Syllabus
Graduate Programs in Public Health
GPH 705 Community-Based Participatory Research – Fall B 2015
Credits - 3
Description
Course Description
This course will provide an overview of Community Based Participatory Research (CBPR) and familiarize participants with key historical underpinnings and principles of CBPR practice. Methodological considerations for building and sustaining community partnerships; data gathering; data sharing, and action planning will be explored. We will also address matters of cultural competence and cultural humility; working with diverse populations; ethical considerations in CBPR; and salient funding and Institutional Review Board (IRB) issues.
Course participants will complete weekly written assignments incorporating learning from class readings, lectures, forum discussions and other supplemental materials. These weekly assignments will be graded for content as well as organization/format and should reflect integration of the course material. Please plan to complete all weekly readings before completing the written assignment, as your responses should include references to them.
Weekly online forum discussion topics are outlined in the syllabus. Each participant will be assigned to a single discussion group for the duration of the course. Participants should be prepared to actively participate in the discussions each week. Participants will earn their weekly credits only if contributions are relevant and timely. The purpose of the forum discussion is to critically engage the weekly topic and postings are expected to provide an intellectual contribution to scholarly discourse. Postings should reflect integration of the course material.
Course Format
This course will be delivered through a web-based format with eight weekly on-line modules. On-line lectures, reading assignments, written assignments, and on-line forum discussion will be included in each module. Each new weekly session will be posted to the site by 12:01 AM EST on Wednesdays. The eighth session is only four days long; it begins on Wednesday as usual and ends on Sunday, December 20 at 11:59 PM.
Materials
Learning Objectives and Outcomes
Learning Objectives
- Identify and describe key theoretical perspectives that have shaped the development and evolution of CBPR
- Describe characteristics of CBPR that make it especially useful for addressing health disparities in underserved and marginalized communities
- Identify and describe key ethical considerations in CBPR
- Demonstrate an understanding of how to apply the key principles of CBPR to the research process
- Specify the elements of effective community engagement and partnership
- Give examples of potential pitfalls when applying principles of CBPR
- Cite examples of how quantitative and qualitative evidence can be employed in CBPR and define the mixed methods approach to research
- Describe how CBPR can be employed with communities in data collection, analysis, interpretation, dissemination, and action planning
- Demonstrate reflective practice
- Describe how CBPR approaches can strengthen the quality of research
- Describe how policy development can be impacted by CBPR
- Identify how oppression and differential power affect the CBPR process
- Differentiate between cultural competence and cultural humility
- Describe the basic IRB processes and procedures at UNE and the rationale behind IRB review
- Identify ethical considerations in CBPR practice that do not come under the IRB
purview
This course addresses the following ASPH Competencies:
ASPH Social and Behavioral Sciences Competencies
E4. Identify critical stakeholders for the planning, implementation and evaluation of public health programs, policies and interventions.
ASPH Diversity and Culture Competencies
G1. Describe the roles of, history, power, privilege and structural inequality in producing health disparities.
G5. Use the basic concepts and skills involved in culturally appropriate community engagement and empowerment with diverse communities.
G6. Apply the principles of community-based participatory research to improve health in diverse populations.
G9. Cite examples of situations where consideration of culture-specific needs resulted in a more effective modification or adaptation of a health intervention.
G10. Develop public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served.
ASPH Leadership Competencies
H7. Use collaborative methods for achieving organizational and community health goals.
H8. Apply social justice and human rights principles when addressing community needs.
ASPH Professionalism Competencies
J5. Promote high standards of personal and organizational integrity, compassion, honesty and respect for all people.
J10. Appreciate the importance of working collaboratively with diverse communities and constituencies (e.g. researchers, practitioners, agencies and organizations).
Assignments
Weekly Forum Discussions
You will be assigned to a discussion group. Each student is expected to post at least twice each week. One posting should be an original contribution to the discussion. A second or sequential posting may be in response to a classmate’s posting or provide an additional point of departure for the discussion. Initial discussion postings to the class website must be submitted by Saturday at 11:59PM. It is highly recommended that you complete the week’s readings in advance of the first posting as integration of the concepts in the readings will be expected in the discussion postings. Second postings must be completed by Wednesday 11:59 PM EST of the week the question is assigned. Late submissions will not be graded.
