Syllabus
Graduate Programs in Public Health
GPH 727 – Grant Writing – Spring 2019
Credits - 3
Description
In this course students will have the opportunity to focus on the grant writing process (as it is designed and directed by a federal or state public health funding agency). Particular emphasis will be placed on identifying and applying the requisite skills to have a potential public health program funded. The course will feature hands-on assignments based on (current) real world topics, resources, and grant funding guidelines. While students do not need to have a background in accounting, many components of a grant application (including a line-item budget) will be addressed.
Materials
Learning Objectives and Outcomes
Program Competencies
- Assess population needs, assets, and capacities that affect communities’ health
- Select methods to evaluate public health programs
- Design a population-based policy, program, project, or intervention
- Evaluate the use of financial resources and management techniques by public health programs to achieve goals and sustainability
- Search databases and critically analyze peer reviewed literature
- Develop strategies for qualitative and quantitative data management
- Synthesize and incorporate scientific evidence into professional writing
Course Competencies
- Analyze potential federal, state, and local funding sources for public health programs to meet the needs of a chosen target population
- Evaluate predicted grant outcomes and their impacts on a chosen target population
- Interpret the multiple components (required and supporting) of a grant application
- Apply compelling, scholarly, and concise writing strategies for grant narratives
- Present a grant narrative in a manner that meets funding criteria by a public health agency
Assignments
Discussions
For each discussion, students are expected to post at least twice each week in response to forum questions on that week’s topic. Initial posts are due by 11:59 pm ET on Sunday and response posts must be completed by 11:59 pm ET Wednesday. If the initial post and response are not submitted within the discussion week you will be given a zero. Posts submitted after the discussion week will not be graded.
*See Discussion Guidelines, available in each Weekly Module in Blackboard for information on posts.
Final and Ongoing Course Project
The different stages of the ongoing course project are covered briefly below. For detailed directions on each of them, see the “Final Project Instructions, Templates and Resources” link in the sidebar of your Blackboard course.
Week 2 – Statement of Need
Instructions to students: Utilize outside source data to research and present the pertinent demographic, overall health status, behavioral health related data for the population served by your organization. Respond to the NOFO Section A: Population of Focus and Statement of Need (pages 18 and 19).
- Identify your population(s) of focus and the geographic catchment area where services will be delivered.
- Describe the extent of the problem in the catchment area, including service gaps, and document the extent of the need (i.e., current prevalence rates or incidence data) for the population(s) of focus identified in your response to A.1. Identify the source of the data.
Week 3 – Goals, Objectives, and Outcomes
Instructions to students: Review the NOFO Appendix E (pages 46-48) where definitions and examples of goals and objectives are provided. Review the funder’s purpose and desired outcomes as stated on page 6. Respond to the NOFO Section B: Proposed Implementation Approach (page 19).
Describe the goals and objectives of the proposed project and align them with the Statement of Need described. State the unduplicated number of individuals you propose to serve (annually and over the entire project period) with grant funds.
Week 4 – Evidence-Based Practices
Instructions to students: Review the NOFO description of the required activities (pages 7-9) and Evidence-Based Practices (page 11). Utilize outside source data to research and present the pertinent Evidence-Based Practices for the population you intend to serve with grant funding. A good source to begin your research will be utilizing SAMHSA’s resources found here. Respond to the NOFO Section C: Proposed Evidence-Based Service/Practice (page 19).
Identify two of the Evidence-Based Practice(s) (EBPs) that will be used. Discuss how each EBP chosen is appropriate for your population(s) of focus and the outcomes you want to achieve. Describe any modifications that will be made to the EBP(s), the reason the modifications are necessary and the method for ensuring fidelity to the EBP. If you are not proposing any modifications, indicate so in your response.
Week 5 – Staff and Organizational Capacity / Collaborative Partners
Instructions to students: Review the NOFO description of the required key personnel (page 7) and Appendix L, Section A. Personnel (pages 66-68). Consider what staffing plan would be needed to carry out the required activities described (pages 7-9). Respond to the NOFO Section D: Staff and Organizational Experience:
- Describe the experience of your organization with similar projects and/or providing services to the population(s) of focus for this FOA. Identify other organization(s) that you will partner with in the proposed project. Describe their experience providing services to the population(s) of focus, and their specific roles and responsibilities for this project.
- Provide a complete list of staff positions for the project, including the Key Personnel (Project Director and Grant Evaluator) and other significant personnel. Be sure to provide each staff person’s role.
