Credit Hours:
DCM (4 credits)
Day/Time:
Online
DCM Contact Information:
snldcm@depaul.edu
In this leadership course, students will use the text, behavior/trait surveys, and case studies to understand leadership theories and models. Participants will learn to create, establish, and reinforce cultural rules of engagement designed to increase communication effectiveness and get the most out the current human dynamic in their respective environments. Understanding these various leadership models allows students to reflect on their own style in today's culturally changing environments.
Learning Strategy Includes:
Upon successful completion of this course, the students:
FX, H3D (Can be taken for one or two competences. Each competence is 2 credit hours)
H3D: Can employ the skills of negotiation, mediation, or interpersonal communication in the resolution of a problem.
FX: Can articulate leadership styles and theories and be able to apply them to their own leadership choices and practice.
Required Textbook:
The following required textbook can be obtained from www.amazon.com; www.barns&noble.com; MBS Direct, or available from the DePaul's bookstore:
Northouse, P. G. (2016). Leadership: Theory and Practice. (7th ed.). Thousand
Oaks, CA: Sage Publications (Please be sure you order the 7th edition!)
Supplemental Required Reading Materials will be included in each module in D2L.
10 Traits of Effective Leaders (2012) Retrieved from http://www.leadershipandinfluenceblog.com/10-traits-of-effective-leaders/
Alatawi, M. A. (2017) The myth of the addictive effect of the transformational leadership model. Contemporary Management Research. (13) (1) 42-48.
Applying Leader-Member Exchange Theory (2015) Retrieved from http://sites.psu.edu/leadership/2015/03/06/applying-leader-member-exchange-theory/
Barriers and Bias: The Status of Women in Leadership https://www.aauw.org/research/barriers-and-bias/
Bawany, S. (2015) Discovering your Authentic Leadership. Leadership Excellence Essentials (32) (3) p.30.
Blanchard, K. (2016) Why New Year’s resolutions don’t work. Chief Learning Officer. (15)(1) p. 14.
Clemmer, J. (2017) 7 Leadership team failure factors: what example is your team providing? Leadership Excellence Essentials (34) (6) p.24.
Craft, J.L.(2013) Living in the gray: lessons on ethics from prison. Journal of Business Ethics (115) p. 327-339.
Eastman, P. II (2014) The bottom line of Authentic Leadership. Leadership Excellence Essentials (31) (4) p.42.
Ethical Leadership: Doing the Right Thing. Retrieved from https://www.mindtools.com/pages/article/newLDR_58.htm
Darling, J. (2017) Aligning strategy, culture, and leadership. People and Strategy (40) (2) p.64-67.
Dixon, M. L., Hart, L. & Kozloski, L. (2010) The impact of path-goal leadership on work group effectiveness and turnover intention. Journal of Managerial Issues (22) (1) p. 52-69.
Drew, G. M. (2010) Enabling or “real” power and influence in leadership. Journal of Leadership Studies. (4) (1) 47-58.
George, B. (2016) The truth about authentic leadership Retrieved from https://hbswk.hbs.edu/item/the-truth-about-authentic-leaders
Giles, S. (2016) The most important leadership competencies, according to leaders around the world. Harvard Business Review Digital Articles. P.2-6. 5.
Hoegl, M. & Muethel, M. (2016) Enabling shared leadership in virtual project teams: a practitioners' guide. Project Management Journal.( 47) (1) p7-12.
Ibarra,H., Ely, R.J.,& Kolb,D.M. (2013) Women Rising: The Unseen Barriers https://hbr.org/2013/09/women-rising-the-unseen-barriers
Inam, H. (2016) Five Practices Of Transformational Leaders Retrieved from https://www.forbes.com/sites/hennainam/2016/06/25/five-practices-of-transformational-leaders/#47f18575d0f7
Kattan, M., & Fox, T. (2014) A Study of personality and leadership styles among members of a rock band. Journal of Organizational Culture, Communication, and Conflict. (18) (2) p.105-123.
Keltner, D. (2016) Don’t let power corrupt you. Harvard Business Review (94) (10)p.112-115.
Kets De Vries, M.F.R., Vrignaud, P., Agrawal, A. & Florent-Treacy, E. (2010). Development and application of the leadership archtype questionnaire. Journal of Human Resource Management (21) (15) p. 2848-2863.
