Code of Ethics
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1. The document outlines a code of ethics and standards for online teachers and students, including expectations for academic honesty and integrity. 2. It defines academic dishonesty as cheating, plagiarism, or other misconduct and notes various forms it can take both online and offline. 3. Consequences for academic dishonesty are discussed, along with statistics on prevalence of cheating among college students.
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Professional Ethics is all about the moral commitment of a profession involving moral reflection that extends and enhances the personal morality of the practitioners which they bring to their work and is also concerned with actions of right and wrong that help individuals resolve moral dilemmas they encounter at their workplace.
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An individual opting for teaching as a profession assumes the obligation to conduct him/her in accordance with the ideals of the profession and that includes the following aspects primarily:
1. They way we dress (Appearance)
2. The way we speak and address (Language)
3. The way we conduct (Body Language & Mannerism)
4. The way we address (Knowledge)
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This document outlines the code of ethics that governs professional teachers in the Philippines in their dual roles as educators and parents. As educators, teachers have a duty to provide quality education and evaluate students fairly and competently. They must maintain high standards of academic integrity and avoid prejudicing students. As parents, teachers have special parental authority over students and must ensure their welfare, using discipline to correct and motivate rather than punish. Corporal punishment is strictly prohibited. Overall, the code of ethics emphasizes teachers' obligations to uphold educational standards, act with honor, and serve as role models for students both inside and outside the classroom.
Professional ethics for Teachers
The document outlines principles of professional ethics for teachers in India. It discusses why ethics are important for teachers given their role in shaping students. It identifies 10 key principles for teachers, including treating students justly and impartially, maintaining confidentiality, cooperating with colleagues, and establishing trust with parents. The principles cover a teacher's obligations towards students, the teaching profession, colleagues, parents, and society. The document emphasizes the importance of ethics in upholding the dignity and integrity of the teaching profession.
The code of ethics of the professional teachers
This document contains the Code of Ethics for Professional Teachers in the Philippines. It is comprised of 13 articles that establish ethical standards and guidelines for teachers' conduct in their profession, with their students, colleagues, community and higher authorities. The code aims to promote quality education and uphold teachers' dignity while preventing misconduct. It outlines teachers' duties to students, parents, and others, and the disciplinary actions that can be taken for violations of the code.
Code of ethics
Every teacher shall take pride in teaching as a noble profession and uphold the highest standards of quality education. Teachers must continually pursue professional development through continuing education programs to improve their skills and strengthen their competence. While teachers should seek proper support from their schools, they should not use improper means like misrepresentation for personal gain or livelihood.
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The document discusses the importance of teaching ethics in schools and emphasizes integrity, honesty, and moral character. It notes that cheating among high school students has increased significantly over time and says that a lack of ethics education can lead to problems in one's career and life. The document advocates for teaching democratic values and responsibilities and emphasizes that ethics should be practiced, not just preached.
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Addressing Academic Integrity In Education And Innovation
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Theoretical Frameworks to Deter Academic Misconduct in the Classroom
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The document discusses theoretical frameworks for deterring academic misconduct. It outlines theories such as rational choice theory, neutralization theory, and situational action theory. Rational choice theory views academic dishonesty as a decision students make by weighing costs and benefits. Neutralization theory suggests students can rationalize misconduct without damage to self-esteem. Situational action theory emphasizes both the opportunity and intention to cheat influence misconduct. The document recommends reducing opportunities to cheat and increasing education on integrity to prevent misconduct based on these theories.Chapter1-Methods_of_Research-Module.pdf
This document provides information about academic honesty and plagiarism. It defines academic honesty as producing original work and citing sources appropriately. Plagiarism occurs when a student presents someone else's work as their own without citing the source. There are different types of plagiarism, including direct plagiarism by copying word-for-word without citation, self-plagiarism by reusing one's own previous work, and mosaic plagiarism by paraphrasing close to the source without citation. Maintaining academic honesty is important for the integrity of educational institutions and society.
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The purpose of this project is to investigate the types of high-tech cheating in order to determine whether or not it is ethical to use technology to aid in academics. This project also not only identified types of high-tech cheating but explored ways in which to prevent this type of cheating from occurring in online and in classroom environments.
Acceptable use policy[1]
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Ai policy
This document outlines Sheridan College's Academic Integrity Policy. It defines the scope of the policy, key terms, and principles of academic integrity. It applies to all students, faculty, and staff. The policy commits Sheridan to upholding the highest standards of academic integrity. It describes various types of breaches such as cheating, plagiarism, and improper research practices. Consequences for breaches include sanctions that range from remediation to expulsion. The policy emphasizes prevention and education to promote a culture of academic integrity across the Sheridan community.
Plagiarism in the Digital Age: Voices from the Front Lines
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What's Happening on College Campuses Today?
A 75-minute Virtual Conference Series of moderated online panel discussions
Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers.
Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
BU3010 –Business LawCourse SyllabusSchool of Professiona.docx
BU3010 –Business Law
Course Syllabus
School of Professional Studies
BUS3010 – BUSINESS LAW
(Prepared 12/29/17 for SP18A)
Contents
3Overview
3Course ID
3Course Name
3Department
3Credits
3Prerequisites
3Instructor
3Telephone
3E-mail
3Office
3Office Hours
3Class Meetings
3Classroom
3Learning Management System
3Course Description
4College Information
4Centenary Greater Expectation Learning Outcomes (CGEs)
4Business Department Learning Outcomes
4Classroom Conduct
4Academic Code
4Academic Honesty
6“Publication” of Written Work and Assignments
6Academic Assistance
6Accommodations
6Technical Support
6Course Information
6Course Material
Error! Bookmark not defined.Reference Publications
Error! Bookmark not defined.Reference Websites
6Instructional Techniques
6Course Objectives
7Student Evaluation
8Attendance
9Assignments
9Late Assignments
10Course Schedule
10Session 1
10Session 2
10Session 3
11Session 4
11Session 5
11Session 6
12Session 7
12Session 8
13Activities and Rubrics
13Threaded Discussion Requirements
13Threaded Discussion Rubric
Error! Bookmark not defined.Activity 1
Error! Bookmark not defined.Activity 1 Rubric
26Activities Calendar
Overview
Course ID:BUS3010
Course Name:BUSINESS LAW
Department:
SCHOOL OF PROFESSIONAL STUDIESCredits:
4
Prerequisites:
BUS1001
Studentsshould be competent in Microsoft Word, Excel, and PowerPoint. Instructor:
Leonard P. Pasculli, JD, MBATelephone:
973-579-6143(H)E-mail:
[email protected]
Instructor will do his best to respond to telephone and e-mail messages within 24-hours.
Office:
N/A
Office Hours:
Instructor is available to meet with students before or after On Ground classes by appointment.
Class Meetings:
On-Ground (i.e., in person) each Monday, January 8 through February 26, 2018, 6:00 p.m. to 9:30 p.m. This includes Martin Luther King Jr. Day (1/15) AND President’s Day (2/19). We will meet in person on both of those days.
However, in the event of inclement weather, check Moodle and/or email.
Classroom:
7 Campus Drive, Parsippany-- Room number: ____
Learning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.
Course Description:
This Business course will examine areas of law affecting business including the legal process and forms of businesses; contract law; the law of sales; personal, real, and intellectual property law, and product liability and consumer protection. These and business ethics will comprise the principal focus of the course. International treaties and laws affecting those areas of law will also be explored throughout the course.College Information
Centenary Greater Expectation Learning Outcomes (CGEs):
In March 2004, th ...
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docx
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond ...
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docx
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
Online class attendance is required as each module offers elements that are essential to your success in this course. Additionally, this class is highly interactive, so your active participation is necessary to create a cooperative learning experience for the entire class. You should expect that late responses to the discussion forums will have a negative impact on your learning, your success in this class, and your grade. The participation grade will be evaluated based on your ability to respond.
Communication 120 – Interpersonal CommunicationInterpersonal Rela.docx
Communication 120 – Interpersonal Communication/Interpersonal Relations
Accelerated course – 8 week semester
Spring 2020 – 1/13/20-3/6/20
Instructor
Name: Dr. Erin M. Kleinman
Skype ID: Erin Kleinman (eschumaker)
Email: [email protected]
Connect with me ~ I would love to connect with you if you have concerns or questions about this course. I am happy to arrange a skype meeting, at a mutually convenient time, or we can discuss questions or concerns via e-mail. Please feel free to reach out with anything you need to discuss.
Course Overview
An examination of communication theory and research as it applies to the creation, maintenance, or deterioration of interpersonal relationships. Topics include the creation and negotiation of meaning, identity development, social diversity and cultural influences, verbal/nonverbal messages, perception, conflict, power, self-disclosure, deception, empathy, the role of mediated communication, and interaction patterns in friendships, families, and work relationships. The course combines theory application and experiential skill development. 3 credits –fulfills requirements in: Communication and Media major; Corporate Communication major; Communication Minor; Leadership and Social Change Minor; College of Leadership and Social Change Core; Social and Behavioral Sciences LAI Requirement, and C.O.M.P.A.S.S. Social Justice Quadrant.
Learning Outcomes for the Course
Your active participation in this course will produce the following learning outcomes:
1. Demonstrate comprehension of communication principles and theories that explain and/or predict effective personal and professional relationships.
2. Demonstrate various effective interpersonal communication skills and strategies that positively impact relationship development and/or maintenance.
3. Demonstrate comprehension of variety of problematic communication behaviors that contribute to the deterioration and/or dissolution of interpersonal relationships and propose viable alternatives.
4. Demonstrate ability to evaluate the impact of variables such as class, gender, race, status, power, etc. on communication competency
5. Demonstrate effective oral and written communication.
6. Conduct introductory level research on interpersonal relations topic(s) within the communication and social sciences literature.
Required Text
Floyd, K. (2016). Interpersonal communication: The whole story, (3rd Ed.). Boston: McGraw-Hill.
Course Policies
Participation and Attendance
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Academic integrity is the foundation for ethical behavior in e-learning. It requires students to cite sources honestly and avoid cheating. Plagiarism, when a student uses someone else's work without credit, is a common dilemma that can have serious consequences. Cyberbullying, using technology to harass or humiliate others, is also addressed. The document recommends treating others with respect online and reporting any instances of bullying. Finally, practicing good online etiquette through proper grammar, avoiding offensive language, and respecting privacy helps create a positive learning environment. In conclusion, ethics are essential for e-students to build trust, achieve their goals, and successfully navigate the
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Department of Computer and Information SystemsC.docx
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
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Dr. jdc (for oct 26)
1) The document discusses challenges in assessment during distance learning such as academic dishonesty like cheating. It defines different forms of cheating and provides reminders to promote academic honesty.
2) Actions to address cheating are presented, like monitoring assessments, using various assessment methods, and ensuring instruction is connected to assessment.
3) Changes in assessment between DO 8, S.2015 and DO 31, S.2020 are outlined, such as requiring a minimum of 4 performance tasks and written works per quarter and providing feedback to students.
4) The webinar concludes with reminders for teachers, like thinking creatively and making a difference for students.
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