THE UNIVERSITY OF TEXAS AT BROWNSVILLE

College of Education
Syllabus

Conceptual Framework & Knowledge Base

The conceptual framework contains four core

concepts, which are themes through which we
organize and deliver our programs; hence they are
central to our vision of professional educators and
scholars. These include:

• Interculturalism
• Interrelatedness
• Inquiry
• Pedagogical Leadership

Mission Statement
• To prepare highly skilled professionals to assume roles and positions in teaching, research, educational
leadership, and human development.
• To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition,
reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner.
• To continuously develop a dynamic local, state, national, and international, dimension that promotes
innovations and contributes to scientific educational, economic, and social change.

Vision Statement

The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally
and internationally respected college in the areas of science, mathematics, educational technology and
intercultural dimension (language, literacy, culture and interdisciplinary studies in regard to preparing
teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the
school system but for other economical and service areas which require training, human resources,
development and life-long learning.

Teacher preparation programs of the College of Education will be central to the mission of the University
and will have national prominence. It will be at the forefront in programs for English Language Learners
and, through teacher preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.

All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty,
and the leadership and service they provide to the local, regional, and national educational communities in
the previously mentioned areas.

Note: Please be advised that the College of Education conducts ongoing research regarding the effectiveness
of the programs. You will receive one survey in the final semester prior to graduation regarding the
operations of the unit during your time here. A second survey will occur within one year following graduation
from or completion of a program, and will be sent to your employer. This survey will focus on the
preparation received at UTB. Please remember that your response to these surveys is critical to UTB
excellence.
 College of Education
Department of Teaching, Learning and Innovation

EDTC 3332: Instructional Technology Practicum

SYLLABUS

Spring 2012
Prerequisite: Minimum 06 EDTC credit hours

Instructor: Joseph Rene Corbeil, Ed.D.

Phone: (956) 882-7540

Email: [email protected]

Office: EDBC 1.318

Office Hours: Monday, Wednesday, & Thursday

9:00 a.m. to 3:00 p.m.
Other days: By appointment

Class Location: This class is offered fully online. Please log in to:
http://myutb.blackboard.com to access, and participate in, the course.

Class Day There are no designated meeting days and times for this course. Please log
& Time: in to the course and carefully review the course Syllabus, Calendar, and
Projects pages to become familiar with the course requirements and
deadlines. Please contact me if you have any questions.

COURSE CATALOG DESCRIPTION

This course will assist students in reflecting upon major concepts, synthesizing the
knowledge base, and demonstrating appropriate applications toward the design and
development of a solution to an instructional problem in a corporate environment. The focus
of this course is to provide students with an opportunity to display and practice a variety of
skills and knowledge in the area of training design and delivery. Level: Undergraduate.
Credit hours: 03. Suggested workload: 10-12 hours per week.

2
 REQUIRED RESOURCES

Textbook

Title: The Essentials of Instructional Design: Connecting Fundamental

Principles with Process and Practice
Authors: Abbie Brown and Timothy D. Green
Year: 2006
Publisher: Allyn & Bacon
ISBN: 0-13-118220-X

Computer Requirements

In order to successfully complete this course, you MUST have access to a computer with
Internet access and an email account. You should expect to spend several hours a week
accessing course material, completing assignments by email, and participating in Internet-
based activities. You will need access to some basic drawing and web design software, to
create diagrams and web pages.

Student Web Account

In this course, you will also be creating various online projects. In order to share these
products with your classmates and instructor, they must be saved in an appropriate Web-
based format (such as HTML, PDF, MP3, WMV, FLASH, etc.). Your projects will be
uploaded to a web server and shared with the class and instructor. If you do not have a web
account, you must request one during the first week of class. Contact the UTB Virtual Help
Desk to request your new web account. Go to How Do I Request a Student Website? If you
need immediate assistance you may call the Toll Free Number: 1-882-HELP (4357).

Recommended Software

You will be developing a series of Web-based instructional products in this course and in
future EDTC courses. We are recommending that students use SoftChalk Lesson Builder for
creating their web-based instructional resources. You may purchase the software directly
from the SoftChalk web site for a student discount price of $150 or you may purchase the
software from the UTB Bookstore at a reduced price. Contact the bookstore at (956) 882-
8249. You may download a free 30-Day trial of the program to try before you buy. Click
here for a SoftChalk Lesson Builder Tutorial.

