PACE UNIVERSITY

 

SEIDENBERG COMPUTER SCIENCE AND INFORMATION SYSTEMS: COMPUTER SCIENCE

 

 

COURSE TITLE:

 

CS 691 (Computer Science Project I)

 

CREDIT HOURS:

 

3

 

PREREQUISTES:

 

 

 

TEXTBOOKS:

 

K. Smith, Teamwork and Project Management, 4th edition, McGraw-Hill, 2014

 

REFERENCES:

 

1.       J. Timmons and S. Spinelli, New Venture Creation: Entrepreneurship for the 21st Century, McGraw-Hill, 2009.

2.       Internet

3.       Other relevant sources

 

 

SEMESTER:

 

Fall 2015

 

 

 

Course Description: Students choosing this option will, in consultation with a faculty advisor, select a significant computer science application, study its supporting technologies, design and implement the application, and present the project in form of a major Project Report and project demonstration. A brief written Project Proposal must be approved by the advisor, a committee chosen by the student and the advisor, and department chair. Students enrolled for Computer Science Project I will complete preparatory work culminating in a major Project Report. Those not electing to continue with Computer Science Project II will receive a grade for Computer Science Project I and may use it as a computer science elective.


 

Course objectives and learning outcomes

By the end of this course, each student is expected to do the following:

 

Objective A

Able to use and build upon acquired knowledge, skills, awareness, resources, and tools of entrepreneurship and related case studies and advice from entrepreneurs/consultants in a new product, service, process, or venture.

 

Outcomes

1.       Discuss the critical aspects of the entrepreneurial mind – the strategies, habits, attitudes, and behaviors that work for entrepreneurs who build higher-potential ventures.

2.       Able to assess the viability small business from a case study and determine its entrepreneurial aspects.

3.       Able to utilize a framework for self-assessment, develop a personal entrepreneurial strategy, as well as can initiate a self-assessment and goal-setting process that can become a lifelong habit of entrepreneurial thinking and action.

4.       Discuss how entrepreneurs and their financial backers get the odds for success in their favor by defying the familiar pattern of disappointment and failure.

5.       Can articulate the Timmons’ model of the entrepreneurial process.

6.       Can describe how Timmons’ model can be applied to your entrepreneurial career aspirations and business ideas, and how recent research confirms model’s validity.

7.       Able to determine and assess the difference between an idea and opportunity, and can compare and contrast the risks, rewards, and tradeoffs of different types of business from knowledge gained from a case study.

8.       Able to apply entrepreneurial knowledge and skills in a “real world” business venture with advice from experienced entrepreneurs and consultants.

9.       Can demonstrate to write a business plan and pitch it to an audience that may extend beyond fellow students.

10.    Able to assess an opportunity using a zoom lens on the criteria used by successful entrepreneurs, angels, and venture capital investors in evaluating potential ventures.

11.    Can explain the roles that ideas, pattern recognition, and the creative process play in entrepreneurship.

12.    Able to identify sources of information for finding and screening venture opportunities.

13.    Can discuss some of the realities that most new ventures face and able to describe how the most successful higher-potential ventures track a circle of ecstasy and match investors’ appetites in the food chain for ventures.

14.    Able to use the quickscreen and the venture opportunity screening exercises (VOSE) techniques to determine whether their ideas are potential opportunities for new ventures as well as determine the sufficiency of the potential to embark on the development of a complete business plan.

 

Objective B

Able to develop a sound marketing and sales plan that enables identification of the targeted customer, implement the steps needed to sell a system, product, service, or process and build solid customer relationships, and set clear objectives, as well as understand the process for building an innovative and competitive technology company, and can communicate it using a business plan. 

 

Outcomes

1.       Demonstrate a clear understanding of the process involve in setting up a new technology company.

2.       Show reasonable evidence of knowing the factors and supporting elements involve in the creation of a sustainable, scalable, and saleable computing or information technology based business.

3.       Demonstrate the ability to design and develop a competitive business plan for a scalable information technology based business, and then communicate this business plan to an unfamiliar audience.