Week 7 – Line-item Budget and Budget Narrative
Instructions to students: Review the NOFO Appendix L (pages 66-84). Utilizing the Line item budget templates provided, complete both a line item budget and budget narrative for only Year 1 of the program.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Points |
|---|---|
| Discussions | 8 at 5 points each = 40 points total |
| Statement of Need | 12 |
| Goals, Objectives, and Outcomes | 12 |
| Identifying Evidence-based Practices | 12 |
| Describing Staff and Organizational Capacity/Collaborative Partners | 12 |
| Line-item Budget and Budget Narrative | 12 |
| Total | 100 points |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
Course Schedule:
Each week opens on Wednesday at 12:01 AM Eastern Time. Each week closes on Wednesday at 11:59 pm ET, with the exception of Week 8, which ends on Sunday.
- Week 01: Jan 2 – Jan 9
- Week 02: Jan 9 – Jan 16
- Week 03: Jan 16 – Jan 23
- Week 04: Jan 23 – Jan 30
- Week 05: Jan 30 – Feb 6
- Week 06: Feb 6 – Feb 13
- Week 07: Feb 13 – Feb 20
- Week 08: Feb 20 – Feb 24
Week 1: Course Introduction
Weekly outcomes
- Identify major federal funding agencies for public health programs, with an emphasis on U.S. Department of Health and Human Services agencies
- Assess the ability to interpret major components of a grant application
Readings/Videos
- Primary Reading: Karsh and Fox Lessons 2-4 (pages 15-77)
- Final Project Instructions, Resources and Templates
- Supplemental Reading: Take a some time to learn more about the Department of Health & Human Services and its agencies
Lectures
- Module 1 Lecture
Assignments
- Pre-Course Quiz
Discussion Forums
- Introductions:
- Initial Post: As you begin this course, it is important to understand what your personal learning goals are for the semester. First, describe two to three learning goals that you would like to achieve for this course. Second, identify the relevant course outcomes that are most aligned to your learning goals. Response Posts: Respond to the initial post of at least one peer. Link one of their learning goals to a skill/competency that you would expect a grant writer to routinely utilize. Explain why the skill/competency you identified is significant.
- Department of Health and Human Services
- Initial Post: Review the supplemental reading on the U.S. Department of Health and Human Services (DHHS). Based on the information you’ve read, which agency’s funding opportunities are you interested in learning more about in order to develop a grant proposal? Describe the mission of this agency. Explain why you chose this agency Response Posts: Respond to the initial post of at least one peer who chose a different agency. Postulate the type of public health challenge or community need which could (potentially) necessitate an interagency funding opportunity between the agency your peer chose and your chosen agency.
Week 2: Identifying and Stating the Problem
Weekly outcomes
- Assess the ability to interpret major components of a grant application (Statement of Need)
- Concisely write sections of a grant narrative
- Query key national, state, and local datasets to document the need for an identified targeted geography and community
- Describe the expected positive impacts (resultant to meeting the identified need) on the targeted community as a result of the grant-funded program
- Identify major federal funding agencies for public health programs, with an emphasis on U.S. DHHS, Substance Abuse and Mental Health Services Administration
Readings/Videos
- Primary Reading: Karsh and Fox 6-7 (pages 119-155)
- Final Project Instructions, Resources and Templates
- Supplemental Reading: Take a moment to learn more about the Substance Abuse and Mental Health Services Administration
Lectures
- Module 2 Lecture
Assignments
- Statement of Need
Discussion Forum
- US Census Bureau
- Initial post: The 10-year U.S. Census Bureau survey is well known. The Census Bureau also conducts the American Community Survey which samples populations each year and provides overview and detailed data on communities (by state, city, county, and zip code).
To compile useful data for your Statement of Need assignment complete the steps laid out in the instructions found in the module.
Write a post in which you describe why the U.S. Census Bureau data you’ve queried is among the strongest type of data you can provide for your Statement of Need assignment. Utilize support from your text to develop your response.
Response post: Respond to the initial post of at least one peer. Counter their argument by identifying the specific elements that make the data presented weak? (In others, consider, what data may be missing either entirely or within a specific category). Suggest another credible source of quantitative data that could be utilized in a Statement of Need. Explain how you located the source and why you chose it.
- Initial post: The 10-year U.S. Census Bureau survey is well known. The Census Bureau also conducts the American Community Survey which samples populations each year and provides overview and detailed data on communities (by state, city, county, and zip code).