Email Account

All students should have their own email account. Due to the high volume of email
correspondence that will be associated with this course, you might want to set up a separate
email account to handle and manage your messages. Go to the Free Email Address Directory
to help you find an e-mail provider that suits your needs. Important: Verify and update your
email account on Scorpion Online. Click here to learn how.

3
 COURSE CONCEPTUAL FRAMEWORK & KNOWLEDGE BASE

Course Description Expanded and Purpose of the Course

This fully online course will assist students in reflecting upon major concepts, synthesizing
the knowledge base, and demonstrating appropriate applications toward the design and
development of a solution to an instructional problem in a corporate environment. The term
"practicum" is generally defined as a course within a specialized field of study that is
designed to engage students in real-world, job-related experiences in a supervised
environment. In this course, you will apply the knowledge and theory from previous courses
toward the solution of an actual instructional/training problem in a real-world context.

Course Objectives

After successfully completing the course, the learner will be able to:
COURSE NCATE SPA COE
OBJECTIVES STANDARDS STANDARDS CONCEPTUAL
FRAMEWORK
1. Identify an actual 1e. Knowledge & Responsibility 2: Design (2.3) COE-1: Knowledge
instructional/training Skills for Other Demonstrates ability to perform in Practice
problem or opportunity School Professionals analysis and documentation of
in your work, learning, instructional need or opportunity
or other environment. 1f. Student Learning resulting in student-centered,
for Other School performance based instructional
Professionals objectives based upon, and
appropriate for, a specific audience.
2. Design an 1e. Knowledge & COE-1: Knowledge
instructional/training Skills for Other in Practice
module to meet the School Professionals
needs of learners. COE-6: Technology
1f. Student Learning
for Other School
Professionals

3. Select and implement 1e. Knowledge & Responsibility 2: Design (2.3) COE-1: Knowledge
instructional strategies Skills for Other Demonstrates ability to select and in Practice
and appropriate media School Professionals integrate into instruction a variety of
consistent with research-based instructional COE-6: Technology
analysis of the 1f. Student Learning strategies.
learning/training for Other School
situation and intended Professionals Responsibility 3: Development,
learners. Utilization, and Management (3.1)
Demonstrates ability to develop
instruction using a minimum of
three medias.
4. Engage in formative 1f. Student Learning Responsibility 4. Evaluation (4.1) COE-1: Knowledge
and summative for Other School Demonstrates ability to use in Practice
evaluation strategies. Professionals formative evaluation strategies to
evaluate the quality of instruction. COE-6: Technology

Responsibility 4. Evaluation (4.2)

Demonstrates ability to use
summative evaluation strategies to
evaluate the quality of instruction.

4
 5. Manage an 1e. Knowledge & Responsibility 3: Development, COE-1: Knowledge
instructional design Skills for Other Utilization, and Management (3.3) in Practice
project by using all School Professionals Demonstrates ability to manage
resources available. projects and evaluate progress and COE-6: Technology
improvement.

TOPICS, LEARNING PROCESSES, AND DESIRED RESULTS

The following is a presentation of the weekly topics, processes, assignments, related course
objectives, and evaluation methods.

DATE TOPICS PROCESSES & RELATED COURSE EVALUATION

ASSIGNMENTS OBJECTIVES METHODS
Week 1  Course Orientation  Important: Verify and 1. Identify an actual  Online
update your Email instructional/training Discussion
account on Scorpion problem or opportunity in Forum
Online. Click here to your work, learning, or participation
learn how. other environment.
 Plagiarism
 Review the course Tutorial Post
syllabus, schedule, and Test
projects pages.

 Introduce yourself on the

class Discussion Forum.

 Begin to brainstorm
ideas for your Practicum
Project. Email instructor
with practicum ideas.

 Complete the Plagiarism

Tutorial. Email post-test
results to your instructor.
If you are taking more
than one EDTC course,
you only need to take the
test once, but you need to
submit the results to all
of your instructors.