4.       Can demonstrate a clear understanding of the importance of market research and can explain the process involve in conducting it.

5.       Know the elements and importance of a marketing plan as well as the process involve in getting a marketed system, product, service, or process to a targeted audience.

6.       Able to set and communicate clear marketing objectives and can implement the process involve in selling a technology driven system, product, service, process, or venture.

7.       Can explain with illustrative examples the concept of branding and building solid customer relationships.

8.       Demonstrate the ability to develop and deliver a pitch for an information technology venture.

 

Objective C

Develop knowledge and skills of teamwork and problem solving in the context of innovation and project management such that a project’s goal, task, deliverable, and process involved are clearly defined; the key attributes defining effective and ineffective teams are known; the team completed task well done while the relationship among its members are strengthened; the team’s socialization process is well understood; and the innovation process impacted by diversity is evidentiary and practically substantiated.

 

Outcomes

1.       Able to demonstrably define a goal, task, and/or deliverable of a project with clarity

2.       Can clearly outline and execute the process involved in accomplishing the goal, task, and/or deliverable of a project

3.       Demonstrate the ability to tabularize the project management approach used for a project

4.       Can  and identify, discuss, develop, and manage specific projects according to their exploitation of ongoing operations and exploration of supporting innovation categorization

5.       Able to identify and summarize the features of teams that performed at extraordinary high levels

6.       Demonstrate know-how in and execution of a plan for participating in a high performing team

7.       Able to identify and assess strategies for recognizing value diversity within a team

8.       Know the skills that are essential for successful teams; and the significance honesty, trust, and  loyalty in these teams

9.       Know and can demonstrate the techniques needed to develop good working conditions within a team

10.    Know why conflict is central to effective teamwork and project work, and can discuss and demonstrate some of the strategies for effectively managing conflict

11.    Provide examples of use of the problem solving process to fix the problems and challenges in the team and evaluation of the problem solving process in solving the problem/challenges.

12.    Can define and discuss interpersonal skills and its importance to teamwork

13.    Know and able to identify and categorize the seven  factors responsible for success on a team

14.    Can define innovation and discuss its three key phases with appropriate examples

15.    Can identify and demonstrate ways to create new customer value with an innovation.

 

Objective D

Understand and can apply good project management principles, strategies, and practices; the scheduling process; the role of the project manager; good project/team monitoring and evaluation strategies and practices; and effective project documentation strategies and skills.

 

Outcomes

1.       Can define a project and describe its key characteristics

2.       Know how project management differ from other types of management

3.       Know and can explain the key criteria that facilitate a project’s success

4.       Able to develop individualized and team-based  project management heuristics for a particular project

5.       Able to sketch one’s team effort curve for a project and determine how consistent or inconsistent it is with the typical resources distribution graph of a project’s life cycle

6.       Know, can apply, and further improve the essential skills for effective  project managers

7.       Can identify or list some of keys to a project’s success

8.       Able to define work breakdown structure, explain its importance, and can identify and describe different types of work breakdown structures

9.       Able to demonstrate knowing the meaning of the critical path method

10.    Able to differentiate between resource leveling and crashing a project

11.    Develop skills for monitoring the work on project teams as well as able observe and describe the functioning of these teams

12.    Describe problems experienced in teams, and ways to improve the functioning of a team to alleviate those problems

13.    Demonstrate an understanding of the importance continuous project evaluation and its value in building quality into projects

14.    Know and can describe the characteristics of good documentation

15.    Know and can describe the characteristics of good presentation

16.    Know different types of documentation that must be maintained for a project.

 

 

Tentative Examination Schedule:

 

Course Section

Deliverable Dates

Projects Presentation & Submission

Midterm Examination

Final Examination

CS 691 (CRN: 73735)

9/21;10/5; 10/19; 11/2; 11/16; 11/30; & 12/7/2015

November 30, 2015

October 26, 2015

December 14, 2015

 

Course Section

Day, Time, and Location of Class Meetings

First and Last Day of Class Meetings

CS 691 (CRN: 73735)

Thursday: 6:10pm – 9:00pm; 163 William Street/163WM 1410

 

First class: September 2, 2015

Last class: December 18, 2015

 

 

Note : In the interest of learning, it is very important to come to class prepared to learn – do all required assignments. Failure to do so could diminish your ability to get the most out of each lesson and the class. Remember that learning is action oriented. That is, it is not enough to come to class to listen to what others have to say. You should come to class prepared to become involved in all aspects of classroom activities because learning is an active process.