Written assignments
Assignments should reflect integration of the ideas and concepts presented in weekly readings and presentations and demonstrate the application of new knowledge. Present in narrative form, using complete sentences and providing citations and references in AMA format. Please be clear and succinct. Weekly written assignments should not exceed 1 page, single-spaced with 1” margins in 12- point font. References are not included in the one-page limitation; they should be listed on page 2. All written assignments are due by Wednesday 11:59 PM EST of the week they are assigned, except in week 8 when there is no written assignment. Late submissions will not be graded.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Weekly Points | Total Points |
|---|---|---|
| Weekly forums (weeks 1 - 7) | 4 points per week | 28 points |
| Weekly forum (week 8) | 2 points | 2 points |
| Weekly written assignments (weeks 1 - 7) | 10 pointsn | 70 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 1: | Oct. 28 – Nov. 4 |
| Week 2: | Nov. 4 – Nov. 11 |
| Week 3: | Nov. 11 – Nov. 18 |
| Week 4: | Nov. 18 – Nov. 25 |
| Week 5: | Nov. 25 – Dec. 2 |
| Week 6: | Dec. 2 – Dec. 9 |
| Week 7: | Dec. 9 – Dec. 16 |
| Week 8: | Dec. 16 – Dec. 20 (Sunday) |
Weekly Schedule:
Week 1: Oct. 28 – Nov. 4
Course overview: Rebekka Lee, ScD
Defining research and historical roots of CBPR:
- Identify and describe key theoretical perspectives that have shaped the development and evolution of CBPR.
- Describe characteristics of CBPR that make it especially useful for addressing health disparities in underserved and marginalized communities.
- Identify and describe key ethical considerations in CBPR.
Presentation:
- Dr. Meredith Minkler’s presentation from the 8th Annual William T. Small, Jr. Keynote Lecture, University of North Carolina, Chapel Hill https://www.youtube.com/watch?v=NxTSrg4dWfY (one hour +, post-lecture Q&A)
Readings :
- Israel et al, Chapter 1 (pages 4-37)
- Minkler M, Wallerstein N. Chapters 1&2, (pages 5-46)
Assignments:
- Post your introduction in Announcements as soon as you sign in to the course: Briefly, tell us who you are, what you do, and describe the community or communities you are a part of.
- Group Forum Questions: Discuss some of the ethical issues that were identified in the Minkler lecture. Why are these issues important to you? What processes might you employ to resolve these issues to promote population health? Weigh in on the issues raised by others in your group. (Post your original contribution by midnight on Saturday, and at least one more by 11:59 PM EST on Wednesday to your assigned group thread.)
- Written Assignment: Which of the theoretical underpinnings of CBPR resonate most for you and why? Identify and discuss areas of disagreement that you may have with the theories and concepts put forward in Minkler and/or Strand.
Week 2: Nov. 4 – Nov. 11
Applying Principles of CBPR /Forming and Building Partnership:
- Demonstrate an understanding of how to apply the key principles of CBPR to the research process
- Specify the elements of effective community engagement and partnership
- Give examples of potential pitfalls when applying principles of CBPR
Presentation:
- Nina Wallerstein, DrPH, presentation from UNM’s Annual Community Based Participatory Research Institute 06/01/11 http://vimeo.com/32530665 (lecture begins at 5:30, one hour + post-lecture discussion)
Readings:
- Israel et al Part 2 pg 40-126, Appendix C
- Minkler M, Wallerstein N. Chapter 3, (pages 47-66)
- Seifer, S D Building and Sustaining Community-Institutional Partnerships for Prevention Research: Findings from a National Collaborative Journal of Urban Health: Bulletin of the New York Academy of Medicine doi:10.1007/s11524-006-9113-y* 2006 The New York Academy of Medicine http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3261296/?tool=pmcentrez
Assignments:
- Group Forum Question: Post original contribution by Midnight Saturday and post second by 11:59 PM EST on Wednesday. Which principles of CBPR are more challenging for you to embrace? Why do you think this is the case? What about your background and/or training may impact those feelings? What steps might you take to address these challenges?
- Written Assignment: Suppose that you are interested in conducting a public health CBPR project in the community you defined in your introduction on week 1. Define that community in some detail and discuss how you would address each of the three types of group dynamics in the CBPR conceptual model in order to maximize the chances for a successful partnership.
Week 3: Nov. 11 – Nov. 18
Social Determinants of Health/ Health Disparities
- Describe how CBPR may be used to address the social determinants of health
Presentations:
- Inequities vs. inequalities: Rebekka Lee, ScD
- Unnatural Causes, In Sickness and in Wealth https://unelib-kanopystreaming-com.une.idm.oclc.org/video/unnatural-causes-sickness-and-wealth (56 minutes)
- Dr. Camara Jones, Social Determinants of Health Disparities and Barriers to Addressing Social Justice 06-05-2012 http://www.youtube.com/watch?v=Itcg1JcwKe0#t=660s (approximately 30 minutes)
Readings:
- Krieger J, Allen C, Cheadle A, Ciske S, Schier J, Senturia K, Sullivan M. Using community-based participatory research to address social determinants of health: Lessons learned from Seattle Partners for Healthy Communities. Health Education and Behavior. 2002;29(3):361-382. http://heb.sagepub.com.une.idm.oclc.org/content/29/3/361 (You must be logged into UNE’s library site in order for the link to work.)