Week 2  Begin Practicum  Post your response to the 1. Identify an actual  Online
Project Part 1: discussion question for instructional/training Discussion
Project Proposal Week 2 on the class problem or opportunity in Forum
(See Projects Page Discussion Board. your work, learning, or participation
for details) other environment.
 Email instructor with  Students’
practicum ideas. practicum ideas
emailed to
 Email instructor the URL instructor for
for your first draft of e- feedback and
Portfolio. approval
Week 3  Part 1: Project  Post your response to the 1. Identify an actual  Online
Proposal discussion question for instructional/training Discussion
continued... Week 3 on the class problem or opportunity in Forum
Discussion Board. your work, learning, or participation
other environment.
 Continue to work on
Practicum Project Part 1:
Project Proposal.

5
Week 4  Part 1: Project  Post your response to the 1. Identify an actual  Online
Proposal discussion question for instructional/training Discussion
continued... Week 4 on the class problem or opportunity in Forum
Discussion Board. your work, learning, or participation
other environment.
 Submit Project Proposal.  Project 1:
Project Proposal

Week 5  Begin Practicum  Post your response to the 2. Design an  Online

Project Part 2: discussion question for instructional/training Discussion
Design Plan (See Week 5 on the class module to meet the needs Forum
Projects age for Discussion Board. of learners. participation
details)

Week 6  Part 2: Design Plan  Post your response to the 2. Design an  Online
continued... discussion question for instructional/training Discussion
Week 6 on the class module to meet the needs Forum
Discussion Board. of learners. participation

 Continue to work on
Practicum Project Part 2:
Design Plan.

Week 7  Part 2: Design Plan  Post your response to the 2. Design an  Online
continued... discussion question for instructional/training Discussion
Week 7 on the class module to meet the needs Forum
Discussion Board. of learners. participation

 Continue to work on
Practicum Project Part 2:
Design Plan.
Week 8  Part 2: Design Plan  Read Chapter 7: The 2. Design an  Online
continued... Development of Online instructional/training Discussion
Courses. module to meet the needs Forum
of learners. participation
 Post your response to the
question for Chapter 7 on  Project 2:
the class Discussion Design Plan
Board.

 Take Quiz for Chapter 7.

 Submit Project 2.

Week 9 Spring Break No Class

Week 10  Begin Practicum  Post your response to the 2. Design an  Online
Project Part 3: discussion question for instructional/training Discussion
Computer/Web- Week 10 on the class module to meet the needs Forum
Based Training Discussion Board. of learners. participation
Module (See
Projects age for 3. Select and implement
details) instructional strategies and
appropriate media
consistent with analysis of
the learning/training
situation and intended
learners.

5. Manage an instructional
design project by using all
resources available.

6
Week 11  Part 3:  Post your response to the 2. Design an  Online
Computer/Web- discussion question for instructional/training Discussion
Based Training Week 11 on the class module to meet the needs Forum
Module Discussion Board. of learners. participation
continued...
 Continue to work on 3. Select and implement
Practicum Project Part 3: instructional strategies and
Computer/Web-Based appropriate media
Training Module. consistent with analysis of
the learning/training
situation and intended
learners.

5. Manage an instructional
design project by using all
resources available.

Week 12  Part 3:  Post your response to the 2. Design an  Online

Computer/Web- discussion question for instructional/training Discussion
Based Training Week 12 on the class module to meet the needs Forum
Module Discussion Board. of learners. participation
continued...
 Submit Computer/Web- 3. Select and implement  Project 3:
based Training Module. instructional strategies and Computer/Web-
appropriate media based Training
consistent with analysis of Module
the learning/training
situation and intended
learners.

5. Manage an instructional
design project by using all
resources available.

Week 13  Begin Practicum  Post your response to the 4. Engage in formative and  Online
Project Part 4: discussion question for summative evaluation Discussion
Evaluation and Week 13 on the class strategies. Forum
Revision (See Discussion Board. participation
Projects page for
details)

Week 14  Part 4: Evaluation  Post your response to the 4. Engage in formative and  Online
and Revision discussion question for summative evaluation Discussion
continued... Week 14 on the class strategies. Forum
Discussion Board. participation

 Continue to work on
Practicum Project Part 4:
Evaluation and Revision.

Week 15  Part 4: Evaluation  Post your response to the 4. Engage in formative and  Online
and Revision discussion question for summative evaluation Discussion
continued... Week 15 on the class strategies. Forum
Discussion Board. participation

 Continue to work on
Practicum Project Part 4:
Evaluation and Revision.
Week 16  Last Week of Class  Submit Evaluation and  Course
Revision. Due: May 6, Evaluation
 Course Evaluation 2012.
 Project 4:
 Submit E-Portfolio. Due: Evaluation and
May 6, 2012. Revision

 Submit Course  E-Portfolio

Evaluations.