 

 

 

 

PROFESSOR’S PROFILE

 

Professor:

 

Dr. A. Joseph

Office:

 

163 Williams St., 2nd floor, room 231

Telephone:

 

212 346 1492

Email:

 

ajoseph2@pace.edu

Office Hours:

 

Monday: 11:00 am – 4:00 pm

 

 

COURSE PROFILE

 

EVALUATION AND ASSESSMENT

 

Grading Policy

 

Project (including prototype and Business Plan):

 

20%

Pitch:

 

10%

Team/class participation and performance:

Project Documentation:

Collaboration and meetings with Mentors:

 

5%

5%

0%

Deliverables:

 

20% [Dates: 9/21;10/5; 10/19; 11/2; 11/16; 11/30; & 12/7/2015] (Best 5 of 7)

Midterm examination:

 

20%

Final examination:

 

25%

Team’s Average Performance [Bonus]:

Above 87%:

75% -- 87%:

65% -- 74%:

Below 60%:

 

maximum 0%

0%

0%

0%

0%

 

Note: In conceiving, designing, and developing, your project idea, write a business plan that clearly and thoroughly include the technical and business aspects of your project; work with the Small Business Development Corporation (SBDC), which is located here at Pace, to develop and approve the business plan before submission. To validate the feasibility, design, and development of your project idea, work with a local business (or businesses), or a

 

specialty expert in the area of your project idea.

 

The project could be in the healthcare, finance, education, or electronic security and privacy.

 

*Each submission of a deliverable must be supported with clear and sufficiently appropriate project documentation

 

Final Grade Determination

 
 
 
 
Above 92%
 
A

 

90% -- 92%

 

A-

 

85% -- 89%

 

B+

 

80% -- 84%

 

B

 

75% -- 79%

 

B-

 

65% --74%

 

C

 

Below 65%

 

F

 

 

 

 

 

Note: Grades are computed to the nearest whole number.

 

 

 

 

TOPICS AND ASSIGNMENTS

 

Week #1

A.      The entrepreneurial mind: crafting a personal entrepreneurial strategy: Entrepreneurs are leaders; three principles for the entrepreneurial leadership; timeless research; converging of the entrepreneurial mind; entrepreneurial reasoning; apprenticeship; myths and realities; a word of caution; a personal strategy; and the entrepreneur’s creed.

 

The entrepreneurial process: Entrepreneurship (demystification, start-up, beyond start-up, and paradoxes); smaller means higher failure odds; Timmons’ model; and practice collide and the real world.

 

B.      Project: Orientation to and discussion of project assignment; collaborative learning, project-based learning, and team dynamics; collection of student information for team formation; overview of the creative and innovative processes and ways to improve them; and protecting one’s ideas through patents, trademarks, and copyrights.

 

C.      Assignment 1a: Individual student project idea and brief class presentation of it (in week 1)

Assignment 1b: Introduction to discussion of the project idea and its scope if it is to be completed within schedule (in week 1).

 

 

Week #2

A.      The opportunity and screening venture opportunities: Think big enough; opportunity through a zoom lens; the circle of ecstasy and food chain for ventures; when an idea is an opportunity; the real world; spawners and drivers of opportunities; desirable business/revenue model metrics; the role of ideas; pattern recognition; screening opportunities; screening opportunities with quick screen and venture opportunity screening exercises techniques; gathering information and published sources and the business plan.

