Guidebook
for
Adjunct Faculty
Guidebook for Adjunct Faculty
Table of Contents
Introduction 4
Adjunct Faculty Peer Mentors 4
The School of Continuing Studies Mission Statement 4
Description 5
Section I 5
Contracts 5
Syllabus 6
Syllabus template 7
Student Attendance 10
Class Enrollment Lists 10
First Night of Class 10
Students with Disabilities and Special Needs 11
Class Cancellation Due to Low Enrollment 12
Room Scheduling/Changes 12
Parking Regulations 12
Auditing Classes 12
Pass/Fail Grade Option 13
Changing Courses 13
First-day Drop Policy 13
Adding Courses 13
Dropping Courses 14
Withdrawal from a Course 14
Grades 15
Grading Guide 15
Incomplete Grades 16
Academic Integrity Code: Cheating, Plagiarism, Collusion, Etc. 17
Standards of Academic Conduct 17
Student Responsibilities for the Effective Operation of the Academic Integrity Code 18
Faculty Responsibilities for the Effective Operation of the Academic Integrity Code 18
Student's Right to Appeal 19
Composition and Function of the Academic Judicial Board 20
Other Participants in the Hearing 20
Additional Offenses 20
Miscellaneous 21
Statement about Plagiarism 21
Plagiarism Detection: A Guide for Faculty 24
Class Cancellations – Inclement Weather, Illness, Etc. 25
Emergencies/Locked Classrooms 25
Instructor Evaluations 26
Religious Holidays and Class Attendance 26
Section II 29
Support Services 29
Academic Calendar 29
Campus Map 29
Dining Services 29
Duplicating Services 30
Bookstore 30
Materials Ordering Process 31
Class Materials 31
Deadlines for Ordering Class Materials 34
Helpful Hints 34
Instructor Materials 35
Faculty Guide to Technology Resources 38
Technology in Classrooms 38
The classroom setup 38
Cameras in the Classroom: 39
Setup and Use 39
Canvas Learning Management System(LMS) 39
GSuite – E-mail 40
PC Support Services 40
Media Services 40
Panopto 42
Best IT Practices 42
Applications Software 43
Computer Labs and Special Teaching Facilities 43
Reserving Computer Labs and Classrooms 43
Classroom Labs 43
Trexler Library 44
Mailboxes – Adjunct Faculty and Students 44
Make Up Test Services 44
On-Campus Escort Services 45
Academic Resource Center - Tutoring 45
Writing Center 46
SMARTHINKING Online Tutoring 46
Lost and Found 47
Additional Notes for Instructors in Accelerated Programs 47
Section III 49
Adult Students 101 49
Assessing Student Learning 49
4 | Page
Introduction
Office Hours: Monday – Thursday 8:30 a.m. to 6:30 p.m.
Friday – 8:30 a.m. to 4:30 p.m.
Saturday – By appointment only.
Campus Location: Gabriel House
Phone: (484) 664-3300 Fax: (484) 664-3532
Staff: Samantha Anglestein – Enrollment Outreach Manager
Shane Baglini – Senior Director of Marketing & Public Relations
Nicole Barela-Vess – Program Development Manager
Mike Baca – Program Coordinator, Information Systems
Amy Benninger – Digital Marketing Specialist
Allison Cramer – Administrative Assistant
David Donnelly - Dean, School of Graduate Studies
Linda Grube – Student Accounts Administrator
A.J. Lemheney - Vice President and Executive Director
Lisa Lewis – Director of Advising and Academic Success
Michael Miller – Dean, School of Continuing Studies
Kim Myerson – Financial Aid Administrator
Kimberly Rohrbach – Director of Teacher Certification
Shari Salkin – Evening Receptionist
Gregg Scully – Associate Dean
John Weiss - Digital Marketing Specialist
Adjunct Faculty Peer Mentors
The adjunct faculty peer mentors are available to assist new adjunct faculty members with questions about
conducting classes with adult students or learning the ins and outs of being an adjunct faculty member at
Muhlenberg College. Please feel free to contact them.
Chuck French, Major Advisor, English
Home: 610-882-2416
E-mail: [email protected]
Roger Slane, Major Advisor, Finance, Economics & Business
E-Mail: rogerslane@muhlenberg.edu
The School of Continuing Studies Mission Statement
For over 150 years, Muhlenberg College has been educating students in the liberal arts tradition. Seeing a
need for adult education in our community, the College began offering adult courses in 1910. Over a
century later, the tradition of quality continues.
5 | Page
Through positive, inclusive, and innovative approaches to learning, the mission of the School of
Continuing Studies is to transform people’s lives, build community and enhance society.
The School of Continuing Studies strives to provide lifelong learners the opportunity to continue and
enhance their education, and to do so in ways that recognize their experience, maturity, motivation, life
circumstances and capacity for independent scholarship.
Description
The School of Continuing Studies is the embodiment of Muhlenberg’s commitment to lifelong learning.
Students of all backgrounds may come to the School of Continuing Studies to pursue a degree or
certificate, for personal enrichment, or to enhance their professional mobility. A schedule of evening and
weekend classes, offered at significantly reduced tuition, makes access to Muhlenberg’s School of
Continuing Studies possible for adults who must balance time and financial commitments among work,
family, and education.
Our goal is to provide students an excellent undergraduate preparation for socially useful and self-
fulfilling careers. The College serves traditional students through its regular day programs and non-
traditional students through the School of Continuing Studies.
