Reflection Paper The programs at the University of North America are designed to help our students integrate classroom learning with real-world work environments. To ensure we are serving our students and that students are achieving the outcomes for their program, we ask students to reflect on the experiences of the term as part of the final course assessment. In a short paper (2-3 pages), please address each of the topics below with a 2-3 paragraph narrative for each section. 1. Course Content: Describe the most important aspects of this course for you with respect to the content that was covered or activities in which you participated. Discuss the relevance and value or the practicum assignment with respect to your knowledge acquisition. 2. Application of Course Content: Describe how you applied what you learned in this course at your workplace. Discuss how this course may have impacted your specific job, techniques you used at work, or other relevant aspects that show how what you learned was linked to your job. 3. Job Experience Integration: Describe how your work experiences were used in the classroom and attributed to your performance in the course. Discuss how integrating your work experiences in class activities assisted in understanding topics discussed within the course. Complete this assignment and submit it to the appropriate dropbox prior to the end of the course. PLEASE PUT YOUR NAME AND COURSE # IN THE HEADER OF THE PAPER. "Chapter 6 — Appendix Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching Curriculum Goals and Plans, Assessment, and Teaching Strategies Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process. A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences. I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase. My broad goal is to explore the developmental domain, subject area, or “big idea” of: Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners. My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference: Example of source: “Create a caring community of learners,” Developmentally Ap ...

1. Reflection Paper
The programs at the University of North America are designed
to help our students integrate classroom learning with real-
world work environments. To ensure we are serving our
students and that students are achieving the outcomes for their
program, we ask students to reflect on the experiences of the
term as part of the final course assessment.
In a short paper (2-3 pages), please address each of the topics
below with a 2-3 paragraph narrative for each section.
1. Course Content: Describe the most important aspects of this
course for you with respect to the content that was covered or
activities in which you participated. Discuss the relevance and
value or the practicum assignment with respect to your
knowledge acquisition.
2. Application of Course Content: Describe how you applied
what you learned in this course at your workplace. Discuss how
this course may have impacted your specific job, techniques you
used at work, or other relevant aspects that show how what you
learned was linked to your job.
3. Job Experience Integration: Describe how your work
experiences were used in the classroom and attributed to your
performance in the course. Discuss how integrating your work
experiences in class activities assisted in understanding topics
discussed within the course.
Complete this assignment and submit it to the appropriate
dropbox prior to the end of the course.
PLEASE PUT YOUR NAME AND COURSE # IN THE
HEADER OF THE PAPER.
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum,
Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching
Strategies

2. Coaches may want to use this form to document and guide their
support of teachers in connecting curriculum goals, assessment,
and teaching strategies. The form is too complex to give to a
teacher to use alone. It may be used either with collaborative
support to work through each section or as a tool for only the
Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard,
competency, or other desired and appropriate child outcome.
The form can be used with any curriculum approach and
professional resource to guide goals, assessment, and teaching
strategies. In the beginning, using a commonly available
curriculum-based tool, such as Teaching Strategies GOLD
(2010), will scaffold teacher learning by suggesting ways to
link documented milestones to planning for learning
experiences.
I. Section One - Begin with the end in mind, and plan for
preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject
area, or “big idea” of:
Example: Promote social–emotional development or have
warm, supportive relationships in a caring community of
learners.
My goal relates to a professional value, standard, or
competency, or is influenced by this professional source or
reference:
Example of source: “Create a caring community of learners,”
Developmentally Appropriate Practice in ECE Programs Serving
Children Birth to 8 (Copple & Bredekamp, 2009, pp. 16–17).
A. Specific Teacher Objective
B. Specific Child(ren’s) Objective
1. What will I (the teacher) eventually be able to do
consistently?
Examples: Promote a positive climate in my preschool
classroom community, establish a classroom routine, facilitate
problem solving between preschoolers, have guidance talks with
individual children, etc.

