Syllabus

Doctor of Clinical Nutrition

DCN 840: Responsive Leadership in Practice

Credits - 3

Description

Attributes, behaviors, and practices of proactive, agile, socially responsible, and inclusive leadership will be examined to equip students with advanced skills in strategic planning, systems thinking, team-building, crisis management, and conflict resolution. Students complete an action-based quality improvement project that demonstrates responsive leadership in professional practice.

 
 

Materials

None; all required course materials are provided through Brightspace

 
 

Learning Objectives and Outcomes

DCN Program Outcomes (PLO)

Upon completion of the program, graduates will be prepared to:

  1. Apply adaptive and responsive leadership skills in healthcare, higher education, and community settings (depending on focus of student).
  2. Apply evidence-informed approaches when generating, appraising, and utilizing research.
  3. Lead the provision of safe, ethical, and evidence-based healthcare, higher education, and community services.

This course fulfills DCN Program Outcomes PLO 1 and PLO 3 as demonstrated through the course key assessment: Quality Improvement and Innovation Project.

Course Outcomes

By the end of the course, the student will be able to:

  1. Analyze complex challenges requiring responsive leadership.
  2. Apply responsive leadership skills and practices to complex challenges.
  3. Propose a quality improvement project applied to professional practice.
  4. Evaluate outcomes of responsive leadership initiatives.

Assignments

Lectures

This course is lecture-based; please see each week’s module for required, supplemental and optional viewing as applicable.

Case Study: Sunrise Community Health Center

Throughout this course, you will take on the role of a senior leader at Sunrise Community Health Center, a non-profit clinic working to improve patient and employee satisfaction amid complex challenges. Each week, you will respond to evolving organizational scenarios that require thoughtful leadership, ethical decision-making, and strategic planning. This animated case study is designed to help you apply responsive leadership theories in practice while navigating real-world constraints such as resistance to change, budget cuts, team dynamics, and external partnerships. Activities related to the case include personal vlogs, discussion posts, and assignment deliverables.

Responsive Leadership Vlog Assignments

Throughout the course, you will complete video logs (vlogs) to help you build your skills, competence, and confidence in leading responsively. These assignments will help you develop problem-solving skills, refine your thought process, and become comfortable articulating your position in a professional manner. In general, the built-in Brightspace Video Note will be used for recording vlogs.

Discussion Boards

You will be required to participate in weekly discussions during most if not all weeks of the course. Initial posts are due by Sunday, and response posts are due on Tuesday. If the initial post and response posts are not submitted within the assigned discussion week, you will be given a zero. Posts submitted after the discussion week will not be graded. 

Your success in the course relies on robust discussion, critical thinking, and peer response. Weekly posts responding to prompts posed are meant to facilitate a deeper understanding of the broader themes of the course as well as apply concepts you are learning through course readings, handouts, and lectures.

Your initial response should be substantive in nature and should generally be no less than 500 words but not more than 1000 words, not including references. It is important to synthesize and articulate content in a clear, complete, and concise manner. Peer responses should be no less than 300 but not more than 500 words and must offer positive, supportive, and constructive feedback to help deepen the conversation. 

All posts must be written following standards of academic/professional writing and maintain a professional tone. All responses, both initial and peer, must be supported with synthesized current scholarly literature documented in AMA format. 

Please be sure to follow the individual directions provided with each Discussion Board prompt, as the requirements may vary from Discussion Board to Discussion Board. Please review the DCN Discussion Guidelines for submission standards.

Assignments, Projects, and Assessments

See Brightspace for full assignment instructions, requirements, and rubrics.

In regard to all assignments, please observe the following:

  • All assignments must be completed using AMA style for formatting, citation, and referencing where appropriate.
  • All times related to assignment due dates refer to Eastern Time (ET).
  • All questions about assignments should be sent through email to the course instructor.
  • There will be no extra credit offered.

Students will receive feedback on each assignment usually within three days of the submission deadline (possibly longer for larger projects and papers, in which the course instructor will inform students). Grades and assignment feedback will be posted to the gradebook in Brightspace. Students should review assignment feedback and use the feedback to maintain or improve course performance, particularly when completing subsequent assignments. Students who earn a grade below B- (80%) on an assignment or who have a grade below B- (80%) in the course should contact the course instructor at their earliest convenience to discuss resources and strategies to improve performance.

Week 2 Assignment: Email and Agenda

Based on content from the case study, create an email and a meeting agenda to plan a brainstorming session with health center stakeholders. 