In the daily educational enterprise, the College cherishes and strives to maintain an academic environment
in which the potential of all its students may be realized, within an informal campus environment. The
Muhlenberg experience is characterized by limited enrollment, small classes, close student-faculty
relationships, and a high degree of student responsibility in academic and social affairs. In all areas, the
College attempts to sustain an environment in which students can pursue their educational, vocational,
social, and spiritual goals in the context of the Judeo-Christian moral and intellectual tradition.
To allow access to undergraduate classes and, at the same time, uphold Muhlenberg’s high academic
standards, the School of Continuing Studies makes a distinction between enrollment in courses and
matriculation into an undergraduate degree or certificate program. Students who have taken four
Muhlenberg College courses and demonstrated the ability to succeed in an academically rigorous
environment, or students who are transferring to Muhlenberg with a grade point average of 3.00 or above,
are invited to matriculate and to work towards a Muhlenberg College bachelor’s degree or certificate.
Section I
Contracts
Class contracts are emailed to instructors one month prior to the beginning of the semester. Each contract
must be signed and returned to the School of Continuing Studies office by the date indicated.
New instructors must complete a Human Resource packet, which includes an I-9 form (requires
presentation of either a passport or social security card and driver’s license) and a W-4 form. New
instructors also need to have their photo identification card picture taken at Campus Safety or Seegers
Union.
6 | Page
Syllabus
Since there are a few new items to include on all course syllabi, this is a good opportunity to review all
the information you should incorporate. Please submit a syllabus for every course module you teach.
Syllabi are used when prospective students are interested in seeing what a particular course covers and the
workload required. Current students also use the folders for reference if there is ever a question about an
assignment. Your syllabus should be carefully prepared, as it serves as a written roadmap for your
students. A syllabus communicates your intentions and expectations. A syllabus outlines student
responsibilities. If there are ever questions from a student at the end of the course regarding your
procedures, your syllabus is your best defense. So that you are further protected against student
complaints, you might add a disclaimer at the end of the syllabus reminding students that “This syllabus is
subject to change. The instructor will communicate all changes to the students. Additional assignments
and or projects may be assigned as needed.”
➢ Name of the course (found on course outline, please copy and paste)
➢ Course title and section number
➢ Classroom and meeting time
➢ Instructor’s name and contact information including phone number and/or email address where the
students can reach instructor outside of class hours
➢ Titles of required and/or recommended texts for the course
➢ Course descriptions, outcomes, and program learning outcomes. (found on course outline, please
copy and paste)
➢ Statement on Course Unit Instructions – if any other instructional activities are requirements for
your course module, include them in this section. Some examples of additional instructional
activities are: required participation in electronic discussion boards, chat rooms, blogs.
Suggested statement: "This class is scheduled to meet for four hours per week of classroom
instruction. You are also required to meet face-to-face with your team weekly. Team meetings
are mandatory in the Accelerated Program and provide an additional 20 hours of instruction."
➢ Attendance policy
➢ Expectations for the classroom environment/professionalism (including expectations for fifth
week presentations)
➢ Instructor’s method of evaluation and grading - if you use rubrics for evaluation and grading, you
should include them in the syllabus (ALL syllabus should include the GCE Writing rubric)
➢ Guidelines for due dates and course requirements
➢ Format for assignments – please note that all written work in the Accelerated Program is expected
to be prepared using APA style and will be graded on the writing as well as content
➢ Statement on Students with Disabilities
Suggested statement: "Students with disabilities requesting classroom or course
accommodations must complete a multi-faceted application/approval process through the
Office of Disability Services prior to the development and implementation of an
Accommodation Plan. Each Plan is individually and collaboratively developed with the
directors or other staff of the following Departments, as appropriate: Academic Resource
Center, Counseling Services, Student Health Services, and the Office of Disability Services. If
you have not already done so, please contact the appropriate Department to begin a dialogue
regarding your academic needs and recommended accommodations, auxiliary aids, and
services."
7 | Page
➢ Statement regarding the Academic Integrity Code, including the requirement that students
affirm compliance with the AIC on all work submitted for a grade by writing and signing the
following: "I pledge that I have complied with the Academic Integrity Code in this work." An
instructor may accept: "I pledge the AIC." If you believe a violation has occurred, you must
discuss the violation with the student, then determine the penalty. The penalties most often
imposed include: resubmission of the assignment, failure on the assignment, reduction of the
course grade, failure in the course. If the sanction is more severe than resubmission of the
assignment, you must inform the Dean of Continuing Studies, who will formally notify the
student.
Suggested statement (adapted from the full Academic Integrity Code, available at
https://www.muhlenberg.edu/media/contentassets/pdf/about/deanst/studentguide/Academic%2
0Integrity%20Code.pdf As an academic community devoted to the discovery and
dissemination of truth, Muhlenberg College insists that its students will conduct themselves
honestly in all academic activities. On all forms of work submitted for a grade (e.g. paper,
oral, digital, and electronic), students shall write and sign the following pledge: "I pledge that I
have complied with the Academic Integrity Code in this work" or simply "I pledge the A.I.C."
➢ Some instructors include brief biographical information. Students appreciate the professional
backgrounds our instructors bring to the classroom
Syllabus template
A syllabus template is shown below for your use. You may modify the template, but be sure to keep the
required components. You are not required to use the template and can develop your own syllabus
including the required components.
8 | Page
Replace with name of course Replace with course & section number
Replace with classroom and meeting time Replace with semester
Instructor: Phone:
Email: Textbook:
STATEMENT ON COURSE UNIT INSTRUCTION:
This class is scheduled to meet for four hours per week of classroom instruction. You are also required
to meet face-to-face with your team weekly. Team meetings are mandatory in the Accelerated Program
and provide an additional 20 hours of instruction.