3. Source:
Use a child guidance reference or classroom evaluation tool
with specific teacher interaction suggestions, (e.g., Gartrell,
2011; Pianta et al, 2008)
2. What do I (the teacher) need to understand and be able to do
to be more effective?
Examples: Ways to . . .
build supportive relationships by encouraging children with
specific feedback;
model respectful interactions by using culturally relevant
greetings and social interactions;
use proactive child guidance by clearly communicating
expectations.
3. What am I especially wondering about, or what
misunderstandings do have?
Developmentally appropriate limits vs. punishment
Preventing conflict by establishing classroom agreements vs.
reacting to challenging behavior
Importance of modeling positive behavior vs. talking to children
about class rules
Differences between expectations in school and in a child’s
home
1. What will the child(ren) eventually be able to do?
Examples: Problem-solve social conflicts with support from the
teacher, follow a daily routine, ask for help, understand
classroom rules, show empathy for others, etc.
Source:
Use social–emotional development milestones or other child
standards or curriculum objectives, such as Head Start Child
Outcomes or Teaching Strategies GOLD (2010).
2. What specific issues or content do the children need to learn?
Examples:
What rules are there in my classroom community, and why do
we have them?
How can I work with my classmates?
What is a friend?

4. 3. What skills do the children need to practice in their everyday
interactions? Use verbs to describe what you hope to see or to
discuss with the children.
Examples: Children will be able to . . .
Give examples of . . . how to share materials with their friends.
Describe . . .how to play on the playground so that everyone is
safe.
Observe . . . the feelings that another person is
Expressing, and react in a caring way.
Compare and contrast . . .
Draw . . .
Play the roles . . .
Examine the similarities and differences . . . .
II. Section Two—Assessment Evidence:
How will I document what I (the teacher) and the children
already know?
What do I already know about . . . ?
What will I document, take anecdotal notes about, videotape,
collect, etc.?
What resources do I need in order to interpret the interactions
that I describe or the information that I collect?
How will I compare and contrast what happened before and
after my planned changes?
A. Teacher Evidence
B. Child(ren)’s Evidence
BEFORE
Examples:
In previous interactions . . .
I tried before . . .
Another teacher suggested based on . . .
I noticed . . .

5. I videotaped myself . . .
Another teacher observed me . . .
My supervisor used a checklist of “best practices” and noted my
strengths and areas for growth are . . .
BEFORE
Examples:
My summary of anecdotal notes on children’s behaviors,
comments is . . .
I have noticed . . .
Checklists of participation indicated . . .
Video and audio recordings show . . .
The parents of this child have noticed . . .
Another teacher gave me her notes about . . .
Work samples of drawings show . . .
AFTER Reflect on the teacher–child interactions in the areas of
planned activities or planned changes to achieve both the
teacher and child goals and objectives. What other evidence
(e.g., work samples, observations, journals, pictures) will be
used to demonstrate achievement of desired goals for both the
teacher and child(ren)?
Cite Sources used to interpret the meaning of the results after
examining evidence. For example:
Gartrell, D. (2011). A Guidance Approach for the Encouraging
Classroom. Belmont, CA: Wadsworth, Cengage Learning.
Teaching Strategies (2010). Teaching Strategies GOLD.
Washington DC: Teaching Strategies, Inc.
Pianta, R., La Paro, K., & Hamre, B. (2008). Classroom
assessment scoring system (CLASS) manual K–3. Baltimore:
Paul H. Brookes Publishing Co.
III. Learning Experience:
What strategies did I use in the past?