7
 Note: No coursework will
be accepted after the final
class day. All graded
assignments must be
submitted no later than the
last day of class.

Performance Tasks

The section below summarizes the performance tasks (assignments) in this course and their
grade values.

 Class Participation/ Discussion Questions (DQs): Participation is extremely important.

After reading the assigned chapters, you will be expected to reply and post your
perspective to weekly questions posted on the Discussion Board each week. The
questions are intended to get you to synthesize, evaluate, and extend your knowledge and
understanding of the materials you have read. Class participation accounts for 15% of
your overall grade. To receive full credit for class participation, each week you must
answer the DQs, then comment on at least 3 of your classmate's responses to the DQs.
The quality and dynamics of our discussions will depend entirely upon your participation.

 Projects: Students will complete the following projects to demonstrate their

understanding of the field of instructional design and technology. Please carefully review
the Projects page in Blackboard for project rubrics, deliverables, and submission
requirements.

1. Project 1: Project Proposal (20%). Students will submit a 2 - 4 page proposal

describing an instructional/training problem in a real-world work or learning
environment. In some cases, the problem can be an opportunity or a need that is
currently not being met, but it must be instructional in nature. The solution to the
instructional/training problem will be a self-paced computer/web-based training
module that students/employees can access when needed. Students may work with a
current/former teacher or employer to identify an appropriate training project for this
course.

2. Project 2: Design Plan (20%). Students will create a PowerPoint® presentation that
presents their use of the ADDIE Instructional Design model to analyze, design,
develop, implement and evaluate instruction for a training module intended to address
the specific instructional/training problem or opportunity identified in Project 1. A
design plan (template) is provided.

3. Project 3: Computer/Web-Based Training Module (20%). Based on the Design

Plan students created in Part 2 of the Practicum Project, students will develop a
Computer/Web-based instructional/training module on the topic they identified in
their Project Proposal. The Computer/Web-based training module should include an
introduction, presentation of content and materials, practice activities and exercises
and end with a final assessment to measure the student's understanding of the training
materials.

8
 4. Project 4: Evaluation and Revision (10%). Based on the formative assessment
strategies students identified in the Design Plan, they will conduct a formative
evaluation of the Instructional/Training Module they developed. Students will provide
a 2-4 page summary of the formative evaluation process and describe the changes that
they will need to make to the final draft of their training module.

 e-Portfolio (10%). Students will submit an electronic portfolio, or e-Portfolio at the end
of this course. The e-portfolio will include projects created in all of the students’
educational technology courses (EDTC 3320, 3321, 3323, and 3332) and must include
the following pages: Home, About Me, EDTC 3320, EDTC 3321, EDTC 3323, and
EDTC 3332. The e-portfolio will be evaluated based on professional appearance,
presentation of program projects, selection of interface, and overall visual appeal.
Students should select a blog template that reflects a professional appearance. The
projects should be organized by course and accessible via hyperlinks. All e-portfolios
must be posted to the e-Portfolio Database.

Evaluation

All projects will be graded on their originality, complexity, quality, and professional
appearance. Active class and online participation will be taken into account as a necessary
aspect of the course. All assignments are due on, or prior to, the stated date. All assignments
are due on, or prior to, the posted due date. It is strongly recommended you email the
instructor your projects at least 3 working days prior to the due date for feedback before
uploading it to Blackboard for final grading. All assignments and projects are expected to be
professionally formatted in APA format, where appropriate, with no mechanical,
grammatical, or spelling errors. Grades for the semester will be derived as follows:

Class • Responses to the Discussion Questions (DQs) 10%

Participation: • Participation in the class discussions 05%

• Project 1: Project Proposal 20%

• Project 2: Design Plan 20%
Projects: • Project 3: Computer/Web-Based Training Module 20%
• Project 4: Evaluation and Revision 15%

e-Portfolio • Submission of Final Draft with Revisions 10%

Scoring Rubrics

Your projects will be evaluated using the following rubrics. Before you submit each project
for grading, please check it against the rubric to make sure you have adequately addressed all
of the evaluation criteria.