 

B.      Project: Orientation to and discussion of project assignment; collaborative learning, project-based learning, and team dynamics; collection of student information for team formation; overview of the creative and innovative processes and ways to improve them; and protecting one’s ideas through patents, trademarks, and copyrights.

 

C.      Assignment 1a: Individual student project idea and brief class presentation of it (in week 2)

Assignment 1b: Introduction to discussion of the project idea and its scope if it is to be completed within schedule (in week 1).

 

 

Week #3- 4

A.      Teams, teamwork, teamwork skills, and problem solving: Introduction; reflection on exploration and exploitation; definition of teamwork; types of teams; groups and teams; team structure and organization; importance of task and relationship; organization - team norms; teamwork skills; teamwork and challenges and problems.

 

B.      Project: Team project presentation and project approval; strategic problem solving techniques; case studies of algorithmic solutions to practical problems; overview of the elements of an effective business plan; plan and design an algorithmic solution to a financial problem with big data; develop an effective marketing plan; and entrepreneurship, creativity, and innovation.

 

C.      Assignment 2a: Guest lecturer – Creativity, innovation and entrepreneurship, and elements of an effective business plan (in week 3)

Assignment 2b: Team project idea presentation, submission, and approval as well as the role and function of each team member on a team (in week 3)

Assignment 2c: Begin work on project (in week 4)

Assignment 2d: Reflection on teamwork (in week 4):

 

 

Week #5

A.      Effective interpersonal communication skills for teamwork and project management: Practical methods and tools for multiple setting and tasks; communication contexts; basic kills – methods and tools; project scenario and dialogue; and bringing all together.

 

B.      Project: Team project presentation and project approval; strategic problem solving techniques; case studies of algorithmic solutions to practical problems; overview of the elements of an effective business plan; plan and design an algorithmic solution to a financial problem with big data; develop an effective marketing plan; and entrepreneurship, creativity, and innovation.

 

C.      Assignment 2a: Work on improving team relationship (in week 5)

Assignment 2b: Work on developing project (in week 5)

 

Week #6

A.      Joining existing teams, projects, and organizations: Getting on board; learning the ropes of working in teams; what’s this all about; background research on socialization; get to know them – beginning the socialization process; getting beyond the new guy label – becoming an experienced  and valued  member of the team; realizing the real work of teams and getting ahead; achieving membership – do you identify with your team; sink or swim, the trial by fire, and other challenges for new comers; making a high-performing team culture; and being more successful in joining a team.

 

Innovation in a team environment: Innovation; innovation process; and team diversity and innovation.

 

B.      Project: Continue with work on project (algorithmic problem solving – design and development of prototype); preprocessing of raw data; develop an understanding of financial statements and prepare a financial plan; develop and present idea of a new business to the professor and Small Business Development Center (SBDC); academic, technical, and moral supports to teams; and guest speaker

 

C.      Assignment 3a: Guest Lecturer - Understanding financial statements and preparing a financial plan for inclusion into a business plan as well as technical support for teamwork and develop pitch of new business (in weeks 6 - 7)

Assignment 3b: Project update – team project presentation and progress report (in weeks 6 - 7)

 

 

Week #7-8

A.      Project management principles and practices, and scheduling: Project; Project life cycle; project scoping and planning; work breakdown structure; critical method path; project resource and cost considerations; and the role of computer-based project management software.

 

B.      Project: Continue with work on project (algorithmic problem solving – design and development of prototype); preprocessing of raw data; develop an understanding of financial statements and prepare a financial plan; develop and present idea of a new business to the professor and SBDC consultant; academic, technical, and moral supports to teams; and reflection on project management

 

C.      Assignment 3a: Reflection on teamwork and teamwork skills (in week 7)

Assignment 3b: Reflection on project management (in week 8)

Assignment 3c: Project update – team project presentation of progress report (in weeks 8-9)

 

 

Week #9

A.      Project manager’s role: Changes in the workplace; changes in project management; skills necessary for effective project managers; participating in and managing multidisciplinary teams; and project manager’s role over the project life cycle

 

B.      Project: Continue with work on project (algorithmic problem solving – design and development of prototype); preprocessing of raw data; develop an understanding of financial statements and prepare a financial plan; and understand the purpose of reflection of teams, teamwork skills, and project management.