Lang, D. (2016) Choosing an appropriate leadership style. NZ Business +Management. (30) (3) p.M30.
Leadership. Retrieved from http://www.ethicalsystems.org/content/leadership
Mertel, T. & Brill, C. (2015) What every leader ought to know about becoming a servant leader. Industrial and Commercial Training (47) (5) p. 228-235.
Munley, A. (2011) Culture differences in leadership. Journal of Soft Skills (5) (1) p.16-30.
Peters, T. (2012) Adaptive organizations. Leadership Excellence Essentials. (29) (6) p.3-4.
Ruggio, R. (2009) Are You a Transformational Leader? Retrieved from https://www.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leader
Schwantes, M. (2016) 5 Leadership Behaviors You Want in a High-Potential Employee Retrieved from https://www.inc.com/marcel-schwantes/5-leadership-behaviors-you-want-in-a-high-potential-employee.html
Sherwin, B (2014) Why Women Are More Effective Leaders Than Men http://www.businessinsider.com/study-women-are-better-leaders-2014-1
Syaifuddin, S., S., A. (2016) The influence of work stress and transformational leadership on work motivation and implications of employee’s performance (case study). Academy of Strategic Management Journal, suppl. Special Issue (3)(1)19-29.
The Leader-Member Exchange Theory Getting the Best From all Team Members
Retrieved from https://www.mindtools.com/pages/article/leader-member-exchange.htm
Transformational Leadership: Becoming an Inspirational Leader Retrieved from https://www.mindtools.com/pages/article/transformational-leadership.htm
Walter, E. (2015) 12 Leadership Behaviors That Build Team Trust Retrieved from https://www.forbes.com/sites/ekaterinawalter/2015/12/01/12-leadership-behaviors-that-build-team-trust/#407cad637221
Wilson, A.A. (2014) Utilizing the team leadership model proves successful for virtual team Retrieved from http://sites.psu.edu/leadership/2014/10/24/utilizing-the-team-leadership-model-proves-successful-for-virtual-team/
Women and Leadership (2015) http://www.pewsocialtrends.org/2015/01/14/women-and-leadership/
Yukl, G. (2012). Effective behavior: what we know and what questions need more attention. Academy of Management Perspectives (26) (4) p. 66-85.
Zaccaro, S. J. (2007) Trait-based perspective of leadership. American Psychologist. (62) (1) 6-16.
A = 95 to 100 |
A- = 91 to 94 |
B+ = 88 to 90 |
B = 85 to 87 |
B- = 81 to 84 |
C+ = 77 to 80 |
C = 73 to 76 |
C- = 69 to 72 |
D+ = 65 to 68 |
D = 61 to 64 |
F = 60 or below |
INC |
The framework of this course is composed of ten modules. They are accompanied by numerous thought-provoking, highly practical exercises with specific personal questions to help students focus their essential needs and desires. The modules will support the course objectives.
Module 1: Defining Leadership
Module 2: Behavioral Approach to Leadership
Module 3: Follower-Centered Leadership
Module 4: Motivation and Leadership
Module 5: Leadership and Change
Module 6: Leadership and Values
Module 7: Team Leadership
Module 8: Women and Leadership
Module 9: Leadership and Ethics
Module 10: Leadership and Culture
Session |
Description |
Assignments Due |
---|---|---|
Module 1: Defining |
Read: Drew, G. M. (2010) Enabling or “real” power and influence in leadership. Journal of Leadership Studies. (4) (1) 47-58. Zaccaro, S. J. (2007) Trait-based perspective of leadership. American Psychologist. (62) (1) 6-16. 10 Traits of Effective Leaders (2012) Retrieved from http://www.leadershipandin fluenceblog.com/10-traits-of-effective-leaders/ Watch Videos: |
Discussion –Introduction Case Study One Analysis of Skills Assessment Reflection of Learning One- Personal Perspective of Leadership |
Module 2: |