STUDENT LEARNING OUTCOMES:
After completing this course, students will be able to:
Copy and paste student learning outcomes from the outline you were sent.
COURSE DESCRIPTION:
Copy and paste student learning outcomes from the outline you were sent.
ATTENDANCE POLICY:
Please develop your attendance policy for your course and place it here.
CONDUCT IN THE CLASS You can add/delete to below expectations or develop your own
expectations
To make our time together as valuable as possible, we both have to work hard at it. The following
basic principles may give us some guidelines:
Every student has the right to learn as well as the responsibility not to deprive others of their
right to learn. Every student is accountable for his or her actions.
In order for you to get the most out of this class, please consider the following:
● Attend all scheduled classes and arrive on time.
o Late arrivals and early departures are very disruptive.
● Please do not schedule other engagements during this class time.
o You probably wouldn’t appreciate it if I did! I will try to make class as interesting and
informative as possible, but I can’t learn the material for you.
● If you have trouble hearing the lecture or media presentation because of distractions around
you, quietly ask those responsible for the distraction to stop.
● Please let me know immediately if you have any problem which is preventing you from
performing satisfactorily in this class.
METHOD OF EVALUATION:
If you use rubrics for evaluation and grading, you should include them in the syllabus. The GCE
Writing Rubric should be included in your syllabus.
GRADE DETERMINATION:
Individual assignments Should be between 60-70% of the students’ grade
Team assignments Should be between 30-40% of the students’ grade
9 | Page
Please note, class participation and attendance should not be a part of the students’ grade.
Grades will be earned with a percentage breakdown as follows: Feel free to adjust grading scale as
you prefer
97 - 100 = A+
93 - 96.9 = A
90 - 92.9 = A
87 - 89.9 = B+
83 - 86.9 = B
80 - 82.9 = B
77 - 79.9 = C+
73 - 76.9 = C
70 - 72.9 = C
60 - 69.9 = D
0 - 59.9 = F
DUE DATES & COURSE REQUIREMENTS:
Please add assignment due dates and any course requirements. Please also add to your last class an
“assignment” of students completing the IDEA form for your class.
ASSIGNMENTS:
Please list additional information about how you will accept assignments, policy on accepting late
assignments.
Library resources are available for your use. Please check with the library for a list of databases and
search tools the college subscribes to for your use. Additional assignments may be given out in
addition to those listed herein. All written work in the Accelerated Program is expected to be prepared
using APA style and will be graded on the writing as well as content.
AMERICANS WITH DISABILITIES ACT:
Students with disabilities requesting classroom or course accommodations must complete a multi-
faceted application/approval process through the Office of Disability Services prior to the development
and implementation of an Accommodation Plan. Each Plan is individually and collaboratively
developed with the directors or other staff of the following Departments, as appropriate: Academic
Resource Center, Counseling Services, Student Health Services, and the Office of Disability Services.
If you have not already done so, please contact the appropriate Department to begin a dialogue
regarding your academic needs and recommended accommodations, auxiliary aids, and services.
ACADEMIC HONESTY:
As an academic community devoted to the discovery and dissemination of truth, Muhlenberg College
insists that its students will conduct themselves honestly in all academic activities. On all forms of
work submitted for a grade (e.g. paper, oral, digital, and electronic), students shall write and sign the
following pledge: "I pledge that I have complied with the Academic Integrity Code in this work" or
simply "I pledge the A.I.C."
SCHEDULE OF ACTIVITIES
Day/Date Course Assignments Exercises/Cases
Please list all assignments, due dates, readings, etc. here.
This syllabus is subject to change. The instructor will communicate all changes to the students. Additional
assignments and or projects may be assigned as needed.
10 | Page
Student Attendance
The College recognizes the value of extracurricular experience, but academic programs have priority at
Muhlenberg. Moreover, scheduled classes have priority over all other activities. In cases of unavoidable
conflict, students have the responsibility of informing their instructors as soon as possible and reaching an
acceptable resolution. Absence from a class will not be accepted as an excuse for not mastering class
material. The student is responsible for all information presented, the discussion, and the conceptual
analysis that takes place during classes.
Instructors should inform students in the first week of class about their policy regarding the relationship
between attendance, interaction in the classroom, and evaluation. It is the instructor’s responsibility to
establish attendance requirements. In general, more than two absences from a weekend, eight-week or
six-week class puts the student at a serious disadvantage. If you have any concerns about developing a
reasonable attendance policy, please contact the School of Continuing Studies.
A student who does not attend the first meeting of a course may be dropped from the course in order to
make room for students waiting to enroll. Students should not assume, however, that missing the first
course meeting ensures that they will be dropped from a course. Non-attendance drops will be processed
only at the instructor’s request. Again, all students are responsible for their own enrollment. Failure to
properly add, drop, or withdraw from a course may result in the awarding of no course units and/or a
failing grade.
If a student misses the first day of class without the instructor’s awareness of an acceptable excuse, the
instructor may wish to request an administrative drop by contacting a member of the School of
Continuing Studies to investigate and process the action.
If a student has missed several classes, and the instructor is not sure if the student has dropped the course,
the instructor should contact the School of Continuing Studies. Staff will contact the student and then
notify the instructor of the student’s intentions.
Class Enrollment Lists
A list of currently registered students may be obtained in Workday. Instructions on how to find the class
lists in Workday are located by clicking on this link.
