. Because activities build upon each other, it is imperative that work is submitted on time to allow for appropriate feedback and correction. Unless agreed with the instructor, late submissions will not be accepted. Late submissions may be penalized. Worksheets (30 pts.) CSLO1, CSLO2, CSLO3, CSLO4, CSLO5, CSLO6 The design and implementation of any distance education system as an open system should contribute to the achievement of value added results for the learners, the institution, and the community. In order to select the needs that are priority (system analysis), and solutions to such needs (system design), a series of steps must be carried out. You will examine the elements of the OEM (inputs, processes, products, outputs, and outcomes) to gain an open system view of the institution. You will complete a set of worksheets (WS) where each contains one or more tables and figures. Templates for the worksheets are found in Blackboard. Each worksheet will be grade with the Worksheet Rubric. WS 1: Description of the system Describe the system in terms of its elements and relationships (systems and subsystems), and interdependence. Identify clients, stakeholders, partners, and beneficiaries. WS 2: Mega- and Macro-level analysis Derive the ideal vision and the results criteria. Derive the mission statement and the mission objective. WS 3: Micro-level and Quasi-needs analysis and solution(s) Derive performance objectives. Ensure a system perspective is maintained in the three levels. Identify and prioritize gaps in processes/means and inputs. Identify solution. EDD 8006 Page 4 of 13 May 2014

5 Worksheet Rubric Needs work Organization 0-79 % Organization is choppy and confusing Satisfactory 80-85% Order can be followed although few tables or figures may be out of order. Accomplished 86-90% Most tables and figures are thoughtfully organized. Order is logical and easy to follow for most tables and figures. Exemplary % All figures and tables are well and thoughtfully organized. Presents a logical order and format. Possible minor issues. Points /20 Content Completeness Timeliness Does not demonstrate understanding as evidenced by most or all of the tables or figures Very few required tables and figures are presented Work is not submitted on time Understanding of concepts is satisfactory as evidenced by some tables figures Some required tables and figures are presented. Some work is submitted on time Demonstrates understanding of concepts is satisfactory as evidenced by most tables figures Most required tables and figures are presented Most work is submitted on time Demonstrate superior understanding of concepts for all tables/figures with possible minor issues Content is complete. All required tables and figures are presented All is submitted on time /40 /20 /20 Total /100 Assignment 1. System Analysis (25 pts.) CSLO3, CSLO4 CSLO5, CSLO7 In developing an understanding of educational systems and systems theory, you will analyze the system in order to determine its key components and their interrelationships. You will analyze a complex educational system from the perspectives defined in the OEM. In this assignment you will report the needs assessment and analysis carried out in WS1 through WS3. Include the Following Components and use them as Headings: 1. Introduction. Include and overview of the approach used for the analysis, the purpose, and what is covered (what follows). 2. Description of the system. Describe the system as it exits today in terms of the three levels: mega, macro and micro. Describe the system in terms of its elements (systems and subsystems), and relationships and interdependence. Include necessary figures/tables from WS1 and support with the literature when applicable. Discussion of the detail and dynamic complexities of the system should be included as Include the following subsections/headings: Mega Community. Write a paragraph or two to describe the societal community: location, economic conditions; constraints placed on this community/educational system; resources/inputs are available; clients, stakeholders, partners, and beneficiaries of the system in the community. Macro Community. Write a paragraph or two to describe the institution: Organizational environment; hierarchy or structure of authority; resources/inputs available; clients, EDD 8006 Page 5 of 13 May 2014