 

C.      Assignment 3a: Reflection on change (in week 9)

Assignment 3b: Guest Lecturer - project management (in week 9)

Assignment 3c: Project update – team project presentation of progress report (in weeks 9 - 10)

 

 

Week #10

A.      Project (and team) monitoring and evaluation: Meetings; team charters; monitoring team effectiveness; team talk analysis; peer assessment; self- assessment; project evaluation; and building quality into projects.

 

B.      Project: Continue with work on project (algorithmic problem solving – design and development of prototype); preprocessing of raw data; and write report documenting each team member’s team assignments and his/her efficiency in executing the role and producing a quality project and maintaining the cohesion of the team and the positive relationship among team members.

 

C.      Assignment 3a: Write report on team cohesion, maintenance, and performance of project and project management (in week 10)

Assignment 3b: Project update – team project presentation of progress report (in week 10)

 

 

 

Week #11

A.      Skills and strategies for effective project documentation: Skills and strategies for project documentation; project communication; and communication patterns.

 

B.      Prototype of algorithmic solution to identified human problem of project assignment completed and presented in class for review and feedback from the class and professor; teams consider how to implement the algorithmic solution in software; teams are aware of how the resulting software product solution of problem would work in the market to produce real data to justify its implementation and distribution to potential customers; teams are aware of the implications of the software product testing and the expected market share of the product; and case study of information technology entrepreneurship.

 

C.      Assignment 4a: Meeting with consultants of SBDC (in week 11)

Assignment 4b: Project update – team project presentation of progress report (in week 11)

Assignment 4c: NYC Entrepreneurship Meetup event -  pitching a new business idea to potential investors in hopes of receiving seed funding (in week 11)

 

 

 

Week #12

A.      Project: Completion of implementation of algorithmic solution to the health informatics problem of the project and the related business plan and inclusive technical report; have reasonable expectation of how the resulting software product from the prototype algorithm would perform on real data, as well as the evaluation and feedback on the completed prototype of the algorithm and business plan from professor and mentors; and case study of information technology entrepreneurship.

 

B.      Assignment 5a:Meeting with mentors and share completed project with mentors and solicit their feedback

Assignment 5b: Prepare project presentation and complete product documentation

 

 

Week #13

A.      Project submission

 

B.      Project presentation: Pitch the technical and business aspects of the project report formulated in a well-conceived business plan and supported with a learning journal used primarily for the project documentation.

 

 

Week #14

Final Exam

 

 

 

 

Note:

Midterm and/or Final exam may be take-home assignment to be completed in at least two days and at most five days.

 

Project documentation must be supported by weekly detailed entries in the learning journal.

 

 

Note: This course will be supplemented with two or more guest lectures; case study assignments; and a project on current issues in entrepreneurship in preferably the healthcare industry, but might also be in finance, education, or electronic security and privacy. The project must be innovative. It would be helpful for the project to have appeal to peoples of diverse communities at prices they can afford.

 

 

Note 1: This course is structured around small collaborative teams in a cooperative learning environment in a project-based learning environment. A main objective of the course is to have heterogeneous teams of mixed gender and of different academic, experiential, cultural, and ethnic backgrounds work together to develop a business plan with complete technical and business modules. Students will be encouraged to work together in their respective teams to form effective and productive entrepreneurial enterprises that share the learning experience within the context of the course to attain the course’s objectives and their expected outcomes. Team members will be also encouraged to help each other with learning difficulties as well as to spend the required amount time necessary to get to know each other and develop trust in each other. Each team member is expected to partake in the research, design and development, and decision making of its team’s projects and is responsible for the projects’ successful completion, submission, presentation. Importantly, each team member is expected to meet regularly with the team’s designated mentor to get advice and suggestions on the designing and developing the business plan and its modules. A team should identify and consult with an existing company or specialty expert to find a problem in need of a solution and to work with that entity to solve the problem to produce a cost-effective product or service. Each team member will be individually graded in proportion to his or her contribution to the team’s project and presentation. Teams must budget their available time to ensure that they can devote the necessary amount of time needed to successfully complete the project assignment.