Week 4 Assignment: Training Presentation

Create a 3-5 slide recorded presentation to train hiring managers on best practices when informing an employee of termination.

Week 5 Partner Project: Corporate Social Responsibility

Working with a classmate, create a recorded presentation to influence key stakeholders in a real-world company to either institute a CSR framework or reinvigorate the existing CSR framework in place.

Week 6 Assignment: A Quality & Safety Driven Culture – Case Study

Based on content from the case study, identify 3 top priorities, define tactical steps to support improvement, and draft SMART goals to present to the health center’s executive team.
 

Week 7 Final Assessment: Quality Improvement Plan

For the final assignment, create a Quality Improvement Plan for Sunrise Community Health Center (the case study). The multi-part plan will synthesize what has been learned throughout this course, using a systems thinking framework, as well as a recorded presentation of the plan geared toward team members who have not been part of the decision-making process. 

Week 8: BigInterview

BigInterview is part of UNE’s Career Ready Program and is intended to help UNE students, graduates, and other interested parties with the resources and training to be successful in achieving career growth and satisfaction. There are two parts to this activity:

  • Part 1: Mock Interview – In the BigInterview platform, watch eight video lessons (approximately 3 to 10 minutes in length per video, 54 minutes total video time) and record your responses to 10 interview questions. Plan to spend at least 75 to 90 minutes completing this assignment.
  • Part 2: Reflection – Once the Mock Interview assignment is complete, review the recorded interview responses and return to Brightspace to reflect upon the job position and interview performance.

Writing Statement

As professionals in the field, you will consistently be expected to clearly and concisely articulate advanced concepts for diverse audiences at a variety of educational levels.

Graduate students are expected to integrate and apply current scientific evidence and scholarly practice guidelines when completing assignments. Theories, ideas, concepts, and other information obtained or generated through review of the scholarly literature must be synthesized and summarized across multiple sources and correctly attributed.

Graduate students are expected to produce work that is their own and that is their best quality work. Students are expected to screen and proofread their work prior to submission for proper attribution of sources and authority, clarity, grammar, spelling, formatting, and mechanical issues.

While there is often a portion of each assignment’s rubric dedicated specifically to grammar, spelling, mechanics, and formatting, it is critical to understand that failure to submit work that has been adequately proofed may result in a reduction of points in other areas of the rubric. These may include, but are not limited to metrics rating professionalism or content knowledge and synthesis; work submitted in graduate courses should provide evidence of strategic reading, writing, and academic speaking skills essential for success in the discipline.

Please note that the Graduate Programs in Applied Nutrition, which includes the Doctor of Clinical Nutrition program, holds the position that Grammarly and other artificial intelligence (AI) writing and generative technology should not be used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate level rigor, assessment, and research. Use of these tools may result in an academic integrity infraction.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssessmentPointsPercent
Student Syllabus Contract101%
Discussion: Introductory Videos202%
Week 1 Discussion 1353.5 %
Week 1 Discussion 2353.5%
Week 2 Vlog353.5%
Week 2 Discussion353.5%
Week 2 Assignment353.5%
Week 3 Vlog 1353.5%
Week 3 Vlog 2353.5%
Week 3 Discussion 1353.5%
Week 3 Discussion 2353.5%
Week 4 Vlog: Preparing for a Termination Conversation353.5%
Week 4 Discussion 1: Reduction in Force353.5%
Week 4 Discussion 2: Resilience in the Workplace353.5%
Week 4 Assignment: Training Presentation606%
Week 5 Discussion 1: CSR at Sunrise Community Health Center353.5
Week 5 Discussion 2: Leader as Storyteller353.5%
Week 5 Partner Project: Corporate Social Responsibility606%
Week 6 Interactive Vlog353.5%
Week 6 Discussion: Case Study353.5%
Week 6 Assignment: A Quality & Safety Driven Culture606%
Week 7 Discussion: Case Study353.5%
Week 7 Final Assessment: Quality Improvement Plan10010%
Week 8 Assignment: BigInterview Part 1- Mock Interview353.5
Week 8 Assignment: BigInterview Part 2- Reflection252.5%
Total96596.5%

The Doctor of Clinical Nutrition Program follows the UNE grading system for all courses, as outlined below. Matriculated graduate students must maintain a cumulative GPA of 3.0 (B) or better. Failure to do so will result in academic probation and possible termination from the program. Any student receiving a grade below B- on any individual course has failed that course and must re-enroll and repeat the course to achieve a grade of B- or better. Any student who receives a grade of F in two or more courses is dismissed from the program. Please note: A minimum of a 3.0 GPA is required for degree conferral.