6 stakeholders, partners, and beneficiaries of the educational system; and results (outputs). Include figures, charts, or tables when Micro Community. Write a paragraph or two to describe the teams, units, and individuals within the institution. Who are the immediate stakeholders and beneficiaries at the micro level? What are the results (products)? Describe the characteristics of the learner that will influence their instructional requirements. Describe the knowledge, opinions, needs, and wants of your target audience. Consider demographic variables, expected prior knowledge/entry skill levels, maturity, motivation, experience, and the technical proficiency of the learners. Include figures, charts, or tables when 3. Vision and Mission Objective. Present the derived ideal vision (Mega level), and mission statement and objective (Macro level) of the institution. In a paragraph or two, describe the process of deriving the vision and mission. Include necessary figures/tables from WS2. 4. Performance Objective(s). Present the performance objective(s). In a paragraph or two, describe the process and methods for deriving them. Include necessary figures/tables from WS3. 5. Needs. Present the needs as gaps in results at each level of analysis so that the alignment is evident. Include the current and desired results. In a paragraph or two, describe the process and methods for deriving them. Use figures and tables as needed. 6. Actions and Solutions. Describe the identified alternative solution(s) to the needs and actions. Describe the framework used and the process for identifying alternatives. Include necessary figures/tables from WS3 and WS3. 7. References Assignment 1. System Analysis Rubric Criteria Needs work 0-79 % Satisfactory 80-85% Accomplished 86-90% Exemplary % Points Introduction Description of the system Vision, mission and objectives Introduction is unclear or missing Description is unclear, or does not describe the system as it exits today; more than two components are missing or need substantial work. Provides little One or more elements are missing or need Provides little Introduction is clear but two elements are missing or inadequate Clearly describes the system as it exits today, but two of the components are missing or need work. Provides details, data, charts, figures, tables, and references for most components where Introduction is clear but one element is missing or inadequate Clearly describes the system as it exits today, but one of the components is missing or needs work. Provides explicit details, data, charts, figures, tables, and references for most components where Vision, mission Vision, mission statement, and statement, and objectives are presented. Alignment is not clear, or the description of the objectives are presented and are clearly aligned; but the description of the process needs some Introduction is clear and indicates purpose, overall approach, and sections that follow. Clearly describes the system as it exits today. Clearly defines and presents (a) the subsystems, relationships, and interdependence among them; and (b) a discussion of the detail and dynamic complexities of the system as appropriate; (c) the mega community; (d) the macro community; and (e) the micro community. Provides explicit details, data, charts, figures, tables, and cites references Vision, mission statement, and objectives are presented and are clearly aligned. Results are presented in measurable terms. The processes of deriving the vision, mission statement and objectives are clear. /5 /40 /15 EDD 8006 Page 6 of 13 May 2014

7 Needs Actions and solutions Structure and mechanics References Elements are missing of need Provides little Elements are missing of need Provides little process needs some work. Provides some details, data, charts, figures, tables, and cites references Most needs are presented in measurable results at each level of analysis so that the alignment is evident. Includes most of the current and desired results. The process and methods for deriving the needs is mostly clear. Provides explicit details, data, charts, figures, tables, and cites references where Identified solutions and actions to the needs are somewhat clearly presented, or the framework used and the process for identifying alternatives is unclear. Provides some details, data, charts, figures, tables, and cites references where appropriate Difficult to Uses required comprehend due to headings. Some numerous errors; grammatical, or does not use syntactical, or other required headings. errors. Does not use references, documentation, or published research studies Uses references work. Provides explicit details, data, charts, figures, tables, and cites references where Provides explicit details, data, charts, figures, tables, and cites references The needs are presented The needs are presented in in measurable results at each level of analysis so that the alignment is evident. Includes most of the current and desired results. The process and methods for deriving the needs is mostly clear. Provides explicit details, data, charts, figures, tables, and cites references measurable results at each level of analysis so that the alignment is evident. Includes the current and desired results. The process and methods for deriving the needs is clear. Provides explicit details, data, charts, figures, tables, and cites references Identified solutions and Identified solutions and actions to the actions to the needs are needs are clearly presented. clearly presented, but Describes the framework used and the framework used and the process for identifying the process for alternatives. Provides explicit details, identifying alternatives data, charts, figures, tables, and cites is somewhat unclear. references Provides some details, data, charts, figures, tables, and cites references where appropriate Uses required headings. Minor grammatical, syntactical, or other errors. Uses references (includes documentation of the facts it cites) Uses required headings. No grammatical or syntactical errors. Information is presented in a clear and professional manner. FSE Guide for Assignments is followed (Includes APA). Document applies readings and consider the literature (includes documentation of the facts & peerreviewed journal articles). /15 /15 /5 pts /5 pts Total possible /100 pts Assignment 2. System Design (25 pts.) CSLO3, CSLO5, CSLO6, CSLO7 The design of educational systems is an important role that educators are often expected to perform. Whether it is the design of the corporate distance education system, a university EDD 8006 Page 7 of 13 May 2014