Instructors teaching classes that include full-time day students may receive midterm grade reports from
the Registrar’s Office. Mid-term reports must be completed and submitted via Workday by the due date.
Instructions on how to submit midterm grades in Workday are located by clicking on this link.
Final grading documents for each course must be submitted via Workday by the end of the semester due
date. Instructions on how to submit final grades in Workday are located by clicking on this link.
First Night of Class
The first night of class sets the tone for the course. Engage students in discussion during the first night.
Avoid the temptation to give a brilliant lecture and dazzle them with your knowledge. Instead, get a lively
discussion going on some issue related to the course in an area where students are likely to have prior
knowledge or opinions. Make the first class as interactive and personal as possible.
11 | Page
The first night of class can be confusing and hectic for students. They may be distracted when they enter
a classroom. Plan on being interrupted by late arrivals and last minute registrants. Briefly introduce
yourself and write your name on the board. Be ready to repeat important information. Have the students
introduce themselves orally or on a 3 x 5 card that you can review later. Introduce your syllabus and
review it with them. At some point talk about your expectations and the skills and knowledge they will
need to perform well in the course. Is there a prerequisite? Mention that immediately and offer to talk
after class with students who wish to remain in the class but do not have the prerequisite.
Although many evening students have attended some college prior to enrolling here at Muhlenberg, you
will frequently find students who are taking their first college class. If you find a student who is unable to
perform at the college level, please inform a School of Continuing Studies advisor right away. Instructors
need to discuss the prerequisites for their class and ascertain that students have the appropriate
background or prerequisites. Most adult students are highly motivated, highly anxious, deeply committed
to achieving a college degree, and eager to learn what instructors have to teach. The extra effort made by
that first instructor makes the difference between success and failure for a new student.
Students with Disabilities and Special Needs
Muhlenberg College values diversity and seeks to promote meaningful access to educational opportunity
for all of its students. Muhlenberg College is fully committed to complying with all requirements of the
Americans with Disabilities Act (ADA) of 1990 (as amended 2008), Section 504 of the Rehabilitation Act
of 1973, and to a policy of ensuring that all qualified students with disabilities have full access to
programs, activities, and services and are provided opportunities and reasonable accommodations,
auxiliary aids, and services to ensure this access. The Office of Disability Services facilitates access to
programs and activities, coordinates auxiliary aids and services, provides access to assistive technology,
and when necessary, advocates on behalf of students with members of the campus community.
Students with disabilities requesting accommodations, auxiliary aids, and services at Muhlenberg College
must complete a multifaceted process and be approved prior to the development of an Accommodation
Plan. Students with conditions that may rise to the level of a disability must provide appropriate,
comprehensive, and current documentation that outlines the need for the specific college-level
accommodations. Documentation must identify the diagnosed condition, present evidence of the
condition’s impact on a major life activity, and provide a history of previously used accommodations and
services.
All requests for accommodations are individually reviewed using a collaborative approach after the
determination process is complete. Once accommodations are approved, an Accommodation Plan is
developed which the student presents to the faculty member. Accommodation Plans are developed each
semester at the student’s request.
For further information, please refer to the “Disability Services web page at
http://www.muhlenberg.edu/main/aboutus/disabilities/
The College publication entitled Understanding Disabilities: A Guide for Faculty and Staff, can be found
at http://www.muhlenberg.edu/main/aboutus/disabilities/disabilityguideforfacultyandstaff/
Contact: Pamela Moschini, Director of Disability Services, Lower Level, Seegers Union, ext. 3825
12 | Page
Class Cancellation Due to Low Enrollment
If student enrollment is low, instructors will be notified of course cancellation by the School of
Continuing Studies, usually one week prior to the beginning of classes.
Room Scheduling/Changes
Classroom assignments are created before the schedule is released to students. Therefore, if an instructor
requires a certain type of room (small lecture, theater room, etc.), he/she should inform the School of
Continuing Studies office when committing to teach the course. If the type of room required changes
after assignments have been made, the instructor should contact the School of Continuing Studies as soon
as possible.
If a classroom needs to be changed during the semester, even if it is only for one day (e.g. movie lab, etc),
the instructor of the course should contact the School of Continuing Studies, so the office has the
information available to advise students or contact them in case of an emergency.
Parking Regulations
Muhlenberg College’s vehicle policy requires that all automobiles operated on campus be registered with
the Department of Campus Safety. New adjuncts complete the Employee Vehicle Registration form at
the time of employment. Because the College is now using an online registration system, all employees,
including adjuncts, must access the site each academic year to verify or revise the vehicle registration
information. This annual re-registration can be completed from any campus networked computer; you
may use a computer in the School of Continuing Studies office or a networked computer located in
classrooms or labs.
Instructors’ parking stickers are provided free of charge, and a new sticker will be issued each academic
year. Faculty members who park in any campus lot must display a parking sticker and may be ticketed
without the appropriate parking authorization. On-street parking is often available and is regulated by the
City of Allentown.
Auditing Classes
Students in good academic standing may audit one course per semester with the approval of the instructor.
Any course enrolled on an audit basis will not contribute towards the Muhlenberg degree and will not be
used to compute your GPA. Additionally, an audited course may not be used to fulfill prerequisites or
any other academic requirement.
Instructors must explicitly detail their expectations for students auditing their courses at the beginning of
the semester, and students must seek the consent of their faculty advisor. Typically, students auditing a
course are expected to complete all assignments and participate in class discussions but may not be
required to submit written work or take exams.