- Schultz A, Krieger J, Galea S. Addressing social determinants of health: community- based participatory approaches to research and practice. Health Education and Behavior. 2002;29(3):287-295. http://heb.sagepub.com.une.idm.oclc.org/content/29/3/287 (You must be logged into UNE’s library site in order for the link to work.)
- World Health Organization. Achieving Health Equity: from root causes to fair outcomes, Interim Statement from the Commission on Social Determinants of Health. January 2007. http://search.proquest.com.une.idm.oclc.org/docview/199035765?pq-origsite=summon
Assignments:
- Group Forum Questions: Post original contribution by Midnight Saturday and post second by 11:59 PM EST on Wednesday. How can CBPR be applied to address the social determinants of health? Examine the assertions put forth in Unnatural Causes and cite examples from the readings in your discussion. What surprises you about these assertions? Do you agree or disagree and why?
- Written Assignment: Critically evaluate the Camara Jones presentation. How important are the “isms” in determining health? How and why might a CBPR approach be appropriate to address the inequities cited by Dr. Jones? Support your assertions with citations and examples.
Week 4: Nov. 18 – Nov. 25
Race, class, privilege, and issues of power in CBPR
- Identify how oppression and differential power affect the CBPR process.
- Differentiate between cultural competence and cultural humility.
Presentations:
- Dr. Nancy Krieger’s presentation from the 10th Annual William T. Small, Jr. Keynote Lecture, University of North Carolina, Chapel Hill. https://www.youtube.com/watch?v=aggJEVbfNjk
- Dr. Richard Wolff on How Class Works
http://www.youtube.com/watch?v=eGOA2WedIQo
Readings:
- Minkler M, Wallerstein N. Chapter 5 (pages 91-103) Chapter 8 (pages 137-147) Chapter 15 (pages 263-280).
- Tervalon M, Murray-García. Cultural Humility Versus Cultural Competence: A Critical Distinction in Defining Physician Training Outcomes in Multicultural Education. Journal of Health Care for the Poor and Underserved 9.2 (1998): 117-125. http://muse.jhu.edu.une.idm.oclc.org/journals/journal_of_health_care_for_the_poor_and_underserved/summary/v009/9.2.tervalon.html
Social Identity exercise:
Assignments:
- Group Forum Question: Post original contribution by midnight on Saturday and second by 11:59 PM EST on Wednesday. What does it mean to be a good ally? How might cultural competence or cultural humility be applied in CBPR partnerships?
- Written Assignment: Take 5-10 minutes to complete the social identity wheel using the link above. Mark the identities that you think about the most with a number 1, mark those identities you think about least often with a number 2, mark your own identities you would like to learn more about with a number 3, and mark the identities that have the strongest effect on how you see yourself with a 4. You may have multiple numbers in some boxes, some with just one number, and some may be empty. There are no right answers. This is an exercise in self- reflection and is not intended to be handed in.
- Full Class Forum Discussion: What surprised you about completing this exercise? How do you think your answers to this exercise might be different from others taking the course? How do you think your identity might influence how you conduct public health research in the community and how might that change if you were to employ CBPR principles?
Week 5: Nov. 25 – Dec. 2
Research Design, Data Collection and Analysis in CBPR
- Cite examples of how quantitative and qualitative evidence can be employed in CBPR and define the mixed methods approach to research
- Describe how CBPR can be employed with communities in data collection, analysis, interpretation, dissemination and action planning
Presentation:
- Mixed Methods Research: Rebekka Lee, ScD
- Order the free training: Community Based Participatory Research: A Partnership Approach for Public Health (Downloadable) at: http://miphtcdev.web.itd.umich.edu/trainings/courses/community-based-participatory-research-partnership-approach-public-health-downloadable
- View Part 3: Data Collection and Analysis
- Watch “Introduction to Video for Participatory Research” https://www.youtube.com/watch?v=o3xsttz8F8o and
- Watch “Sneak Peak at Army Street” https://www.youtube.com/watch?v=I6j7gQj6cUc When you click on any video link on the site, you will be redirected to YouTube. If you do not see the two clips you are assigned to watch come up on the right hand side of the screen, search for them by name instead.
Readings :
- Israel B, et al: Part 3 (128-188); Chapter 8 (225-248); Chapter 12 (335-364).
- Minkler M, Wallerstein N. Chapter 14, (pages 243-258).