Read: Northouse, P.G. (2016) Leadership theory and practice (7th ed) Thousand Oaks, CA: Sage publications. Chapter 4, 12. Kets De Vries, M.F.R., Vrignaud, P., Agrawal, A. & Florent-Treacy, E. (2010). Development and application of the leadership archtype questionnaire. Journal of Human Resource Management (21) (15) p. 2848-2863. Schwantes, M. (2016) 5 Leadership Behaviors You Want in a High-Potential Employee Retrieved from https://www.inc.com/marcel-schwantes/5-leadership-behaviors-you-want-in-a-high-potential-employee.html Walter, E. (2015) 12 Leadership Behaviors That Build Team Trust Retrieved from https://www.forbes.com/sites/ekaterinawalter/2015/12/01/12-leadership-behaviors-that-build-team-trust/#407cad637221 Yukl, G. (2012). Effective behavior: what we know and what questions need more attention. Academy of Management Perspectives (26) (4) p. 66-85. Watch videos: What do all great leaders have in common | Matt Beeton | TEDxOxbridge (12:12) https://www.youtube.com/watch?v=KgmKNKM0i1gStanley McChrystal: Listen, learn ... then lead (15:38) https://www.youtube.com/watch?v=FmpIMt95ndU |
Discussion Two-Impact and Influence of Leadership Style Case Study Two Analysis of Skills Assessment Reflection of Learning Two -Dominant Leadership Approach |
Module 3: |
Read: Northouse (2016) Leadership theory and practice (7th ed) Thousand Oaks, CA: Sage publications. Chapters 5 and 11. Blanchard, K. (2016) Why New Year’s resolutions don’t work. Chief Learning Officer. (15)(1) p. 14. Lang, D. (2016) Choosing an appropriate leadership style. NZ Business +Management. (30) (3) p.M30. Peters, T. (2012) Adaptive organizations. Leadership Excellence Essentials. (29) (6) p.3-4. Watch videos: Blanchard, K. (2011) It's always the leader(3:21).https://www.youtube.com/watch?v=dS0cpKj1bLY Linsky, M.(2011) Adaptive Leadership-Leading Change TEDxStCharles (21:00) https://www.youtube.com/watch?v=af-cSvnEExM |
Discussion Three - Situational Leadership Questionnaire Case Study Three Video Critique-Adaptive Leadership Reflection of Learning Three-Leadership Insight |
Module 4: |
Read: Northouse P. G.(2016) Leadership theory and practice (7th ed) Thousand Oaks, CA: Sage publications. Chapters 6 and 7. Dixon, M. L., Hart, L. & Kozloski, L. (2010) The impact of path-goal leadership on work group effectiveness and turnover intention. Journal of Managerial Issues (22) (1) p. 52-69. Kattan, M., & Fox, T. (2014) A Study of personality and leadership styles among members of a rock band. Journal of Organizational Culture, Communication, and Conflict. (18) (2) p.105-123.Applying Leader-Member Exchange Theory (2015) Retrieved from http://sites.psu.edu/leadership/2015/03/06/applying-leader-member-exchange-theory/ The Leader-Member Exchange Theory Getting the Best From all Team Members Retrieved from https://www.mindtools.com/pages/article/leader-member-exchange.htm Watch Videos: How to inspire leaders to grow | Omid Aschari | TEDxZurich (2014) https://www.youtube.com/watch?v=BHNIZS6-9zE(14:44) Get Your Employees Engaged (2012) (5:36) |
Discussion Four-Three Most Important Factors in Leadership Development Case Study Four Article Critique Reflection of Learning-Relational Leadership |
Module 5: |
Read: Northouse P. G. (2016) Leadership theory and practice (7th ed) Thousand Oaks, CA: Sage publications. Chapter 8. Alatawi, M. A. (2017) The myth of the addictive effect of the transformational leadership model. Contemporary Management Research. (13) (1) 42-48. Syaifuddin, S., S., A. (2016) The influence of work stress and transformational leadership on work motivation and implications of employee’s performance (case study). Academy of Strategic Management Journal, suppl. Special Issue (3)(1)19-29. Ruggio, R. (2009) Are You a Transformational Leader? Retrieved from https://www.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leader Inam, H. (2016) Five Practices Of Transformational Leaders Retrieved from https://www.forbes.com/sites/hennainam/2016/06/25/five-practices-of-transformational-leaders/#47f18575d0f7 Transformational Leadership: Becoming an Inspirational Leader Retrieved from https://www.mindtools.com/pages/article/transformational-leadership.htm Watch Videos: Lessons on Leadership: From Mandela to Obama (2010) |
Discussion Five-The Value of Transformational and Transactional Leadership
Case Study Five Personal Leadership Development Plan Part I Reflection of Learning-Leadership at its Best |