6. How will I teach, facilitate, or alter the environment to support
planned learning?
What strategies and child experiences do I anticipate will
happen? What are my alternative plans?
A. Teacher Strategies
B. Child(ren)’s Experiences
BEFORE: Describe one or more strategies that you plan to use?
AFTER: What strategies were used? How did you demonstrate
the desired understandings? How will reflection and self-
assessment occur?
BEFORE: Describe what you anticipate the children doing.
AFTER: Describe what happened. What other evidence (e.g.,
work samples, observations, journals, pictures) demonstrated
achievements and other outcomes related to the desired goals?
Learning Activities/Instructional Strategies:
What learning experiences and instruction will enable the
teacher and children to achieve the desired results?
How will the design support the the teacher and children to . . .?
(Use action words such as observe, attempt, practice, refine,
listen, watch, question, take notes, answer, give a response,
construct, examine, compare, classify, collaborate, connect,
brainstorm, explain, argue, revise, and reflect.)
Resources:
What materials do you need?
Final Reflection:
How did you (the teacher) use what you knew about the children
(assessment) to support and monitor their learning goal?
Compare and contrast your teaching strategies used before this
learning experience and after. Have you changed anything?
What was especially effective that you want to continue? If you
were to do this over, what would you do more of, or less of, or
differently?

7. Concepts based on: McTighe, J., & Wiggins, G. (2004).
Understanding by design: Professional development workbook.
Alexandria, VA: Association for Supervision and Curriculum
Development (p. 30).
Alternate - Short Planning Form to Connect Goals, Evidence
and Learning Experience Use this simplified form with a
teacher just beginning to learn about planning.
One: Teacher and Child Goals: What will we be able to do if we
are successful?
Teacher Goal: What will teacher eventually be able to do
consistently?
Child(ren’s) Goal: What will the child(ren) eventually be able
to do?
Two: Evidence: What will I observe, videotape, collect, etc.?
What does it mean?
Teacher Evidence
BEFORE: In previous interactions or I tried before….
Child(ren’s) Evidence
BEFORE: Brief summary of anecdotal notes, or what you
noticed previously.
AFTER: Reflect on the teacher-child interactions. I noticed
that……
Three: Learning Experience: What will happen? What did
happen? Next steps are…
Teacher Strategies
BEFORE: Describe one or more strategies the teacher plans to
use.
AFTER: What strategies did you use? Next time I will…..
Child(ren’s) Experiences

8. BEFORE: Describe what you anticipate the child(ren) will do.
AFTER: Describe what happened."
Child(ren’s) Experiences BEFORE: Describe what you
anticipate the child(ren) will do. AFTER: Describe what
happened."
"Figure 6.1 Coaching to Understand the Needs and Strengths of
Teachers
Complete responses to these questions during a coaching
session with a teacher.
What is the content about which the teacher is interested in
learning?
How will the coaching process link a teacher’s specific interest
to the importance of aligning observation, curriculum planning,
and teaching strategies?
What authentic (naturalistic) assessment or curriculum-based
assessment tools does the teacher and program understand and
use?
Do the teacher’s skills need strengthening in order for the use of
this tool to be more effective?
What program and child observation tools do the teacher or
other program staff use and understand?
What is the overall quality of the classroom? of the program?
Does the coaching process involve observing the program to
give the mentor a baseline of information about the quality of
the program?
Which program evaluation tool will be used (e.g., CLASS,
ELLCO, ECERS**, etc.)?
After observing a teacher, does the coach consider and share
with the teacher what the mentor believes is especially