8 program, or a system of instruction for an individual classroom, the application of systems thinking in education can be essential for success. This assignment focuses on the design of an original ideal distance education system at the mega or micro level that can fill a defined gap(s) derived from the analysis in Assignment 1. You will define the components and interactions of such "ideal" distance education system as the solution to the problem. The design document should describe in adequate detail the appropriate subsystems for the system and their interrelationships. NOTE: The infusion of technology into the classroom is NOT the development of a distance learning system, but rather the development of technology goals for blended classroom-based instruction. A distance learning system by definition requires a distance between the instructor and learner in space or time. Include the Following Components and Headings. Use figures and tables as needed. 1. Introduction. Introduce the reader to the content of the paper (do not refer to it as an assignment). Include and overview of the approach used for the design, the purpose, and what is covered (what follows). 2. Description of the System. Provide and overview of the mega, macro, and micro communities within which the system will be implemented. Describe the proposed system in terms of its elements and relationships (systems and subsystems), and interdependence. 3. Vision, Mission and Objectives. State the vision, mission statement and objectives of the proposed system. Present them so that the alignment is evident and briefly summarize the process of deriving them. 4. Statement of the Needs. State the needs that the proposed system is addressing according to the analysis from Assignment 1. Present the needs as gaps in results at each level of analysis so that the alignment is evident. Briefly summarize the process of deriving the needs. 5. Identified Solution. Describe the identified solution to the needs and explain how it contributes to solving the problem (or filling the needs). Include inputs and processes. Briefly describe the framework and process used to derive the solution. 6. Implementation plan. Describe the implementation plan based on inputs and processes (functional components and subsystems) requirements, and on the expected results at the macro and micro level. Include any constraints or limitations. 7. Evaluation plan. Describe the evaluation plan and include per level the measurable indicators of results, data to be collected (soft and hard data), sources, data collection methods, data collection instruments and tools. 8. Conclusions and recommendations. 9. References Assignment 2. System Design Rubric Criteria Needs work 0-79 % Satisfactory 80-85% Accomplished 86-90% Exemplary % Points Introduction Description of the system Introduction is unclear or missing Description is unclear, or does not describe the proposed system, or it not evident that the system design Introduction is clear but two elements are missing or inadequate Evident that system design follows the analysis. Description is clear and describes the proposed system, Introduction is clear but one element is missing or inadequate It is evident that system design follows the analysis. Description is clear and describes the proposed system, but one of the components is Introduction is clear and indicates purpose, overall approach, and sections that follow. It is evident that system design follows the analysis. Clearly describes the proposed system (a) the subsystems, relationships, and interdependence among them; /5 /10 EDD 8006 Page 8 of 13 May 2014