To compile useful data for your Statement of Need assignment complete the steps laid out in the instructions found in the module.
Week 3: Developing Realistic Goals and Measurable Objectives
Weekly outcomes
- Identify major federal funding agencies for public health programs, with an emphasis on U.S. DHHS, Administration for Children and Families
- Assess the ability to interpret major components of a grant application (Goals and Objectives)
- Concisely write sections of a grant narrative (Goals and Objectives)
- Describe the expected positive impacts (detailed in the stated goals and objectives) on the targeted community as a result of the grant-funded program
Readings/Videos
- Primary Reading: Karsh and Fox Lessons 8-9 (pages 157-166)
- Final Project Instructions, Resources and Templates
- Supplemental Reading: U.S. Department of Health and Human Services, Administration for Children and Families
- Supplemental Reading: Take a moment to review the Centers for Disease Control and Prevention resources available on Evaluation Documents, Workbooks, and Tools, specifically Logic Models.
Lectures
- Module 3 Lecture
Assignments/Tasks
- Goals, Objectives, and Outcomes
Discussion Forums
- Definition of a Goal:
- Initial Post: Utilize Karsh and Fox’s definition of a goal (Lesson 8 of your reading). After reviewing the Supplemental Reading on the U.S. DHHS, Administration for Children and Families, state the goal of the agency in your own words. Select one of the program offices (e.g., Children’s Bureau). Describe 2 of the goals and objectives for that program office. Response post: Respond to the initial post of at least one peer. In your opinion is the goal of the U.S. DHHS, Administration for Children and Families OR the program office (selected by your peer) comprehensive enough. If yes, explain why. If no, then describe what you add to this goal.
Week 4: Understanding the Evidence-Base
Weekly outcomes
- Identify major federal funding agencies for public health programs, with an emphasis on U.S. DHHS, Agency for Healthcare Research and Quality
- Assess the ability to interpret major components of a grant application (Methodology/Program Plan)
- Concisely write sections of a grant narrative(Methodology/Program Plan)
- Apply an evidence-based practice to demonstrate the expected positive impacts on the targeted community as a result of the grant-funded program
Readings/Videos
- Primary Reading: U.S. DHHS, Agency for Healthcare Research and Quality – Selected case studies from AHRQ’s evidence-based tools and resources
- St. Jude Children’s Research Hospital Uses AHRQ Survey to Promote Patient Safety
- Medication Therapy Tools Help Pharmacists Educate Patients, Improve Adherence and Safety
- AHRQ Telehealth Project Helps Address Mental Health Needs Among Rural Elderly in New York State
- Final Project Instructions, Resources and Templates
- Supplemental Reading:
- Take some time to learn more about the U.S. DHHS, Centers for Disease Control and Prevention
- To learn more about implementing Evidence-based Practices review the following resources:
- Agency for Healthcare Research and Quality Evidence-Based Reports
- The Community Preventive Services Task Force (CPSTF) Community Guide
- Substance Abuse and Mental Health Services Administration Evidence-Based Practices
Lectures
- Module 4 Lecture
Assignments
- Evidence-Based practices
Discussion Forum
- Case Study Review:
- Initial Post: Explore the Agency for Healthcare Research and Quality (AHRQ) web site and review the 3 case studies in your primary readings. First, provide a definition of an evidence-based practice. Next, select two of the case studies from your readings. Describe the evidence-based practices identified. State whether or not you believe one or both of the evidence-based practices reviewed were effective. State why or why not? Response posts: Respond to the initial post of at least one peer. Review the AHRQ Impact Case Studies Criteria found here (https://www.ahrq.gov/news/newsroom/case-studies/criteria.html). How does the rationale provided by your peer compare to the AHRQ criteria for effectiveness?