 

Note 2: During the first class session, student background information will be collected for the purpose of forming the teams and assessing students’ knowledge of the relevant subject area. Students will be placed in teams by the second class meeting. These teams will be viewed entrepreneurial entities analogous to enterprising small businesses and as such may assign itself a class acknowledged and recognized name.

 

Note 3: To ensure that each team completes the projects in a timely fashion, a strict time schedule will be followed consistent with regular assignment submission deliverables. There will be deliverable dates for each team to have specific modules of its projects completed. 

 

Teams: Each team will consist of three to four students who will participate in the necessary research, planning, design, and development of the team’s projects. The ultimate business plant resulting from the projects must be done using a MS Word in Times New Roman with font size 11 or 12 and the reference list must adhere to the publication manual of the American Psychological Association. In addition, each team is expected to maintain proper documentation of all activities relating to the projects including the business plan with the marketing and sales plans, and a financial statement in their journal.

 

Web support: This course will be supported with Blackboard postings of instruction and guidelines pertaining to the course as well as class presentations, small business related news, team and class discussions, email correspondence about the course, questions relating to individual projects, and miscellaneous course related activities and information. 

 

Supplementary materials: There will be handouts in class or web postings of current events and issues that affect Technology Entrepreneurship. Some books that may be helpful for the course will be posted on Blackboard along with links to pertinent websites.

.

 

 

Entrepreneurship, creativity, and innovation

 

Who creates a new activity in the face of risk and uncertainty for the purpose of achieving success and growth by identifying opportunities and putting together the required resources to benefit from them?

 

Creativity is the ability to develop new ideas and to discover new ways to of looking at problems and opportunities

 

Innovation is the ability to apply creative solutions to those problems and opportunities to enhance or to enrich people’s lives.

 

What is your team’s name?

 

 

Pace University

Seidenberg School of Computer Science and Information Systems

Academic Information and Policies

(http://www.pace.edu/seidenberg/seidenberg-current-students/academic-information-and-policies)

Policy on Student Class Behavior

Learning in a class is the responsibility of the student. The student must attend class, complete assignments, take tests, and seek help when needed. It is the job of the professor to guide the learning process through lectures, assignments, and evaluation of student work. But learning cannot occur without the active participation of the student both in and outside of class. In class, students are expected to talk and participate when it is appropriate to do so and to be respectful to faculty and fellow students, when they are speaking or working. In addition, students are expected to turn off their cell phones and beepers prior to the start of the class.

Students who disrupt class or who prevent others from participating in classroom activities may be subject to removal from class and other University disciplinary action.

Procedure for Students with Disabilities Who Wish to Obtain Accommodations for a Course

Students with disabilities who wish to obtain an accommodation or auxiliary aid for a course or program at the University, must contact the University’s Counseling/Personal Development Office. In New York, call x11526. In Pleasantville and White Plains, call x33710. Trained professional counselors will:

Evaluate a student's medical documentation; conduct appropriate tests or refer the student for same; make recommendations for a plan of accommodation; and contact professors and pertinent administrators (with the student’s permission) to arrange for the recommended accommodations.

Professors are not authorized to provide accommodations or aids prior to a student’s arranging for same through the Counseling/Personal Development Center. Professors are not authorized to contact the Counseling/Personal Development Center on a student’s behalf. Students must contact the Counseling/Personal Development Center directly in order for the University to be placed on notice of a request for accommodation. In order to insure that the Counseling/Personal Center has sufficient time to process student requests, students should contact the Center at the earliest possible time, in advance of the need for the accommodation, preferably before the semester begins. For more information consult the Counseling Services Web site.