9 Vision, mission and objectives Statement of Needs Solution Implementation plan follows analysis.; more than two components are missing or need Provide little. One or more elements are missing or need Provides little One or more elements are missing or need Provides little Most elements are missing or need Provides little Most elements are missing or need Provides little but two of the components are missing or need work. Provides details, data, charts, figures, tables, and references for most components where Vision, mission statement, and objectives are presented. Alignment is not clear, or the description of the process needs some work. Provides some details, data, charts, figures, tables, and cites references where Needs are presented as gaps in results at each level of analysis so that the alignment is evident. It is somewhat evident that the needs follow from the analysis. The process of deriving the needs is or unclear. Clear solution and explanation are presented. Inputs and processes, or the framework and process used to derive the solution needs work. Implementation plan needs work, or it is not apparent that it is based on inputs and processes requirements, and on the expected results at the macro and micro level. Provides some missing or needs work. Provides explicit details, data, charts, figures, tables, and references for most components where Vision, mission statement, and objectives are presented and are clearly aligned; but the description of the process needs some work. Provides explicit details, data, charts, figures, tables, and cites references where Needs are presented as gaps in results at each level of analysis so that the alignment is evident. It is somewhat evident that the needs follow from the analysis. Briefly summarizes the process of deriving the needs. Clear solution and explanation are presented. Inputs and processes are detailed The framework and process used to derive the solution needs work. Provides details, data, charts, figures, tables, and cites references Implementation plan is mostly clear and based on inputs and processes requirements, and on the expected results at the macro and micro level. Constraints and limitations are missing. Provides details, data, charts, figures, tables, and cites references (d) the mega community; (d) the macro community; (e) the micro community. Provides explicit details, data, charts, figures, tables, and references Vision, mission statement, and objectives are presented and are clearly aligned. Results are presented in measurable terms. Presents a clear summary of the process of deriving the vision, mission statement and objectives. Provides explicit details, data, charts, figures, tables, and cites references Needs are presented as gaps in results at each level of analysis so that the alignment is evident. It is evident that the needs follow from the analysis. Briefly summarizes the process of deriving the needs. Clear solution and explanation are presented. Inputs and processes are detailed. The framework and process used to derive the solution is briefly explained. Provides explicit details, data, charts, figures, tables, and cites references Implementation plan is clear and based on inputs and processes requirements, and on the expected results at the macro and micro level. Constraints and limitations are included. Provides explicit details, data, charts, figures, tables, and cites references Evaluation plan Most elements are Most elements are All elements are present Evaluation is clear and /15 /10 /10 /15 /20 EDD 8006 Page 9 of 13 May 2014

10 missing or need Provides little Conclusions and Conclusions or recommendations recommendations are missing or not clearly supported present and clearly described. Provides details. Conclusions and recommendations are present but may be somewhat unclear but few need some work. Provides details, data, charts, figures, tables, and cites references Conclusions and recommendations are mostly clear and supported by the analysis and design includes per level the measurable indicators of results, data to be collected (soft and hard data), sources, data collection methods, data collection instruments and tools. Provides explicit details, data, charts, figures, tables, and cites references where Conclusions and recommendations are clearly supported by the analysis and design /5 Structure and mechanics References Difficult to comprehend due to numerous errors; or does not use required headings. Does not use references, documentation, or published research studies Uses required headings. Some grammatical, syntactical, or other errors. Uses references Uses required headings. Minor grammatical, syntactical, or other errors. Uses references (includes documentation of the facts it cites) Uses required headings. No grammatical or syntactical errors. Information is presented in a clear and professional manner. FSE Guide for Assignments is followed (Includes APA). Uses readings and considers the literature (includes documentation of the facts & cites peer-reviewed journal articles). /5 /5 Total possible /100 pts Assignment 3. Presentation of System Design (10 pts.) CSLO3, CSLO5, CSLO6, CSLO7 Develop a Microsoft PowerPoint Presentation (PPT) to describe and explain the system design. You will have 10 minutes to present live via Collaborate. Submit the PPT as indicated by the instructor. Include in the presentation the elements from Assignment 2. Assignment 3. Presentation of System Design Rubric Criteria Organization Graphic, figures and tables Content Needs work 0-79 % Audience cannot understand presentation because there is no sequence of information Uses superfluous graphics or no graphics Most required elements are missing or unclear Satisfactory 80-85% Does not present information in logical sequence that that audience can follow Occasionally includes tables, graphics or figures that rarely support text and presentation Few required elements are missing or Accomplished 86-90% Presents information in logical sequence that audience can follow Includes tables, graphics or figures that relate to text and presentation Most required elements are present and clear Exemplary % Presents information in logical, interesting sequence that audience can follow Includes tables, graphics or figures that explain reinforce screen text and presentation All required elements are present and clear Points Awarded /20 /20 /40 EDD 8006 Page 10 of 13 May 2014