Week 5: Implementing and Sustaining the Work
Weekly outcomes
- Identify major federal funding agencies for public health programs, with an emphasis on U.S. DHHS, Center for Faith-based and Neighborhood Partnerships
- Assess the ability to interpret major components of a grant application (Capacity, Partnerships, and Sustainability)
- Concisely write sections of a grant narrative (Capacity, Partnerships, and Sustainability)
- Apply a realistic staffing plan and partnership strategy to demonstrate and sustain the expected positive impacts on the targeted community as a result of the grant-funded program
Readings/Videos
- Primary Reading: Karsh and Fox Lessons 10, 13-14 (pages 179-188; 213-227)
- Final Project Instructions, Resources and Templates
- Supplemental Reading – Take a little bit of time to learn more about:
- Memorandums of Agreement/Understanding and Letters of Support
- The Center for Faith-based and Neighborhood Partnerships
Lectures
- Module 5 Lecture
Assignments
- Staff and Organizational Capacity/Collaborative Partners
Discussion Forum
- Organizational Capacity and Collaboration:
- Initial Post: Lesson 10 of the reading in the Karsh and Fox text discusses the importance of collaboration and specifically “getting the right people at the table together”. Explore the organizational capacity and collaborative partners for the hospital/health system (chosen from the list of 25 largest hospitals in America, Student resources – Becker’s Hospital Review) you identified in Module 2. To do this, see additional directions in the course module.
Response post. Respond to the initial post of at least one peer.
- Critically evaluate the 2 existing hospital/health system community partners identified.
- Propose 1 additional relevant partner that should be considered. Although the organizations/providers listed here are not required for inclusion, you may consider searching the list of SAMHSA-approved treatment providers (by the location of the hospital/health system) found here (https://www.samhsa.gov/find-help).
- Thinking about sustainability, how would this additional partner support the long-term (ongoing) implementation of the grant-funded program proposed.
- Initial Post: Lesson 10 of the reading in the Karsh and Fox text discusses the importance of collaboration and specifically “getting the right people at the table together”. Explore the organizational capacity and collaborative partners for the hospital/health system (chosen from the list of 25 largest hospitals in America, Student resources – Becker’s Hospital Review) you identified in Module 2. To do this, see additional directions in the course module.
Response post. Respond to the initial post of at least one peer.
Week 6: Evaluation
Weekly outcomes
- Identify major federal funding agencies for public health programs, with an emphasis on U.S. DHHS, Centers for Medicare and Medicaid Services
- Differentiate various evaluation methods to assess the expected positive impacts on the targeted community as a result of the grant-funded program
Readings/Videos
- Primary Reading: Karsh and Fox Lesson 11 (pages 189-198)
- Final Project Instructions, Resources and Templates
- Supplemental Reading – Take a moment to learn more about:
- U.S. DHHS, Centers for Medicare and Medicaid Services
- CDC Program Evaluation Tip Sheet – Cultural Competence
- CDC Program Evaluation Tip Sheet – Economic Evaluation
Lectures
- Module 6 Lecture
Discussion Forums
- Economic Evaluations
- After reviewing both CDC Program Evaluation Tip Sheets:
- Choose 1 type of Economic evaluation that could be used in your proposed grant-funded program.
- Provide a definition.
- Provide the primary purpose of the Economic evaluation (e.g., to minimize program cost).
- Explain why it would be appropriate (based on the audience and purpose defined in the Tip Sheet).
- After reviewing both CDC Program Evaluation Tip Sheets:
-
- Response post. Respond to the initial post of at least one peer.
- Based on the Economic evaluation chosen by your peer, select at least 2 Cultural Competence tips that could be implemented in your peer’s grant-funded program (remember, the purpose of the program is to address the problem of opioid use disorder (OUD) by expanding/enhancing access to medication-assisted treatment (MAT) (the purpose of all assignments in this course). Remember to preserve/support the stated primary purpose of the Economic evaluation which your peer identified in their initial post.
- Explain why you selected the 2 Cultural Competence tips you identified.
- Response post. Respond to the initial post of at least one peer.
Week 7: Budgeting
Weekly outcomes
- Identify major federal funding agencies for public health programs, with an emphasis on U.S. DHHS, Health Resources & Services Administration
- Assess the ability to interpret major components of a grant application (Line-item budget)
- Concisely write sections of a grant narrative (Line-item budget and budget narrative)
- Apply basic tools of budgeting and resource allocation to implement the grant-funded program for a targeted community
Readings/Videos
- Primary Reading: Karsh and Fox Lesson 12 (pages 199-211)
- Final Project Instructions, Resources and Templates
- Supplemental Reading – Take a moment to learn more about the U.S. DHHS, Health Resources and Services Administration (HRSA)
Lectures
- Module 7 Lecture
Assignments
- Line-item Budget and Budget Narrative
Week 8: Course Reflection
Weekly outcomes
- Identify major federal funding agencies for public health programs, with an emphasis on U.S. DHHS, Food and Drug Administration, and the National Institutes of Health
- Assess the ability to interpret major components of a grant application (holistically)
Readings/Videos
- Primary Reading: Karsh and Fox Lessons 16-17 (pages 271-288)
- Supplemental Reading – Take a little time to learn more about:
- U.S. Department of Health and Human Services (DHHS), Food Drug Administration
- U.S. Department of Health and Human Services (DHHS), National Institutes of Health
Lectures
- Module 8 Lecture
Assignments
- Post-Quiz
Discussion Forum
- Personal learning goals
- Initial Post: As you end this course, it is important to understand if you achieved your personal learning goals this semester. First, review the 2-3 learning goals that identified in Module 1. Second, summarize the goals here in your initial post and their alignment to the relevant course outcomes. Thirdly, select 1 learning goal, and describe whether or not you achieved the selected goal. Finally, relate your learning goal to a significant skill/competency that you learned (in this semester) that a grant writer would routinely utilize.