Module 6: |
Read: Bawany, S. (2015) Discovering your Authentic Leadership. Leadership Excellence Essentials (32) (3) p.30. Eastman, P. II (2014) The bottom line of Authentic Leadership. Leadership Excellence Essentials (31) (4) p.42. Mertel, T. & Brill, C. (2015) What every leader ought to know about becoming a servant leader. Industrial and Commercial Training (47) (5) p. 228-235. George, B. (2016) The truth about authentic leadership Retrieved from https://hbswk.hbs.edu/item/the-truth-about-authentic-leaders View WebsitesRobert E. Greenleaf The Center For Servant Leadership https://www.greenleaf.org/ Servant Leadership Institute https://www.servantleadershipinstitute.com/ Watch Videos:Fett, A. (2017) Servant Leadership: How a jar can change the way you lead and serve TEDxFondduLac (17:35) https://www.youtube.com/watch?v=1vIPrR_clEg George, B. (2009) Good Leaders are Authentic Leaders (4:56) Simmick, D. (2016) Great Leaders Need Authenticity TEDxCollegeofWilliam&Mary (21:01) |
Discussion Six-The Greater Good Case Study Six Analysis of Skills Assessment Reflections of Learning Six-Your Greatest Crucible |
Module 7: |
Read: Northouse P.G.(2016) Leadership theory and practice (7th ed) Thousand Oaks, CA: Sage publications. Chapter 14. Wilson, A.A. (2014) Utilizing the team leadership model proves successful for virtual team Retrieved from http://sites.psu.edu/leadership/2014/10/24/utilizing-the-team-leadership-model-proves-successful-for-virtual-team/ Clemmer, J. (2017) 7 Leadership team failure factors: what example is your team providing? Leadership Excellence Essentials (34) (6) p.24. Hoegl, M. & Muethel, M. (2016) Enabling shared leadership in virtual project teams: a practitioners' guide. Project Management Journal.( 47) (1) p7-12. Watch Videos:Wooden, J. (2009) The difference between winning and succeeding (17:36) Stratton, S. (2012) The Power of Team TEDxSTJOHNS (13:45) |
Discussion Seven-Shared Leadership Case Study Seven Video Critique Reflection of Learning Seven-Your Leadership Mental Model |
Module 8: |
Read: Northouse P.G.(2016) Leadership theory and practice (7th ed) Thousand Oaks, CA: Sage publications. Chapter 15. Women and Leadership (2015) http://www.pewsocialtrends.org/2015/01/14/women-and-leadership/ Barriers and Bias: The Status of Women in Leadership https://www.aauw.org/research/barriers-and-bias/ Ibarra,H., Ely, R.J.,& Kolb,D.M. (2013) Women Rising: The Unseen Barriers https://hbr.org/2013/09/women-rising-the-unseen-barriers Sherwin, B (2014) Why Women Are More Effective Leaders Than Men http://www.businessinsider.com/study-women-are-better-leaders-2014-1 Watch Videos: Sanberg, S. (2010) Why we have too few women leaders (15:28) https://www.youtube.com/watch?v=18uDutylDa4 Haller-Jordan, E.T. (2012) How to avoid gender stereotypes at TEDxZurich (10:01) https://www.youtube.com/watch?v=9ZFNsJ0-aco Crawford, J. (2015) The surprising neuroscience of gender inequality | TEDxSanDiego (12:38) https://www.youtube.com/watch?v=eCknUJJc3qU |
Discussion Eight-The Leadership Labyrinth Case study Eight Bias Assessment Reflection of Learning Eight-Gender Stereotypes |
Module 9: |
Read: Northouse P.G. (2016) Leadership theory and practice (7th ed) Thousand Oaks, CA: Sage publications. Chapter 13. Giles, S. (2016) The most important leadership competencies, according to leaders around the world. Harvard Business Review Digital Articles. P.2-6. 5. Keltner, D. (2016) Don’t let power corrupt you. Harvard Business Review (94) (10)p.112-115. Craft, J.L.(2013) Living in the gray: lessons on ethics from prison. Journal of Business Ethics (115) p. 327-339. Ethical Leadership: Doing the Right Thing. Retrieved from https://www.mindtools.com/pages/article/newLDR_58.htm Watch Videos: Gallagher, C. (2013) Business Ethics Keynote Speaker shares Straight Talk about Ethics! (14:21) https://www.youtube.com/watch?v=gUJ00vNGCPE Apple CEO Tim Cook on Ethical Leadership (2013) (2:48) Ariely, D. RSA ANIMATE: The Truth About Dishonesty (2012) (11:08) https://www.youtube.com/watch?v=XBmJay_qdNc |