- Onwueghuzie AJ. Why Can’t We All Get Along? Towards a Framework for Unifying Research Paradigms. Education. Spring 2002. http://ic.galegroup.com.une.idm.oclc.org/
Assignments:
- Group Forum Questions: Post original contribution by Midnight Saturday and post second by 11:59 PM EST on Wednesday. Identify the data analysis challenges in CBPR and how you might address them. What particular concerns might be associated with photo and video data collection and analysis at the community level and how would you as a public health researcher approach the analysis of such data?
- Written Assignment: Discuss the advantages and disadvantages of qualitative and quantitative methods in CBPR. When would you employ quantitative methods instead of qualitative methods and why (and vice versa)? When might you employ a mixed methods approach? How does the choice of method contribute to the CBPR goal to affect social change and to other specific CBPR goals?
Week 6: Dec. 2 – Dec. 9
Results sharing and dissemination
- Describe how CBPR can be employed with communities in data collection, analysis, interpretation, dissemination and action planning.
Presentation:
- In Community Based Participatory Research: A Partnership Approach for Public Health (You downloaded this training last week). View Part 4: Dissemination and Translation
Readings:
- Israel B, et al. Part 6 Introduction, Chapters 14, 15, 16 and 19 (pages 399-487,, 547- 577).
- Minkler M, Wallerstein N. Chapter 16, (pages 285-301).
- Chen, P., Diaz, N., Lucas, G., and Rosenthal, M. Dissemination of Results in Community Based Participatory Research. American Journal of Preventive Medicine 2010; 39 (4) : 372-378.
Assignments:
- Group Forum Questions: Post original contribution by Midnight Saturday and post second by 11:59 PM EST on Wednesday. What are some things you might want to watch out for when interpreting and disseminating public health data in CBPR? What personal biases might you have that would affect your ability to partner effectively in the data interpretation phase, and how would you manage them?
- Written Assignment: Identify the essential elements of reflective practice and discuss its role in CBPR. What have you learned about yourself through the reflective process and how might those learnings affect your research practice?
Week 7: Dec. 9 – Dec. 16
Action Planning for Change
- Describe how CBPR approaches can strengthen the quality of research
- Describe how policy development can be impacted by CBPR
Presentation:
- In Community Based Participatory Research: A Partnership Approach for Public Health (You downloaded this training in week 5): View Part 3: Case Study Activity and finish Part 3.
Readings:
- Minkler M, Wallerstein N. Chapters 17&18 (pages 307-334)
- Promoting Healthy Public Policy through Community-Based Participatory Reseach: Ten Case Studies
Assignments:
- Group Forum Questions: Post original contribution by Midnight Saturday and post second by 11:59 PM EST on Wednesday. What are some typical barriers to making change/taking action in CBPR? In the community you defined during session 1, what motivates social action?
- Written Assignment: Please answer question #2 in Minkler and Wallerstein, page 320. Although it is framed as a group assignment, you will complete it on your own. Complete Parts 1 & 2 only in Appendix K. You will have one page for narrative, another for references, and for this assignment only, a third page for your diagram. This assignment takes time so start early!
Week 8: Dec. 16 – Dec. 20
Putting CBPR into practice
- Describe the basic IRB processes and procedures and the rationale behind IRB review.
- Identify ethical considerations in CBPR practice that do not come under the IRB purview.
- Describe how participatory approaches can be applied to implementation and dissemination research.
Closing Presentation:
- Rebekka Lee, ScD
Readings:
- Flicker S, Travers R , Guta S, McDonald S, Meagher A. Ethical dilemmas in community-based participatory research: recommendations for institutional review boards. Journal of Urban Health08/2007; 84(4):478-93. http://www.yale.edu/bioethics/contribute_documents/picrender.pdf
- Minkler M, Salvatore AL. Participatory Approaches for Study Design and Analysis in Dissemination and Implementation Research. In Brownson RC, Colditz G, Proctor E (Eds). Dissemination and Implementation Research in Health: Translating Science to Practice, First Edition. New York: Oxford University Press. 2012.
Assignments:
- Group Forum Questions: Post by Midnight Saturday. Which collective ethical concerns of CBPR practice are most important to subject to a review procedure and why? How do these concerns fit into Wallerstein’s conceptual model?
- No Written Assignment this week.
The course closes on December 20th at 11:59 PM EST!
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)
- ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
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
The College of Professional Studies supports its online students and alumni in their career journey!
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
Late Assignment Policy
During weeks 1-7, assignments submitted after the due date will receive a 5% penalty for each day the assignment is late. Late papers will not be accepted after 5 days. In week 8, the same penalty applies, however late assignments will not be accepted after the course end date on Sunday at 11:59 pm. 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. Your instructor may grant an extension without penalty for extenuating circumstances such as an emergency, serious illness, power outage, etc.
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
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 student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
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.
Attendance Policy
8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.
16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
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 UNE Plagiarism Policies.
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.