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 Weeks

Fall B Session Dates: Oct 22 – Dec 12

Week 1: Wednesday – Tuesday
Week 2: Wednesday – Tuesday
Week 3: Wednesday – Tuesday
Week 4: Wednesday – Tuesday
Week 5: Wednesday – Tuesday
Week 6: Wednesday – Tuesday
Week 7: Wednesday – Tuesday
Week 8: Wednesday – FRIDAY

Please note: Weeks 1 and 8 will only open after course surveys have been completed.

Week 1: Introduction to Responsive Leadership

Weekly Learning Outcomes

Students will be able to:

  1. Assess their individual strengths and opportunities for growth as a responsive leader.
  2. Construct an operational framework that defines the core skills, attributes, and competencies of a responsive leader.
  3. Reflect upon the art and science of developing oneself as a responsive leader.

Lectures 

Required Readings

  • Tenney M. The 5 toughest challenges of leadership today (and how to overcome them). Business Leadership Today. Published October 18, 2022. 

See course for supplemental reading.

Assignments

  • Week 1 Assignment: Leadership Assessments (graded with Week 1 Discussion 2)

Discussions

  • Introductory Videos
  • Week 1 Discussion 1: Core Competencies of Responsive Leaders
  • Week 1 Discussion 2: Leadership Assessment

Week 2: Strategic Analysis and Systems-Driven Solutioning

Weekly Learning Outcomes

Students will be able to:

  1. Evaluate the interconnectedness of strategic goals and organizational systems when responding to organizational problems and leading solution-focused change.
  2. Apply systems thinking to identify and analyze potential chain reactions and cross-functional dependencies within an organization, demonstrating how a leader can include key stakeholders in shared problem-solving and decision-making.
  3. Prioritize responsive leadership initiatives based on strategic goals and organizational systems.

Lectures 

Required Readings

  • Ganesan S. Council Post: Evolving from people-driven to system-driven organizations to improve customer onboarding. Forbes. Published April 26, 2021.
  • Lounsbury O, Li E, Lunova T, et al. Patient safety of virtual primary care: a qualitative study examining risks and mitigation strategies. Health Policy and Technology. Published online December 1, 2024:100966. doi:10.1016/j.hlpt.2024.100966
  • Fong BYF. Systems Thinking and Sustainable Healthcare Delivery. Taylor & Francis Group; 2022.
    • Introduction pg 1-5
    • Chapter 4
    • Chapter 6
  • Pandey AV. Strategic thinking: a holistic approach to problem-solving and decision-making. Published February 9, 2023. 
  • Case Study Week 2: Welcome to Sunrise Community Health Center

See course for supplemental reading.

Assignments

  • Week 2 Vlog: Establishing Priorities
  • Week 2 Assignment: Email and Agenda

Discussions

  • Week 2 Discussion: Reflections on Strategic Analysis and Systems Thinking

Week 3: Understanding Team Dynamics and the Reality of Politics

Weekly Learning Outcomes

Students will be able to:

  1. Analyze the impact of team dynamics and organizational politics on leadership effectiveness. 
  2. Navigate difficult and crucial conversations with professional acumen to productively manage team dynamics, facilitate collaboration, and influence stakeholders.
  3. Employ strategies for supporting psychological safety, building trust, and fostering highly functional teams.

Lectures 

Required Readings

  • PODCAST – Dysfunctional leadership teams — and how to fix them. Harvard Business Review. Published online September 9, 2024.
  • Pliner E. Holding Difficult Conversations: Tips for leaders. Forbes. Published June 10, 2020. 
  • Council FC. 14 warning signs that your team is nearing dysfunction. Forbes. Published August 26, 2016.
  • Keil T, Zangrillo M. Why Leadership Teams Fail. Vol 2024-. Harvard Business Review; 2024:1-.
  • Born D, Caligiuri P. Leaders’ psychological bravery. Journal of Character and Leadership Development. 2024;11(1):62-65. doi:10.58315/jcld.v11.29. 
  • Case Study Week 3: Team Dynamics

See course for supplemental reading.