9. effective?
What professional-development needs have been identified by
the coach and by the teacher? Do the two align?
Is the coach modeling informed-consent practices by obtaining
permission from the program for use of any evaluation tools?
*A Short List of Frequently Used Early Childhood Instructional
(authentic curriculum-based) Instruments
Assessment, Evaluation, and Programming System (AEPS), Paul
H. Brookes Publishing Co.
Carolina Curriculum for Infants and Toddlers, Paul H. Brookes
Publishing Co.
Carolina Curriculum for Preschoolers, Paul H. Brookes
Publishing Co.
Teaching Strategies GOLD, Teaching Strategies, Inc.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS),
University of Oregon Center on Teaching and Learning.
Hawaii Early Learning Profile (HELP), VORT.
High Scope Infant Toddler COR, High/Scope Press. High Scope
Preschool COR, High/Scope Press, The Work Sampling System,
Pearson Early Learning.
**A Short List of Frequently Used Early Childhood Program
Evaluation Tools and Resources
Classroom Assessment Scoring System (CLASS), University of
Virginia Press.
Early Childhood Environmental Rating Scale Revised Edition
(ECERS-R), Teachers College Press.
Early Childhood Classroom Observation Measure (ECCOM), D.
Stipek & P. Byler, Stanford University School of Education.
Early Language and Literacy Classroom Observation Tool
(ELLCO), Paul H. Brookes Publishing Co.
Family Child Care Environmental Rating Scale—Revised
Edition (FCCERS-R), Teachers College Press.
Infant Toddler Environment Rating Scale Revised Edition
(ITERS-R), Teachers College Press.
School Age Care Environment Rating Scale (SACERS),
Teachers College Press.

10. Supports for Early Literacy Assessment (SELA)."
University of North America
Course Syllabus
INST 522: Database Design and Processing
This course is delivered ONLINE Fall Quarter 2019, Sep 30,
2019 – Dec 14, 2019
Professor: Ms. Betty Koo
E-Mail: [email protected]
Course Description:
In this course, students gain a solid understanding of data base
system concepts and architecture; data models, schema, and
instances; data independence and data base language and
interface; data definition languages; and overall data base
structures. Students will explore relational data model
concepts, integrity constraints, data manipulation, functional
dependencies, transaction processing concepts and concurrency
control techniques.
Credit Hours: 4.5
Class Instruction: 45 Hours
No prerequisites.
Course Objectives:
At the conclusion of this course students will be able to:
· Demonstrate the design methodology for databases and verify

11. their structural correctness.
· Evaluate databases and applications software in relational
models.
· Apply normalization steps in database design and removal of
data anomalies.
· Develop applications using querying languages such as SQl
and other database supporting software.
· Transform various database models into database designs.
· Analyze database processing principles in business
intelligence systems.
Course Text and Supporting Materials:
Database Systems: Design, Implementation, and Management,
13th Edition Coronel; Morris. ISBN-10: 1-337-62790-9; ISBN-
13: 978-1-337-62790-0
Course Outline
The outline provides a weekly overview for the term. Carefully
review the instructional methods and course grading, late
assignment, plagiarism, and other policies provided on the
subsequent pages.
For courses delivered online all lessons, assignments, and
assignment due dates are posted on the Moodle platform; for
courses delivered on campus specific guidelines will be
distributed by the instructor at the initial class session.
Email/contact the course instructor if further clarification is
needed.
Week
Lecture
Time
Topics/Discussions
Readings/ Assignments
1
09/30/19-10/05/19
Online
Database Systems
Data Models
Read Chapters 1 and 2

12. Moodle Discussion 1
2
10/06/19-10/12/19
Online
Relational Database Model
ER Modeling
Read Chapters 3 and 4
Moodle Discussion 2
Homework 1 due on 10/26/2019
3
10/13/19-10/19/19
Online
Advanced Data Modeling
Normalization of Database Tables
Read Chapters 5 and 6
Moodle Discussion 3
Practicum 1 due on 11/02/2019
4
10/20/19-10/26/19
Online
Introduction to Structured Query Language (SQL)
Advanced SQL
Read Chapters 7 and 8
Moodle Discussion 4
5
10/27/19-11/02/19
Online
Database Design
Read Chapter 9
Moodle Discussion 5
Homework 2 due on 11/16/2019
6
11/03/19-11/09/19
Online
Transaction Management and Concurrency Control