9
Project 1 will be graded based on the following criteria:

INSTRUCTOR
CRITERIA DESCRIPTION POINTS
FEEDBACK
The introduction provides relevant 20
background information, introduces
the instructional/ training problem or
Introduction
opportunity, and explains how the
proposed training solution will
impact the organization.
The writer clearly describes the 20
Identification
instructional/training problem and/or
of
opportunity. The
Instructional
problem/opportunity is in a real-
Problem or
world context and is instructional in
Opportunity
nature.
The problem solution clearly and 20
accurately describes the final
Description
product and delineates the specific
of Problem
skills and competencies addressed in
Solution
the proposed computer/web-based
training module.
The timeline clearly delineates the 20
scope of the project from beginning
Project to end. It Includes projected start and
Timeline end dates for the analysis, design,
development, implementation, and
assessment phases.
Writer follows assignment 10
instructions. The proposal is of
Adheres to
appropriate length, contains an
Assignment
introduction, body and conclusion,
Instructions
and adequately addresses all
sections.
Spelling and Proposal has no misspellings or 5
Grammar grammatical errors.
The project was submitted on time, 5
Project was correctly uploaded to the server,
Submission and the correct hyperlink was
submitted to the instructor.

Total Points: 100

10
Project 2 will be graded based on the following criteria:

INSTRUCTOR
CRITERIA DESCRIPTION POINTS
FEEDBACK
The instructional goal and objectives 15
Instructional
are well written. The objectives are
Goal and
clearly stated and in the appropriate
Objectives
format.
The content is aligned with training 15
Content goal and objectives. The content is
Organization well organized and flows in a
sequential and logical sequence.
The assessments of learning 15
Assessment
outcomes are well designed, logical,
of Learning
and align with the instructional goal
Outcomes
and objectives.
The learner characteristics accurately 15
Learner describe the target audience. The
Characteristics instructional setting is clearly
and Learner described including its
Context characteristics, resources, and
constraints.
The instructional strategy accurately 15
describes what will be taught and
Instructional how it will be taught. The training
Strategies module includes an introduction,
presentation of material, and a final
assessment.
The storyboard or flowchart is well- 10
Training developed and self-explanatory. It
Module graphically displays the lesson and
Blueprint its components in the order in which
they appear.
The formative evaluation plan 10
Formative
provides strategies that are well-
Evaluation
thought-out and planned.
The project was submitted on time, 5
Project was correctly uploaded to the server,
Submission and the correct hyperlink was
submitted to the instructor.

Total Points: 100

11
Project 3 will be graded based on the following criteria:

INSTRUCTOR
CRITERIA DESCRIPTION POINTS
FEEDBACK
The content is aligned with training 15
Structure
goal and objectives. The content is
and
well-organized and flows in a
Organization
sequential and logical sequence.
Navigation links throughout the 15
training module are clearly labeled,
consistently placed, and take the
Navigation
users to where they need to go. The
user does not become disoriented or
lost.
The multimedia elements work in 15
Effective use harmony with the instructional
of materials to effectively convey the
Multimedia message of the content. The training
module used 3 or more multimedia
elements.
The training module used two or 15
more interactive elements to get
learners to interact with the
Interactivity instructional content. The interactive
elements are well-developed and
enhance the quality of the training
module.
The final assessment is appropriate 15
for assessing the learner's
Assessment understanding of the training
materials. The assessment aligns
with the training goal and objectives.
The training module is well- 15
developed and implemented. The
Overall lesson components, multimedia and
Lesson interactive elements, and final
assessment combined result in a very
good final product.
The project was submitted on time, 10
Project was correctly uploaded to the server,
Submission and the correct hyperlink was
submitted to the instructor.

Total Points: 100

12
Project 4 will be graded based on the following criteria:

INSTRUCTOR
CRITERIA DESCRIPTION POINTS
FEEDBACK
The introduction is well-written and 10
clearly describes the training module
Introduction
and formative assessment strategies
used.
The first formative evaluation 15
strategy is well-written and clearly
Formative
explains the strategy used, including
Evaluation
important information and a
Strategy #1
description of the results of the
evaluation.
The second formative evaluation 15
strategy is well-written and clearly
Formative
explains the strategy used, including
Evaluation
important information and a
Strategy #2
description of the results of the
evaluation.
Based on the results of the formative 15
Proposed
evaluation, the proposed changes are
Changes
appropriate and reasonable.
The summary is well-written and 10
clearly summarizes the learner's
experiences during the practicum
Summary project, including lessons learned
and a description of how the
experience will impact future career
goals.
The project was submitted on time, 10
Project was correctly uploaded to the server,
Submission and the correct hyperlink was
submitted to the instructor.
The Computer/Web-based Training 25
Program was revised based on
Project comments and feedback obtained
Revisions from the formative evaluation. The
final draft of the program was added
to the e-portfolio.