Assignments

  • Week 3 Vlog 1: Team Dynamics
  • Week 3 Vlog 2: Conversation with Dr. Ramirez
  • Week 3 Assignment: Psychological Safety Assessment (graded with Discussion 1)

Discussions

  • Week 3 Discussion 1: Workplace Politics and Psychological Safety
  • Week 3 Discussion 2: Responding to Conflict

Week 4: Crisis Management and Resilience 

Weekly Learning Outcomes

Students will be able to:

  1. Perform critical strategic analysis and decision-making using objective facts and tools to address an organizational crisis.
  2. Leverage strategies that foster resiliency, stability, and psychological safety among team members in the midst of an organizational crisis.

Lectures 

Required Readings

  • Hadley CN, Pittinsky TL, Sommer SA, Zhu W. Measuring the efficacy of leaders to assess information and make decisions in a crisis: The C-LEAD scale. The leadership quarterly. 2011;22(4):633-648.
  • In a Crisis, Great Leaders Prioritize Listening. Vol 37. Business Management Daily, a division of Capitol Information Group. 2022:5-.
  • Muller D. Reductions in force (RIF): How to stay compliant. HR Acuity. Published August 14, 2024.
  • Case Study Week 4: Reduction in Force

See course for supplemental reading.

Assignments

  • Week 4 Vlog: Preparing for Termination Conversations
  • Week 4 Assignment: Training Presentation 

Discussions

  • Week 4 Discussion 1: Reduction in Force
  • Week 4 Discussion 2: Resilience in the Workplace

Week 5: Corporate Social Responsibility and Leadership

Weekly Learning Outcomes

Students will be able to:

  1. Evaluate leadership behaviors for their influence on corporate social responsibility.
  2. Integrate strategies into the practice of leading others that consider the greater good while engaging with the community.

Lectures 

Required Readings

  • O’Brien C. 16 Brands doing corporate social responsibility successfully. Digital Marketing Institute. Published April 29, 2025.
  • Schwab K. A call for responsive and responsible leadership. World Economic Forum. Published January 10, 2017.
  • Smith S. Inspiring nonprofit resilience: 6 tips for building a mindset to rise strong. Social Impact Architects. Published September 6, 2023.
  • Judd S. Council Post: Elevate your executive presence with intentional storytelling. Forbes. Published November 3, 2022.
  • Case Study Week 5: Corporate Social Responsibility 

See course for supplemental reading.

Assignments

  • Week 5 Partner Project: Corporate Social Responsibility

Discussions

  • Week 5 Discussion 1: CSR at Sunrise Community Health Center
  • Week 5 Discussion 2: Leader as Storyteller

Week 6: Quality Improvement in Action 

Weekly Learning Outcomes

Students will be able to:

  1. Articulate a rationale for areas of improvement within an organization based on data and justify a case for prioritization.
  2. Design quality improvement interventions based on analysis of multiple factors influencing outcomes.
  3. Define indicators aligned to organizational success to monitor and evaluate the results of quality improvement initiatives. 

Lectures 

Required Readings

  • S.O.P.S. Medical Office Survey on Patient Safety
  • Sorra J, Gray L, Famolaro T, Yount N, Behm J. AHRQ Medical Office Survey on Patient Safety Culture: User’s guide. Agency for Healthcare Research and Quality; 2018.
  • Knowles GC. How to set SMART goals and follow through on them. National Society of Leadership and Success. Published October 1, 2024. 
  • Kotu V. ServiceNow BrandVoice: Every leader needs a dashboard. Forbes. Published September 2, 2022. 
  • Bykadarov N. Dashboard KPI: Key Performance Metrics Guide 2025. Improvado Performance. Published May 30, 2025.
  • Case Study Week 6: A Quality & Safety Driven Culture 
 See course for supplemental reading.

Assignments

  • Week 6 Interactive Vlog
  • Week 6 Assignment: A Quality & Safety Driven Culture

Discussions

  • Week 6 Discussion: Case Study Vlog (A Team Member’s Concerns)

Week 7: Quality Improvement and Innovation Project 

Weekly Learning Outcomes

  1. Propose a quality improvement and innovation project applied to professional practice.

Lectures 

Required Readings

  • PODCAST: Background to systems thinking. Podomatic. Published July 27, 2021.
  • Fong BYF. Systems thinking and sustainable healthcare delivery. 2022. doi:10.4324/9781003305637
    • Introduction pg 1-5
  • Improving patient experience: Section 4: Ways to approach the quality Improvement Process. Agency for Healthcare Research and Quality. 
  • Week 7 Case Study: Sunrise Community Health Center & the Northeast Health and Technology University Collaborative Agreement

See course for supplemental reading.