13. Database Performance Tuning and Query Optimization
Read Chapters 10 and 11
Moodle Discussion 6
Practicum 2 due on 11/23/2019
7
11/10/19-11/16/19
Online
Distributed Database Management Systems
Business Intelligence and Data Warehouses
Read Chapters 12 and 13
Moodle Discussion 7
8
11/17/19-11/23/19
Online
Big Data Analytics and NoSQL
Read Chapter 14
Moodle Discussion 8
Homework 3 due on 12/07/2019
11/24/19-11/30/19
Thanksgiving Holiday
(No Class)
9
12/01/19-12/07/19
Online
Database Connectivity and Web Technologies
Database Administration and Security
Read Chapters 15 and 16
Moodle Discussion 9
10
12/08/19-12/14/19
Online

14. Final presentation and Reflection
Presentation due on 12/14/2019
Reflection Paper due on 12/14/2019
Course Grade and Deliverables:
The grade for this course is based on multiple exercises,
assignments, and interactions with your peers and the instructor,
which are referred to as “deliverables.” The deliverables are
assigned the following percentage of the course grade:
COMPONENT
% OF GRADE
Moodle Discussions
25
Homework Assignments (3 @ 10% each)
30
Practicum Project Deliverable 1
10
Practicum Project Deliverable 2
15
Presentation
15
Reflection Paper
5
Total
100
Timely submission of assignments
· Submission of in-class and out-of-class work by the due date
are critical to the UoNA applied learning / curricular practical
training approach whether assigned in on campus or online
courses.
· Assignments throughout each course increase in depth and

15. breadth as students becomes more familiar with the topics and
rely on reinforcement of recently acquired knowledge with
applications, and individual and team exercises.
· Weekly peer and faculty feedback support each student’s
achievement of course objectives.
Make-up work
If an on-campus class session is missed, all work for the missed
session made up prior to the next class session will result in no
point loss OR if an online posted DUE date is missed, all work
uploaded within the week of when the online assignment was
due will result in no point loss.
Late assignments submitted Weeks 2 – 7
· Beyond 7 but within 14 days on campus OR beyond the week
but within 2 weeks of when the assignment was due online will
receive a reduction of 10% of the assignment’s points
· Beyond 14 days on campus OR beyond 2 weeks when the
assignment was due online will receive a reduction of 20% of
the assignment’s points
Late assignments submitted Weeks 8, 9, or 10 on campus /
onlinewill receive a reduction of 25% of the assignment’s
points. Noassignments will be accepted after the last day of the
quarter.
The following Grading Scale, based on the percentage of total
points earned, is used to calculate the course grade:
Letter Grade
Range
A
93.00 – 100.00 %
A-
90.00 – 92.99 %
B+
87.00 – 89.99 %

16. B
83.00 – 86.99 %
B-
80.00 – 82.99 %
C+
77.00 – 79.99 %
C
70.00 – 76.99 %
F
< 70.00 %Course delivery and Instructional Strategies
Each course is developed to be delivered on campus or online.
The campus is approved to deliver up to 50 percent of each
program's sequence of courses or course online.
The instructional / learning approach includes a variety of
strategies including, but not limited to, the following: (1)
synchronous/asynchronous lectures; (2) in-class or online
presentations, oral, visual, video, and audio; (3) real / simulated
exercises; (4) small and large group discussions, which may be
held in-class or via online forums; (5) practice sets; (6) quizzes
and exams; (7) team or individual case study analyses; and (8)
modeling.
For every hour of on campus or directed online instruction,
students can expect to spend 2 hours outside of instructor-led
lectures/presentations on homework assignments, projects, and
preparation, which includes reading, writing, and research.
Course Methodology
Online coursesinclude 10 scheduled weeks of delivery using the
Moodle platform. An online course has the same content and
student learning outcomes as when the course is delivered in an
on-campus modality.
On-campus courses include 10 scheduled weeks of on-campus
class sessions. On-campus courses may be supplemented with
online activities using the Moodleplatform allowing students to
maximize their time during the scheduled class sessions and to