Discussion Nine-Moral Decisions
Case Study Nine Article Critique Reflection of Learning Nine |
Module 10: |
Read: Northouse P.G. (2016) Leadership theory and practice (7th ed) Thousand Oaks, CA: Sage publications. Chapter 16. Darling, J. (2017) Aligning strategy, culture, and leadership. People and Strategy (40) (2) p.64-67. Munley, A. (2011) Culture differences in leadership. Journal of Soft Skills (5) (1) p.16-30. Watch Videos: Mwangi, H. (2017) Cultural Diversity: The Sum of Our Parts- TEDxUCSD (14:36) https://www.youtube.com/watch?v=7tv7NaV47no Bourrelle, J. (2015) How Culture Drives Behaviours -TEDxTrondheim (12:07) https://www.youtube.com/watch?v=l-Yy6poJ2zs Safdar, S. (2012) Everything you always wanted to know about culture -TEDxGuelphU (17:35) https://www.youtube.com/watch?v=FaOJ71czAGQ View website: The Globe Project |
Discussion Ten-Who Are You? Case Study Ten Reflection of Learning Ten- Leadership and You Personal Leadership Development Plan Part II |
Students are expected to participate actively and continuously throughout each week of the course. DePaul University anticipates that all students will be present for all modules in the course. Since the course builds on participants’ active contributions, the instructor will evaluate course activity using the guidelines described in the requirements and rubrics for each assignment. Both individual activity level and the quality of contributions are important. For a good class participation score, students should mobilize not only the respective textbook chapters and required readings, but knowledge originating from research of scholarly sources, as well as personal practical experiences, is important. Submitting all assignments by the due date and responding to discussion forums with an initial post and responding to students as outlined in the rubric is required. In the event of an absence, it is imperative that students let the instructor know in advance so that revised due dates are confirmed. Always consult the course schedule of the syllabus for the module assignments.
This course includes and adheres to the college and university policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Course Withdrawal Timelines and Grade/Fee Consequences
Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
University Center for Writing-based Learning
Disussions: Pellentesque ultricies semper erat, ac ullamcorper dui. Pellentesque vestibulum posuere purus, a egestas ante interdum at. Maecenas eu tristique odio. Aliquam non odio et est faucibus porta a quis purus. In sed sem at mauris facilisis ornare eget id diam. Quisque gravida metus et nisl commodo luctus. Pellentesque quis tellus sed mi fringilla condimentum vitae a purus. Ut est erat, interdum nec nulla ac, volutpat rhoncus enim. Integer placerat viverra nisi nec commodo. Curabitur urna sem, volutpat porttitor lectus at, mollis dictum arcu. Case Studies: Ten case studies offer students an opportunity to critically think about organizational leadership issues. After the initial post, students will respond to a minimum of two students with thoughtful comments, questions, and relevant examples.
Article/Video Critique: Four critiques will summarize and analyze popular or scholarly articles and videos pertaining to leadership theory, concepts, or practice. Chosen articles and videos will be embedded in D2L. The critique should be approximately 500 words (two pages double-spaced) using APA format.
Skill Assessment: Four skill assessments will determine level of leadership style and areas for development. The findings of the assessments will be used to design a professional development plan. The analysis should be approximately 300 words (one-page double-spaced) using APA format.
Reflections of Learning: Ten reflective papers will provide students an opportunity to reflect on each module, the readings, videos, skill assessments, and discussions. Reflection papers should be approximately 300 words (one-page double-spaced) using APA format.