Students may change a course from audit (no course unit attempted) to a regular course unit basis or vice
versa during the add/drop period with the approval of the instructor and the faculty advisor by completing
the online Audit Request process or filling out the paper form and submitting it to the Office of the
Registrar. The student’s transcript will list the audited course with a grade of “AU” if the student has
13 | Page
satisfactorily completed the audit. If the student fails to fulfill the expectations of the audit, no notation
will appear on the transcript.
Senior Scholars is an opportunity for local individuals aged 60 and older to audit up to two in-person
courses per semester from a select list, with the instructor’s consent. Registration takes place through the
Registrar’s Office in the week before classes begin each semester. A special per-course charge is
required. A grade of “Audit” is assigned if completed successfully; no traditional grades are used. The
program is on an indefinite pause until it can be reviewed following lifting of pandemic protocols.
Pass/Fail Grade Option
Full-time, degree-seeking students who have completed at least 16 units with a cumulative GPA of 2.00
or more may elect to enroll for one course unit per semester on a pass/fail basis up to a total limit of three.
One of the three pass/fail courses may be taken in the same academic division as the student’s major or
minor. Courses designated “pass/fail only” are exempt from the pass/fail requirements described here.
No course for which a student elects to enroll on a pass/fail basis may be used to satisfy a general
academic requirement or major/minor requirement. In addition, “pass/fail only” courses offered within
the student’s major or minor do not meet any major or minor requirement.
Final grades submitted to the Registrar for these students must be either “P” or “F.” A “P” should be
considered the equivalent of a traditional “D” or higher.
Courses enrolled on a pass/fail basis that are awarded a grade of “P” will not be used in computing the
GPA but will be counted as course units toward graduation; courses failed will be computed in the GPA.
Students may change a course from pass/fail to traditional grading or vice-versa only through the
add/drop period of the semester.
Changing Courses
First-day Drop Policy
Please note that students not attending the first day of classes will be dropped from the course only if you
indicate to the Registrar that specific students are to be removed from the roster. After that time,
students must go through the regular drop/add procedure.
Adding Courses
Students may add courses without faculty approval through the first five class days of the traditional
semester; courses may continue to be added through the following three class days of the traditional
semester with faculty approval; courses may be dropped without approval or academic penalty through
the first eight class days of the traditional semester. Enrollment in courses is closed at the conclusion of
the add/drop period. The last day to add and drop is identified each semester on the College's academic
calendar.
A student may enroll in a course until the deadline specified on the Academic Calendar which is
published on the web. Course entry is accomplished by logging in to Workday, adding the course on the
registration form, and submitting the form. Students are informed of success or failure to add via notes
14 | Page
written at the top of the screen. All adds must be accomplished before the posted deadline. Failure to add
the course by the deadline will result in lack of registration and may result in denial of course credit.
First-semester students interested in registering for Ensembles or Applied Music will do so in the Music
Office (CA 155). Starting in their second semester, students will register for Ensembles and Applied
Music in Workday. For voice lessons, students will need approval from their desired instructor before
registering; new voice students should contact the Music Office to set up an audition and be assigned a
voice teacher. Registration for instrumental lessons is unrestricted. Once registered, students will select a
lesson time by following the "Applied Lessons" link from the Music Department web page. There is an
additional fee for lessons.
All students are responsible for their own enrollment. Failure to properly add, drop, or withdraw
from a course may result in no course units awarded and/or a failing grade.
Dropping Courses
A student may drop courses during the add/drop period in any semester, without academic penalty. For
courses withdrawn after the add/drop period and before the end of the ninth academic week of the
semester a grade of "W" is assigned. Both faculty advisor and course instructor signatures are required to
withdraw from a course.
No course may be withdrawn after the 45th day of a semester, except for medical reasons certified by the
Executive Director of Health and Counseling Services. If a student stops attending a course and does not
process the appropriate form, a grade of "F" will be assigned.
A student who does not attend the first meeting of a course may be dropped from the roster in order to
make room for students waiting to register for the course. The professor must provide the Registrar with
the names of any student dropped from his or her course as a result of this policy.
Non-attendance on the first day of classes does not mean that a student is automatically dropped from a
course. Non-attendance drops will be processed only at the instructor's request. It is the student's
responsibility to make sure his or her registration of courses is accurate.
All students are responsible for their own enrollment. Failure to properly add, drop, or withdraw from a
course may result in no course units awarded and/or a failing grade.
Withdrawal from a Course
A student may withdraw from a course after the add/drop period until the end of the 45th class day with
the approval of his or her academic advisor. The student must process a withdrawal form, available from
and returned to the Office of the Registrar, by the deadline. Both the instructor of the course and the
student's advisor must sign the form. A "W" grade will be assigned indicating that the student has
withdrawn from the course. The last day to withdraw is identified each semester on the College's
academic calendar.
A full-time student seeking to withdraw from a course or courses so that s/he will earn fewer than 3
course units, must consult with his/her academic advisor concerning such a withdrawal. The advisor then
consults with the Dean of Academic Life. If the Dean approves the withdrawal, s/he will forward the
completed withdrawal form to the Office of the Registrar for processing.
15 | Page
No course may be withdrawn after the 45th class day except for documented medical reasons certified by
the Executive Director of Health and Counseling Services.
A student who attends a different section of a course than the section registered must make the correction
to his/her schedule by dropping the course online or processing a withdrawal form. Students who fail to
correct registration errors or officially drop will receive a failing grade (F).