Total Points: 100

13
 MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY & EVALUATION

Rationale for Selecting Requirements

1. Candidate performance on course assignments

2. Weekly blog discussion
3. Mentoring, advising, and individual progress report
4. Evaluation weights and course grading system

Evaluation Weights and Summary

Students will be provided with a final letter grade based on above criteria. The instructor reserves
the right to penalize any additional facets of unprofessional and irresponsible work dispositions
or conduct, if the need arises.

Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on).
Letter grades of “A” through “F” (course final grade) will be awarded based on the UTB Grading
System Policies and Procedures.

UTB GRADING SYSTEM POLICIES & PROCEDURES

A student's performance in academic work is expressed by the following grades:

Alphanumeric Grading System

+/- LETTER GRADE GRADE POINTS 100-POINT SCALE GUIDE

(Not prescriptive)
A+ 4 grade points 98 - 100
A 4 grade points 93 - 97.9
A- 3.67 grade points 90 - 92.9
B+ 3.33 grade points 87 - 89.9
B 3 grade points 83 - 86.9
B- 2.67 grade points 80 - 82.9
C+ 2.33 grade points 77 - 79.9
C 2 grade points 73 - 76.9
C- 1.67 grade points 70 - 72.9
D+ 1.33 grade points 67 - 69.9
D 1 grade point 63 - 66.9
F 0 grade points Below 60

To receive credit for a course, an undergraduate must earn a grade of at least D. Academic
departments may require a higher grade for the course to be counted toward the student's
degree.

14
 To include a course in the Program of Work for a graduate degree, a graduate student must
earn a grade of at least C. More information about the Program of Work is given in the
graduate catalog.

One of the following symbols may be assigned instead of a grade. Courses in which these
symbols are recorded are not included in the grade point average.

Valid Symbols Used in Grading

Au Audit
NC No credit
Q Course was dropped
W Withdrawn
X Temporary delay of course grade
I Permanent incomplete
* asterisk Course is continuing
S Satisfactory
U Unsatisfactory
# pound sign Grade was not submitted in time for this report
Z Student is registered on the credit/no credit or pass/fail basis

To receive the symbol CR, an undergraduate must earn a grade of at least D. To receive the
symbol CR, a graduate student must earn a grade of at least C.

Incomplete Grade Request

A student, who is unable to complete the course requirements due to a sudden, serious
interruption not caused by the student’s own negligence, may request consideration for an
Incomplete (I) grade. In order to qualify for consideration for an Incomplete Grade request,
the student must have been successfully completing the course and all
requirements/assignments, up to the point when the unexpected event that prevents the
student from completing the course, occurs. According to the UTB Registrar’s Office (2011):
“Incomplete grades are not issued for student or faculty convenience. They may be
issued only in the case of compelling, non-academic circumstances beyond the
student's control” (Incomplete Grades, para. 3). Please review the complete UTB
Incomplete Grade Policy at: http://www.utb.edu/em/registrar/Pages/registrargrades.aspx

Grade Point Average (GPA) Calculation

Grade points are computed by multiplying the points for each grade by the number of credit
hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student’s grade point average
(GPA) is determined by dividing the total number of grade points earned by the number of
semester hours for which a grade other than X, NC, or CR is received.

15
Course Policies

Late Assignments. All projects and graded assignments are due by Midnight of the official
due date as posted in the course schedule. Unless you have made prior arrangements with the
instructor, late assignments will be subject to a 10% grade reduction per week for a maximum
penalty of 50% off for late submission. No projects or assignments will be accepted after the
final class day.

INSTITUTIONAL POLICIES

Faculty and students are responsible for understanding and adhering to all UTB Institutional
Policies. University policies are subject to change so it is important to read them at the beginning
of each semester as the policies may have changed since your last class. Please click on the
following link to review the updated UTB Institutional Policies:

http://www.utb.edu/vpaa/Documents/University_Policies.pdf

16