Personal Leadership Development Plan I: The final project is to design a leadership plan after assessing your leadership style and learning about the impact of behavior on followers and outcomes. The goal is to create a plan to achieve an ideal leadership self. Part I will begin the process of developing a personal leadership plan by conducting a gap assessment. The Personal Leadership Plan Part I should be approximately 500 words (two pages double-spaced) using APA format.
Personal Leadership Development Plan II: The final project is to design a leadership plan after assessing your leadership style and learning about the impact of behavior on followers and outcomes. Part II will complete the personal leadership development plan using the findings from your gap assessment and include three competencies to develop, and action plan, timeframe for accomplishment, and recommendations for future development. The Personal Leadership Plan Part I should be 8-10 pages using APA format. Incorporate concepts derived from the readings and three additional scholarly sources to support the plan.
As outlined above, students will submit the following items:
1) Article/Video critiques will follow the guideline of the rubric and submitted to the dropbox..
2) Skill Assessments will follow the guidelines of the rubric and submitted to the dropbox.
3) Personal Leadership Development Plan Part I –Students will develop a Leadership plan with action steps based on the finding of the skill assessment and submitted to the drop box.
4) Personal Leadership Development Plan Part II –Students will develop a Leadership plan with action steps based on the finding so the skill assessment and submitted to the drop box.
Evaluation Instrument |
Number |
Points Each |
Total Points |
Percentage of Grade |
Discussion Topics (Modules 1-10) |
10 |
20 |
200 |
20% |
Case Studies (Modules 1-10) |
10 |
20 |
200 |
20% |
Article/Video Critique (Modules 3,4,7,9) |
4 |
40 |
160 |
16% |
Skill Assessments (Modules 1,2,6,8) |
4 |
40 |
160 |
16% |
Personal Leadership Plan I (Module 5) |
1 |
100 |
100 |
10% |
Personal Leadership Plan II (Module 10) |
1 |
180 |
180 |
18% |
Total |
1,000 |
100% |
To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. You are required to participate in the course discussion forum by responding to all instructor requests and by interacting with fellow students.
Points are deducted for late work.
Students may have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when student work is completed at a level that would otherwise earn a grade of C- or higher. If a student wishes to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing during the first two weeks of the quarter. The assessment style may not be changed after this period, with no exceptions.
All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.
Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.
Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email. Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.
Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.
According to the policies of DePaul University:
All students must be registered and listed on the class roster by the beginning of the second week of the term. Students not on the roster by this time cannot stay in the class under any circumstances. Please contact the SNL Advising Center (snladvising@depaul.edu) or the Office of Financial Aid (finaid@depaul.edu) to work out your particular situation.
Students who need to withdraw from the course must do so by the end of the second week of the quarter. After that point is reached, 100% tuition is charged. It is possible to withdraw from a course or competence through the end of the seventh week of the quarter, but there is no tuition refund after the end of the second week.
In certain circumstances (such as illness, death of family members, natural disasters, etc.), a late withdrawal will be refunded tuition. These circumstances must be documented, and presented to the University through the SNL Exceptions Committee (snlexceptions@depaul.edu). In no case is such a refund allowed more than once during a student’s career at DePaul.
For more information see:
http://sr.depaul.edu/catalog/catalogfiles/Current/Undergraduate%20Student%20Handbook/
pg140.html
Undergraduate and graduate students have two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. In the case of the Law School incompletes must be completed by the end of the semester following the one in which the incomplete was assigned. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four week grace period before final degree certification.
NOTE: The SNL student who wishes to receive the grade of IN must formally request in writing that the instructor issue this grade. This request must be made before the end of the quarter in which the student is enrolled in a course and a formal contract must be signed by both parties (see IN form on SNL website, forms page).
DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas. Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook or visit http://studentaffairs.depaul.edu/homehandbook.html for further details.
Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:
For Students Who Need Accommodations Based on the Impact of a Disability:
Students who feel they may need an accommodation based on the impact of a disability should contact the instructor privately to discuss their specific needs. All discussion will remain confidential. To ensure that you receive the most reasonable accommodation based on your needs, contact your instructor as early as possible in the quarter (preferably within the first week or two of the course). Please be sure to contact the following office for support and additional services:
Center for Students with Disabilities (CSD)
#370, Student Center, LPC, 773.325.1677
For more information see: http://research.depaul.edu/
Demonstrating the acquisition of Outcomes in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:
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