11 unclear Time Does not present within time limits N/A N/A Presents within time limits /20 Total points /100 pts Online Discussions (10 pts.) CSLO1, CSLO2, CSLO3, CSLO4, CSLO5, CSLO6 Active, thoughtful participation in online discussions is an important element of the course. Three main discussions will be conducted via Blackboard. Topics, reading assignments, guidelines, and additional useful information will be posted in the Blackboard discussion area. Online Discussion Rubric Needs work 0-79 % Satisfactory 80-85% Accomplished 86-90% Exemplary % Points Awarded Content Does not address content of readings. Does not contain application or professional examples. Covers content of reading. Little or no analysis of topic under consideration. Post(s) briefly address personal or professional examples. Some analysis of the readings with some level of focus on the topic under consideration; Some mention of outside resources. Post(s) briefly address professional and personal examples. Relates to the topic under consideration. Analyzes the content of readings; focuses on topic of the week; incorporates articles or information from sources outside those assigned when needed; presents content in a focused, cogent and effective manner. Posts apply information from professional and personal examples in clear, focused and concise manner as it relates to the topic under consideration /40 Timeliness Posts were late or absent Post(s) were not posted in time for others to read Post(s) were usually posted in time for others to read and comment on Posts were distributed throughout the week and always posted in time for others to read and comment on. /20 Structure and mechanics Difficult to comprehend due to numerous errors. Numerous grammatical, syntactical, or other errors. Minor grammatical, syntactical, or other errors. APA style citations & references when No grammatical, syntactical, or other errors. /10 Replies May or may not comment on other s posting. Does not add ideas. Or feedback is not specific or detailed. Adds ideas Adds ideas; Feedback is specific and detailed. Adds ideas; feedback is specific and detailed, and on topic. Asks reflective questions. /30 Total points / 100 pts IX. CLASS POLICIES EDD 8006 Page 11 of 13 May 2014

12 A. Attendance Students are expected to attend all class sessions. Online sessions may be scheduled throughout the course by the instructor. Some sessions may be optional and others required. All times and dates (along with requirements for attendance) will be posted on the on-line course calendar. Students are encouraged to participate in the live sessions that will be recorded. Students are responsible to cover the content presented during the Collaborate live sessions. Students must login to the course the first week to prevent being dropped from the course. B. Last Day to Withdraw From Course In order to withdraw from a course it is NOT enough to stop attending class or to inform the instructor of your intention to withdraw. Refer to the refund section of the graduate catalog: For further assistance, contact your Academic Advisor. C. Plagiarism If the instructor suspects that you plagiarized, your work will be submitted to Turnitin.com, which outlines what areas of the student s text comes from another source. Students agree that by taking this course all required papers may be subject to submission for textual similarity review by Turnitin.com. It is important to remember that plagiarism is NOT just copying another s work, but it also occurs if you paraphrase and don t cite the information. It is best to take notes on a reading and then re-summarize your notes in your own words. This not only helps to prevent plagiarism, but also demonstrates to the instructor that you understand the information. X. GRADING CRITERIA Grading Scale: Letter Percentage Quality Points Grade A B B F Below 80 No Credit Course Assignments and their percentage of the final grade Assignment Week % A1: System Analysis 9 25 A2: System Design A3: Presentation Worksheets 4,6,8 30 Online Discussions See calendar % EDD 8006 Page 12 of 13 May 2014