Following this procedure will ensure timely and efficient handling of requests for accommodation or auxiliary aids.

Procedure for Students Who will be Absent for an Extended Time

Students who are ill or will be out for an extended amount of time are responsible for contacting each of their professors and for making up all work that is missed.  Students are also urged to notify the Dean's Office of all extended absences.

Policy for Incomplete Work and Receiving a Grade of “I”

Students are responsible for completing and submitting all course work by the deadlines indicated by the instructor. It is at the discretion of the instructor to assign a grade of “I” to a student who, for documented reasons, cannot complete the required course work prior to the end of the term. The instructor determines the amount of time allotted to complete the course work, up to a maximum of six weeks. 

It should be noted that receiving a grade of “I” might affect a student’s financial aid package and/or graduation status.

Policy Regarding Academic Integrity of the School of CSIS

1. Definition.

Students must accept the responsibility to be honest and to respect ethical standards in meeting their academic requirements. Integrity in the academic life requires that students demonstrate intellectual and academic achievement independent of all assistance except that authorized by the instructor. The following constitute academic dishonesty.  The list is not necessarily inclusive.

a.       Exams

                                i.            Copying from another student's exam.

                              ii.            Deliberately allowing other students to see and copy from your exam.

                            iii.            Using notes or calculators without permission from the professor or proctor.

                            iv.            Passing notes or calculators to other students without permission.

b.      Papers and projects

                                i.            Using others’ writing without proper reference.

                              ii.            Copying code or work from other students outside a team environment. This could be either from printouts and notes or from electronic media. This includes copying the structure of a program while changing cosmetic details such as identifiers and comments.

                            iii.            Deliberately allowing other students to copy your code or work, again either from printouts, notes or from electronic media. (This does not preclude a student “helping” another on a project as long as it is limited to giving information/hints and not code/solutions.)

                            iv.            Submitting a paper, program, or project that was done by someone else.

                              v.            Collaboration with one or more other students without the prior permission of the instructor.

2. Consequences.

The following consequences will be affected:

a.       The first student offense may result, at the discretion of the instructor, in penalties including a zero on the offending course work or an F for the offending course.

b.      The second student offense in any course may result in an F for the offending course.

c.       The third student offense in any course may result in dismissal from the University.

d.      The Dean's office shall keep a student record of all student offenses occurring in courses offered by the School of CSIS including the first offense. This record will be destroyed when the student graduates from the University. The record will be associated with the student and not with any particular course.

3. Procedures for determining an offense.

The following procedures will be used:

a.       If the student admits to the offense, the appropriate penalty shall be enforced.

b.      If the student contests the charge, the Chair of the department in which the course was offered will make a decision as to the facts of the case. If the professor is also the Chair, this step could be skipped.

c.       If the student disagrees with the Chair's decision, he or she may request a hearing from the Undergraduate or Graduate Scholastic Standing Committee, depending upon the student's status. The Committee shall make a recommendation to the Dean concerning the facts of the case.

d.      Both the professor and the student may submit to the Committee relevant information in writing. The professor and/or the student also may appear before the committee, but usually not concurrently. No others may attend the Committee hearing, but the Committee may also consider the written statement of witnesses and other concerned persons.

e.       The decision of the Dean shall be final.

f.       A confirmed student offense shall be entered into the student’s record in the Dean’s office.

 

The university disabilities statement:

 

Procedure for students with disabilities who wish to obtain reasonable accommodations for a course:

The University's commitment to equal educational opportunities for students with disabilities includes providing reasonable accommodations for the needs of students with disabilities. To request an a reasonable accommodation for a qualified disability a student with a disability must self-identify and register with the Office of Disability Services for his or her campus. No one, including faculty, is authorized to evaluate the need for or grant a request for an accommodation except the Office of Disability Services. Moreover, no one, including faculty, is authorized to contact the Office of Disability Services on behalf of a student. For further information, please see Resources for Students with Disabilities at www.pace.edu/counseling/resources-and-support-services-for-students-with-disabilities.