Grades
Grading Guide
Grade
Description
Quality Points
A+
Excellent
96.67 – 100.00
A
93.34 – 96.66
A-
90.00 – 93.33
B+
86.67 – 89.99
B
Good
83.34 – 86.66
B -
80.00 – 83.33
C+
76.67 – 79.99
C
Satisfactory
73.34 – 76.66
C-
70.00 – 73.33
D+
66.67 – 69.99
D
Marginal
63.34 – 66.66
F
Failing
<60.00
A+/A/A-
Indicates mastery of the course content accompanied by evidence of exceptional achievement in critical,
independent and creative thinking. Oral and written communications competently express this level of
achievement.
B+/B/B-
Indicates a good grasp of the course content accompanied by evidence of a marked achievement in
critical, independent and creative thinking. Oral and written communications competently express this
level of achievement.
C+/C/C-
Indicates an adequate grasp of the course content accompanied by evidence of adequate achievement in
critical, independent and creative thinking. Oral and written communications competently express this
level of achievement.
16 | Page
D+/D/D-
Indicates a limited grasp of the course content accompanied by evidence of minimal achievement in
critical, independent and creative thinking. Oral and written communications competently express this
level of achievement.
AU Successful completion of an audit. (no course unit awarded, no GPA calculation.)
I Incomplete. An incomplete may be assigned when a student presents a compelling reason for the
inability to complete course requirements by the end of the term. Incompletes will not be
calculated in the GPA until such a time as they are converted into a traditional letter grade.
Completion of the work must be arranged with the instructor and completed no later than 35 days
after the deadline for submitting final grades for the semester. An incomplete grade not assigned a
traditional letter grade in 35 days will be recorded as F.
IP In Progress. An IP indicates that the course in which the student is enrolled has not ended by the
time final course grades are due for the term. IP grades will not be calculated in the GPA until
such time as they are converted to a traditional letter grade.
NG No grade issued.
P Successful completion of pass/fail course (course unit awarded, no GPA calculation. Pass/fail
courses failed will be computed in GPA.)
S Successful completion of a zero-unit course (no course unit awarded, no GPA calculation.)
U Unsatisfactory performance in a zero-unit course (no course unit awarded, no GPA calculation.)
VF Academic Integrity Code Violation (no course unit awarded, treated as failing for GPA calculation.)
VW Academic Integrity Code Violation Withdrawal (no course unit awarded, no GPA calculation.)
W Student withdrew (no course unit awarded, no GPA calculation).
An asterisk (*) indicates that an incomplete was initially recorded for the course, then changed to the letter
grade which is currently reflected.
A student’s grade point average (GPA) is the sum of quality points divided by the total attempted course
units.
Direct all questions related to grades to the Office of the Registrar at 484-664-3190
Incomplete Grades
An incomplete grade represents an agreement between a student and a faculty member that a student
needs extra time beyond the end of the semester to complete the course work.
The form must be completed and approved by both parties in order for it to take effect. In order to
complete the form, students should have already read the College’s Incomplete Grades Policy found
under “Incomplete Grades” at
17 | Page
https://www.muhlenberg.edu/offices/registrar/registration/generalinformation/ and have already discussed
the work that needs to be done and the timing for submission with your faculty member.
A student has 35 days from the last day of the semester to complete the required work before the grade
automatically converts to an F. If you have any questions, please call 484-664-3130 or stop by the Dean
of Academic Life Office on the 3rd floor of the Haas College Center.
All requests for an incomplete must be received by the end of the last day of classes. Please complete this
form for all Incomplete grade requests.
Academic Integrity Code: Cheating, Plagiarism, Collusion, Etc.
The following information was taken directly from Muhlenberg College’s web page
https://www.muhlenberg.edu/media/contentassets/pdf/about/deanst/studentguide/Academic%20Integrity
%20Code.pdf
I. Standards of Academic Conduct
As an academic community devoted to the discovery and dissemination of truth, Muhlenberg College
insists that its students will conduct themselves honestly in all academic activities. Students are expected
to refuse to engage in any activity unauthorized by College policy and the faculty member(s) which
profits themselves of which helps or hinders others in any work which is submitted for a grade or in any
work which leads ultimately to a grade including but not limited to exams, quizzes, tests, essays, reports,
recitation, laboratory exercises, and any work utilizing library, computer and laboratory facilities.
A. Academic Pledge
Muhlenberg College has established these standards of academic conduct because of its belief that
academic honesty is a matter of individual and College responsibility and that, when standards of
honesty are violated, each member of the community is harmed. At Muhlenberg, therefore, each
student, as a prerequisite for matriculation and registration each semester, must pledge to adhere to
the provisions of this Academic Integrity Code thereby accepting a share of the responsibility for
maintaining the College's standards of academic integrity. Furthermore, on all forms of work
submitted for a grade (e.g. paper, oral, digital, and electronic), students shall write and sign the
following pledge: “I pledge that I have complied with the Academic Integrity Code in this work.”
Some professors accept “I pledge the A.I.C.”
B. Violations of the Academic Integrity Code – Definitions
1. CHEATING (Includes but is not limited to examinations, quizzes, assignments, projects, and
labs) - Any attempt to (1) look at another student's work, (2) communicate with another student
verbally, by signal, or in any other manner any information concerning the content of the work,
(3) use any unauthorized materials, such as notes, books, laptop computers, cellular phones, or
other programmable electronic devices or sources, not specifically designated by the professor
of the course for student use during the examination period, or (4) engage in any other activity
for the purpose of seeking aid not authorized by the faculty member(s).