Assignments

  • Week 7 Final Assessment: Quality Improvement Plan

Discussions

  • Week 7 Discussion: Case Study Vlog

Week 8: Course Reflection and Future Directions

Weekly Learning Outcomes

Students will be able to:

  1. Align their professional goals with prospective senior-level leadership career opportunities.
  2. Demonstrate professionalism and gravitas as a leader within a professional interview setting.
  3. Articulate concrete examples of their skills, competence, and performance as a responsive leader.
  4. Reflect upon strengths and areas of growth within the setting of a professional interview for a senior-level leadership position.

Lectures 

*Included in BigInterview platform

Required Readings

See course for supplemental reading.

Assignments

  • Week 8 Assignment: BigInterview Part 1 – Mock Interview
  • Week 8 Assignment: BigInterview Part 2 – Reflection
 

 

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, resources to support academic success, technology concerns, or personal emergencies.

Questions? Visit the Student Support Applied Nutrition page

UNE Libraries

The University of New England Library Services are central to the intellectual life of the University community and an essential resource for doctorate students across didactic, residency, and research coursework and experiences.

UNE Library Services may be accessed through OKTA or by visiting https://library.une.edu/

  • Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
  • Nutrition Resources
  • Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

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

AMA Writing Style Statement

In keeping with the requirements of the Journal of the Academy of Nutrition and Dietetics and the Journal of Nutrition Education and Behavior, the American Medical Association (AMA) Manual of Style, 11th edition is the required writing format for this course and is available at both UNE libraries under the title "AMA Manual." 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.

You can learn more about Turnitin here: Understanding the Similarity Score for Students.

Submission of Coursework for Publication or Presentation

Students interested in submitting a manuscript or other work completed in the course for publication or presentation external to UNE must obtain written approval from the course instructor and DCN Program Director prior to submission. The student should contact the course instructor or DCN Program Director to obtain a copy of the DCN Permission to Publish/Present Form which must be completed by the student per the form's instructions. Failure to follow these steps and complete the form prior to submission for publication/presentation or abide by the requirements therein will result in a professionalism violation. If granted permission to publish or present, the student is expected to indicate that the manuscript or other work was prepared as part of course and degree requirements while a student in the Doctor of Clinical Nutrition at the University of New England. University affiliation for publications, abstracts, posters, or other presentations should be listed as "Graduate Programs in Applied Nutrition, College of Professional Studies, University of New England." Please contact the DCN Program Director for UNE templates and logos that must be used for posters and presentations.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Students are responsible for ensuring continuous access to computer and technology requirements throughout their program of study. Course faculty will not routinely accept computer or other technology issues as an excuse for assignments that are not submitted per instructions, that are submitted late, or are missing a submission.

Course Participation Policy

Courses within the DCN Program are demanding and exacting. Students are expected to be present in course discussions and group activities, prepared for class, and actively engaged as evidenced by critical thinking and meaningful participation. Students are expected to schedule their personal and/or professional obligations and their course registrations so as to maintain continuous and complete participation throughout courses. Any absence from course activities will impede learning. However, circumstances may arise that cause students to be absent from active course participation on either a preplanned or an emergency basis.

Active course participation is defined as engaged participation in group activities, fulfilling discussion requirements within the published timeline, and submitting assignments within the published timeline. Absence is defined as lacking engaged participation in group activities and not fulfilling discussion requirements within the published timeline, and/or not submitting assignments within the published timeline.

Both preplanned and emergency absences are to be kept to a minimum and should not exceed, cumulatively, 10% of the assignments in a course. Exceeding this limit may result in grade reduction for the course or failing the course. Students are to make arrangements in advance of the absences with the instructor for submission of assignments and discussion participation, in accordance with specifications communicated in the course syllabus. An emergency absence is one that students do not know about in advance and often involves situations such as health issues. In this case, students are to notify the instructor as soon as possible and make arrangements for submission of assignments and discussion participation in accordance with specifications communicated in the course syllabus.

Late Policy

Assignments: Assignments submitted after the due date and time will receive a deduction of 10% of the total possible grade for each day it is late. After three days, the assignment will not be accepted. No assignments will be accepted after the course ends.

Discussion posts: If the initial post is submitted late, acceptance of the discussion board is at the discretion of the faculty. Any posts submitted after the end of the Discussion Board week will not be graded.

Students are encouraged to make every effort ahead of time to contact their instructor and their student support specialist if they are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Attendance Policy

6- to 8-week courses: 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.

10+ -week courses: 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 Online Student 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 UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. 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.