- Peer Response. Respond to the initial post of at least one peer. Do you agree that the skill/competency your peer identified is significant for a grant writer? Explain how the skill/competency you identified in your initial post supports the skill your peer identified.
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Public Health page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
UNE Student Academic Success Center
UNE's Student Academic Success Center (SASC) offers a range of free online services to support your academic achievement. Writing support, ESOL support, study strategy and learning style consultations, as well as downloadable resources, are available to all matriculating students. The SASC also offers tutoring for GPH 712 Epidemiology, GPH 716 Biostatistics, GPH 717 Applied Epidemiology, GPH 718 Biostatistics II, and GPH 719 Research Methods. To make an appointment for any of these services, go to une.tutortrac.com. For more information and to view and download writing and studying resources, please visit:
Information Technology Services (ITS)
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Accommodations
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Online Peer Support
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Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
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The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
Passing Grade Statement
A grade of 80% or higher is required to pass the course. A grade lower than 80% will result in you having to repeat the course. Obtaining two "Fs" in the program will result in dismissal from the program.
AMA Writing Style Statement
The American Medical Association Manual (AMA) of Style, 11th edition is the required writing format for this course. Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.
Online resources: AMA Style Guide
Artificial Intelligence (AI) Statement
Learning to use Artificial Intelligence (AI) responsibly and ethically is an important skill in today’s society. AI is not a substitute for developing and enhancing skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing essential to a public health professional. If you choose to use AI tools, such as ChatGPT and DALL-E2, they must be used wisely and intelligently to deepen your understanding of a subject matter and support learning. You are not allowed to use AI tools to generate your work. Content produced using AI tools cannot be used as a substitute for your original work.
Students in the Graduate Programs in Public Health (GPPH) must take ultimate responsibility for the accuracy of AI-generated content used in any work. You are expected to think critically about the results and alignment with the questions or tasks in the assignment and never substitute AI-generated results for professional human judgment and logic. GPPH students are also expected to understand that the information generated is not always accurate and, in some cases, propagates discrimination and bias. You must stay abreast of AI best practices, and the changing risks and benefits, and monitor AI for biases and risks for vulnerable populations and underrepresented groups.
Within GPPH, using AI-generated content in academic work falls under our academic integrity policies. All instructors will continue to use our AI detection software for each assignment submitted so it will be flagged.
Using any AI tool in your work must be acknowledged in-text every time it is used, not in your list of references. You will include a summary of what the AI tool was used to do, followed by the AI tool brand name, version/extension #, manufacturer/owner, and date used in parentheses.
For example,
Themes from participant responses were identified using a chatbot session (ChatGPT, model GPT-4, OpenAI, May 17, 2024).
Failure to acknowledge the inclusion of AI-generated content in any work submitted violates our academic integrity policies and will be considered an infraction with the associated penalties for plagiarism as outlined in the Student Handbook.
The Student Orientation has a module "Artificial Intelligence Literacy for Students", please refer to this module for more information about navigating the use of AI.
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Late Policy
Students are responsible for submitting work by the date indicated in Brightspace.
Quizzes and Tests: Quizzes and tests must be completed by the due date. They will not be accepted after the due date.
Assignments: Unless otherwise specified, assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your Enrollment and Retention Counselor if you are considering dropping or withdrawing from a course. Tuition charges may still apply. Students are strongly urged to consult with Student Financial Services, as course withdrawals may affect financial aid or Veterans benefits.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit https://www.une.edu/studentlife/plagiarism.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.