17. support collaborative activities outside of the class sessions.
Moodle Learning Management Platform (LMS):
Each course has a web page in Moodle referred to as a course
shell. The course shell allows students to:
· review the course syllabus; resources, including the virtual
library; instructor/peer email links; and UoNA announcements
for both online and on-campus courses
· access all reading lists; weekly schedules; assignments;
assignment submission links and due dates; instructor-directed
presentations and related resources; and instructor postings,
notes, and feedback for allonline courses
All students are assigned a University of North America email
account for their use. It is critical for students to use their
UoNA student email account for all course and campus
communications.
Instructor Availability:
Responsive communication is a key objective of delivering
quality service to our students. As your instructor, I will make
every attempt to deliver a level of service within the following
guidelines:
· Respond to emails within 48 hours
· Post feedback online for “progressive” assignments (those that
subsequent assignments are reliant on) within 5 days of
assignment submission (provided it is submitted on time)
· Post grades for online course assignments or return graded
assignments in on-campus class sessions no later than the
deadline of the following assignment.
In addition, I am available to support you in your efforts to
succeed. You may contact me:
· On campus, during weekly scheduled on-campus class sessions
if applicable or posted office hours
· Online via the Open Forum discussion board in Moodle
· Via my UoNA e-mail (preferred for individual
questions).Applied Learning Strategies
The methods provided below outline the strategies utilized in

18. this course. the strategies utilized in this course. Carefully
review the course grading, late assignment, attendance,
plagiarism, and other policies stated on this syllabus.
For courses delivered online refer to the posted announcements,
materials, and assignment due dates on the Moodle platform; for
courses delivered on campus refer to the guides/handouts
distributed during the initial class session and throughout the
course. Email/contact the course instructor if further
clarification is needed.Moodle Discussion Forums
Student participation in a Moodle Discussion Forum or
interactive exercise is required for each week of the term for all
courses delivered online. Students in online courses are required
to participate in the discussion within the week it is posted by
responding to the instructor-posted directive and responding to
posts from their peers as specified by the course instructor.
Substantive and relevant responses are expected to earn
substantial points for discussion forum participation.
A non-graded “Open Forum” discussion is also available in all
courses delivered online for students to post inquiries for their
instructor or peers.
On campus course instructors may utilize Moodle Discussion
Forums to supplement on-site learning; refer to the course
outline or instructor directives if this optional feature will be
utilized.
Homework
Homework assignments for all courses delivered online are
posted in the Moodle course shell and must be submitted via the
Moodle dropbox by the due date. Any assignments submitted
via email will not be accepted.
On campus course instructors may utilize the Moodle dropbox
or accept assignments submitted each week during the
scheduled class sessions; refer to the course outline or

19. instructor directives to ensure the timely submission of
assignments in on-campus courses.
Project Guidelines
Practicum projects are group or individual activities which
directly relate the course materials to work environments and
real-world situations. Students may be assigned to work in
groups or individually, draw from the experiences of their
colleagues and associates, and incorporate meaningful examples
and strategies that can be applied within their own work
environment.
Project Presentation Guidelines
PowerPoint presentations of projects or project reports may be a
required course deliverable. If a group project is assigned, each
group will prepare one PowerPoint presentation/report that
includes contributions from each group member. The major
components of the project should be presented in the PPTs or
report.
Reflection Paper
Students are required to submit a short reflection paper at the
end of the course in which they identify the relevance of the
course materials and their learning to the workplace. Students
are encouraged to identify direct links between course topics to
specific work situations or experiences occurring during the
academic term or recent employment.Academic Integrity Policy
At UoNA, academic integrity helps to ensure learning in an
atmosphere that is free of intellectual dishonesty including, but
not limited to, the following elements:
a. Plagiarism -
i. deliberate submission or representation of the thoughts, ideas,
or words of another as a student’s own work for any assignment
or component of an assignment;
ii. quoting or paraphrasing another’s words or ideas without
properly citing the source for any assignment or component of
an assignment; and
iii. re-submitting a verbatim copy of my own work from a