2. PLAGIARISM – Intentional or unintentional copying from a book, article, notebook, or other
paper or electronic source material whether published or unpublished, without giving proper
credit through the standard use of quotation marks, footnotes, and other customary means of
identifying sources, or passing off as one's own the ideas, words, writings, and experiments of
18 | Page
another. Plagiarism shall also include submitting without the consent of the professor an
assignment already tendered for academic credit in another course.
3. COLLUSION – Working together in preparing separate assignments in ways not authorized by
the faculty member(s). Academic work produced through a cooperative effort of two or more
students is permissible only upon the explicit consent of the instructor. The collaboration must
also be acknowledged in stating the authorship of the report.
4. FALSE INFORMATION – Furnishing false or misleading information to the College
(including advisors, registrar, faculty or any other College official) (i) for the purpose of
obtaining special consideration or privilege, e.g. postponement of an examination or a deadline
for written work; (ii) in connection with any actual, alleged or suspected violation of the
Academic Integrity Code; and/or (iii) in connection with any hearing before the Academic
Judicial Board.
5. HELPING OR HINDERING OTHERS – Engaging in any activity not authorized by the
faculty member(s) which helps or hinders another in any work being submitted for a grade. In
the event that a student is found guilty of helping or hindering others in a course in which the
first student is not enrolled, the penalty shall be a notation of the offense placed in the student's
Permanent Record File.
II. Student Responsibilities for the Effective Operation of the Academic Integrity Code
Students are expected to be familiar with and to adhere to the Code and will be held accountable for their
adherence by faculty, administration and fellow students.
Students will foster such compliance by urging any student suspected of violating the Code to discuss the
matter with the faculty member(s) teaching the course in which the alleged violation occurred. Should the
suspected student, so advised, fail to heed this advice, the suspecting student shall direct his or her
concerns to the faculty member(s) teaching the course in which the alleged violation occurred.
III. Faculty Responsibilities for the Effective Operation of the Academic Integrity Code
A. Faculty members are expected to be familiar with the Academic Integrity Code. At the beginning of
each semester, each faculty member shall identify the procedures to be used for classroom exams
and other assignments in his/her courses.
B. Ordinarily class tests and final exams should be proctored. Proctoring is defined as having a faculty
member present in the room. Proctoring is the responsibility of the faculty member teaching the
course but in special situations that responsibility may be delegated to colleagues.
C. Faculty Resolution of the Academic Integrity Code Violations.
1. If the faculty member has sufficient reason to suspect that a violation may have occurred on any
work submitted for a grade, he/she must discuss this matter with the student in question.
Written communication to the student may initiate the discussion. Faculty members may not
raise the issue of an alleged Academic Integrity Code violation after the last day of the semester
following the semester during which the alleged violation occurred.
2. If, after discussing the matter with the student, the faculty member is convinced that a violation
did occur, he/she should assess an appropriate penalty. Depending on circumstances as
assessed by the faculty member, the penalty imposed could be: re-submission of the
assignment; failure on the assignment; reduction of a course grade; failure in the course; or
forced withdrawal from the course with no credit received. The specific penalty imposed
should be one which the faculty member deems appropriate. Should the penalty be forced
19 | Page
withdrawal, the course would then count at the value of an F grade in the total hours attempted
and cumulative average of the student. In that case "VF" shall be recorded on the transcript and
a full explanation of the reasons for no credit and the forced withdrawal shall be placed in the
student's Permanent Record File. The notation "VF" shall be listed in the College catalog as
part of the grading system and shall be explained as meaning "no credit: Academic Integrity
Code."
3. The faculty member must notify the Dean of Academic Life in writing of any penalty more
severe than resubmission of the assignment within five days of the imposition of the penalty.
4. Upon receiving notification of the penalty imposed from the faculty member, the Dean of
Academic Life has the responsibility to notify the student by conveying to that individual a
written statement setting forth the decision of the faculty member. After the student reviews
this notice, s/he should discuss the matter with the Dean of Academic Life and review his/her
rights and responsibilities.
5. If the student does not contest the faculty member's decision within ten days of the date of the
Dean's written notification, the penalty shall be officially recorded. No further recourse is
available to the student.
D. Faculty members are expected to carry out their role in the implementation of the Academic
Integrity Code. Should they not, the student may direct his/her concern to the appropriate
department head. Such concerns may be reflected in the evaluation process. If the department
head is the person in question, the student may direct his/her concern to the Dean of Academic
Life.
IV. Student's Right to Appeal
A. If the student believes the decision of the faculty member to be unjust, he/she has the right to bring
the matter to the Academic Judicial Board (AJB).
B. In seeking a hearing, the student has the following procedural rights:
1. The right to a hearing in which the accused may present evidence on his/her own behalf,
provide witnesses and bring to the hearing a Judicial Advisor chosen by the Dean from a list of
Judicial Advisors in the Office of the Dean of Academic Life.
2. The right to a hearing within a reasonable amount of time.
3. The right to question those presenting information against him/her.
C. The student must notify the Dean of Academic Life in writing of his/her intention to bring the
matter to the AJB within ten days of the date of the Dean’s written notification to the student.
D. Failure of Accused to Appear – If a student fails to appear for a scheduled hearing, the Academic
Judicial Board will hear the case in absentia and impose additional sanctions if deemed
appropriate.
E. As the case is presented to the AJB, there shall be no presumption of guilt based on the earlier
decision of the faculty member.
F. During the deliberations of the AJB, the student shall continue to attend the course in question and
fulfill all normal obligations and responsibilities.
G. The student's failure to comply with the procedures set forth in Section IV shall result in a
forfeiture of appeal rights.