13 XI. LIST OF SUGGESTED RESOURCES A. Books and Articles: Anglin, G. J. (1995). Instructional technology. Englewood, CO: Libraries Unlimited. Brown, S. (1997). Open and distance learning: Case studies from education, industry, and commerce. London: Kogan Page. ISBN: Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction. (7th ed.). Boston: Allyn & Bacon. Dills, C. R. & Romiszowski, A. (1997). Instructional development paradigms. Englewood Cliffs, NJ: Educational Technology Publications. Gustafson, K. & Branch, R. (2004). Survey of instructional development models. (4th ed). Syracuse, NY: ERIC Clearinghouse. Kaufman, R., Watkins, R., & Leigh, D. (2001). Useful educational results. Lancaster, PA: Proactive Publishing. Locke, L. F., Spirduso, W.W., Silverman, S. J. (2007). Proposals that work: A Guide for Planning Dissertations and Grant Proposals. (5 th ed.). Thousand Oaks, CA: Sage Publications. Marquardt, M. (1996). Building the learning organization. New York: McGraw-Hill. Portny, S. (2007). Project management for dummies. (2 nd ed.). Wiley Publishing Inc. Reigeluth, C. M., Banathy, B., & Olson, J. (Eds.) (1993). Comprehensive systems design: A new educational technology. Berlin: Springer-Verlag. Senge, P. (1990). The fifth discipline: Organizational learning. New York: Doubleday. Template adopted: February, 2005 Template revised: August 31, 2011 EDD 8006 Page 13 of 13 May 2014

14 A. Academic Misconduct ABRAHAM S. FISCHLER SCHOOL OF EDUCATION ACADEMIC POLICIES AND REGULATIONS The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available online The following acts violate the academic honesty standards and will result in a finding of academic misconduct: 1. Cheating in any form: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise, or having others complete work or exams and representing it as one s own. 2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise. 3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this code. 4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one s own without proper acknowledgment. (See Academic Honesty Standards.) 5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct 6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements. 7. Bribery: offering of goods, services, property or money in an attempt to gain an academic advantage. 8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements. 9. Knowingly furnishing false information to the institution.

15 Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic misconduct may also result in dismissal from the Abraham S. Fischler School of Education without the possibility of re-enrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may have occurred. Note: If a charge of academic misconduct is determined in a course, any student initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the student s transcript for that course. Source: Abraham S. Fischler School Catalog and Student Handbook Retrieved from p B. Plagiarism Work that is submitted for credit must be the original work of the student. Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another person s work, words, or ideas are represented as one s own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another person s work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing one s own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one s own work for academic credit (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism. Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler School of Education without the possibility of re-enrolling at any time. Any determination of plagiarism on a practicum or an applied dissertation (concept paper, proposal, final report), also may result in dismissal from the Abraham S. Fischler School of Education without the possibility of re-enrolling at any time. Course assignments, practicums, and applied dissertations submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a course, any student initiated course withdrawal for that course will be administratively reversed and a grade of F will be

16 entered on the student s transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a determination of plagiarism that results in an F for the course. All students are entitled to due process pursuant to Fischler School of Education policies and procedures. Source: Abraham S. Fischler School Catalog and Student Handbook Retrieved from p C. Americans with Disabilities Act (ADA) Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability who meets the academic and technical standards required to enroll in and participate in Nova Southeastern University s programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that person s needs through reasonable accommodation. At the postsecondary level, it is the student s responsibility to initiate the process for disability services. The process for obtaining a reasonable accommodation is an interactive one that begins with the student s disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of disability from a qualified physician or clinician who diagnoses disabilities and sets forth the recommended accommodations. The Abraham S. Fischler School of Education s ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting the FSE Office of Student Judicial Affairs at (954) or , ext , or via at seldines@nsu.nova.edu. Undergraduate students should contact the Office of Student Disability Services at (954) or , ext , or visit the Web site at To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file in the FSE Office of Student Judicial Affairs a minimum of four (4) weeks prior to the commencement of classes for any given semester. Source: Abraham S. Fischler School Catalog and Student Handbook Retrieved from p D. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course.

17 Notices of Course/Instructor Evaluation access are sent to registered students by NSU . E. The current edition of the FSEHS Catalog and Student Handbook is available on the Academic Affairs website at This document provides extensive information on University and FSEHS policies, regulations and procedures. Updated April, 2014