20. previous course, assignment, or publication.
b. Cheating - giving or receiving assistance or resources to and
from peers for assignments and during exams that are not
authorized in advance by the instructor.
c. Unauthorized collaboration - work that has been completed
by more than one individual student for an assignment that has
not been designated or authorized as a team assignment, in
advance by the instructor.
d. Fabrication - intentional creation or falsification of data or
information for inclusion in an assignment.
e. Copyright infringement – submitting assignments that include
copyright materials or ideas, or file sharing networks, which
make copyright material or ideas available, without the
expressed consent of the author.
Academic integrityincludes plagiarism and all elements as
defined above. Faculty are required to submit a record of all
violations and penalties to the VP of Academic Affairs.
Violations of academic integrity will result in the following
consequences, which impact assignment grades and, ultimately,
the course grade:
Academic Integrity Violation Consequences
1st violation of policy - The course faculty will choose to allow
the student to resubmit the assignment (to be used as a
“teaching opportunity”) or after consultation with the VP of
Academic Affairs assign a reduced grade for the re-submission.
Follow-up may include required outside of class session
tutorials with an academic staff member or faculty.
2nd violation of policy - The course faculty will choose to allow
the student to resubmit the assignment with a reduced grade of
20% assigned or after consultation with the VP of Academic
Affairs assign an “F” for the assignment. Follow-up will include
required outside of class session tutorials.
3rd violation of policy - After consultation with the VP of
Academic Affairs and course faculty, the student may be
allowed to resubmit the assignment with a reduced grade of 30%

21. or be assigned an “F” for the assignment or for the course.
Follow-up will include placing the student on academic warning
and fulfillment of required remedial actions as determined by
VP of Academic Affairs.
Further or continued intentional violations of policy may result
in dismissal from the university.
Attendance and Class Participation
Attendance is critical to the applied learning / curricular
practical training approach. Attendance includes presence and
participation in scheduled class sessions and online activities
for distance education courses, and engagement in individual /
group presentations, exercises, or projects.
Attendance Policy and Consequences
There are no excused absences; a student is either present or
absent from a class session. Students are expected to attend and
actively engage in all class sessions and/or online activities as
assigned throughout each 11-week term. Students who do not
complete a minimum of 70% of all course requirements will
receive a failing grade (F) for the course whether delivered on
campus or through distance education.
If a student must miss a class session or is unable to participate
for an entire week in an online course, they are required to
contact their professor or UoNA via email prior to the
beginning of the class session or at the beginning of the week in
an online course.
Students will be issued a warning from the academic department
in the following circumstances:
· After 2 consecutive absences (two class sessions or two weeks
in a row online).
· After 3 non-consecutive absences in a course.
Students will be issued a failing grade (F) for the course in the
following circumstances:
· After 3consecutiveabsences (three class sessions or three

22. weeks in a row online).
· After 4 non-consecutive absences.
Students who earn a failing grade will be required to repeat the
course if the course is required for graduation. International
students on an F1 Visa are required to continue attending
classes for the remainder of the term in order to maintain their
enrollment status with the University.
Students with excessive absences may face additional
consequences, including withdrawal from UoNA as required by
the university’s regulatory agency requirements.
Appeals Process
Students may submit a written request and supporting
documentation to the university’s administration if they feel
they have extenuating circumstances for not adhering to the
academic integrity, late assignment, grading, or attendance
policies within two weeks of the occurrence. The request will be
reviewed by a committee that includes a minimum of one
academic representative, one administrator, and the university’s
president, who will determine the best option for the student
while still maintaining compliance with all regulatory agencies.
In addition, if a student thinks the request has not been
satisfactorily resolved by the committee, they may follow the
UoNA Grievance Policy as published in the current catalog to
address their dispute.
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INST 522 Last Comprehensive Update: June 2019