20 | Page
V. Composition and Function of the Academic Judicial Board
A. There shall be established an Academic Judicial Board consisting of twelve persons: six faculty
members and a pool of students from which six students shall be selected. If additional faculty are
needed, they will be chosen from faculty who have previously served on AJB.
B. The faculty participants shall be selected by the Faculty. Selection of faculty shall be for a three-
year term.
C. Student participants shall be selected by the Dean of Academic Life in consultation with the
Student Conduct Officer, Dean of Students Office, and shall serve a one-year term.
D. The faculty participants of the AJB shall meet early in the fall semester of each academic year and
shall select from its members a chairperson for that year.
E. For any case brought to AJB three student members and three faculty members shall actually
participate in the deliberations.
F. The AJB shall have the right to subpoena any persons or materials which it considers relevant to
its deliberations.
G. A verdict of guilty shall require a simple majority of those hearing the case. All votes will be by
secret ballot. If the AJB finds the student guilty, the penalty imposed by the Faculty member will
stand or be increased. The AJB will make recommendations about the penalty to the Dean of
Academic Life.
H. If the student is found innocent of the charge, he/she shall maintain his/her full status as a
registered member of the course in question without prejudice and no record or other mention of
the allegation or the hearing will be kept in his/her Permanent Record File.
D. The AJB shall notify the Dean of Academic Life of its findings and recommendations in writing
within five academic days.
I. The Dean of Academic Life shall notify the student, faculty member, advisor and the Dean of
Students of a decision in writing.
J. All documents pertaining to a decision made by the AJB are on file with the Dean of Academic
Life and are open for the accused student's review.
VI. Other Participants in the Hearing
A. Witnesses may be called by the student or faculty member, who must, if requested, present a brief
written explanation of the likely content of the witnesses’ testimony. Testimony should be
germane to the case. Ultimately, the Chair of the Academic Judicial Board shall determine the
admissibility of any testimony. Normally, character witnesses will be allowed to present a written
document rather than appear in person.
B. The student will be assigned a Judicial Advisor who can help prepare for, attend, and consult
during his/her hearing. During a hearing, the Judicial Advisor does not speak directly to the
Board. The Judicial Advisor will be a faculty or staff member selected from a list of trained
Judicial Advisors as determined by the Dean of Academic Life.
C. No attorney as legal counsel shall be present.
D. No parents shall be present at the hearing.
VII. Additional Offenses
A. A case of a second violation of the Academic Integrity Code will mandate a hearing to the
Academic Judicial Board. Upon a finding of guilt, the Academic Judicial Board will recommend a
penalty, which may be as severe as expulsion, to the Dean of Academic Life who will act upon
that recommendation.
21 | Page
B. An allegation of a third violation will mandate a hearing before a Board of three faculty and three
students. A finding of guilt for a third offense mandates a recommendation of the expulsion of the
guilty student.
VIII. Miscellaneous
A. If a student withdraws from a course after the inception of an Academic Behavior Code violation
investigation by the faculty member teaching that class, a VW (Violation Withdrawal) will appear
on the transcript for that course.
B. False Testimony – Any student who lies or gives false testimony during any hearing held pursuant
to these Rules and Procedures shall be deemed to have violated the Social Code.
C. Failure to Cooperate – Any student who refuses to cooperate with these Regulations shall be
deemed to have violated the Social Code.
D. Failure to Fulfill Sanctions – Any student who fails to comply with the parameters of a sanction
shall be deemed to have violated the Social Code.
E. Failure of Accused to Appear – The AJB will hear the case of any accused student who fails to
appear for a scheduled hearing in absentia and may impose additional sanctions if deemed
appropriate.
F. Notice – Notices shall be addressed to the student’s post office box or to the student’s home
address listed in the official college records if the College is not in session.
G. Days – A day, as defined in this document, shall refer to academic days, Monday through Friday,
when the College is in session. Where matters are unresolved as of the last day of finals, "days"
shall mean calendar days immediately following the last day of finals. In some instances, hearings
may be postponed over a break until the next semester begins.
H. Vacation Periods – Any hearing that is based on an allegation of a violation of the Academic
Behavior Code occurring or reported after the last day of classes of the fall or spring semester may
be deferred until the first month of classes of the following semester.
I. An outline of the procedures for a hearing are available for review in the Office of the Dean of the
College for Academic Life.
Contact: Dean of Academic Life, College Center, 484-664-3130
Statement about Plagiarism
Writing Across the Curriculum
Jill Stephen & David Rosenwasser, Co-Directors
As in most of the country, there has been a significant rise in the number of plagiarism cases at
Muhlenberg. What are we going to do about it? The College is determined not to look the other way, but
rather to use this rise as an occasion for rededicating ourselves to the values that support an environment
of open and honest communication. This document is part of that conversation.
Many commentators blame the Internet, with its easily accessible, cut-and-pasted information, for
increasing the likelihood of plagiarism. Others cite a lack of clarity about what plagiarism is and why it is
a serious problem. So let’s start by clarifying.
Most people have some idea of what plagiarism is. You already know that it’s against the rules to buy a
paper from an Internet paper mill or to download others’ words verbatim and hand them in as your own
thinking. And you probably know that even if you change a few words and rearrange the sentence
22 | Page
structure, you still need to acknowledge the source. The Academic Behavior Code at Muhlenberg defines
plagiarism as follows:
Copying from a book, article, notebook, or other source material, whether published or unpublished,
without giving proper credit through the use of quotation marks, footnotes, and other customary means of
identifying sources, or passing off as one’s own the ideas, words, writings, and experiments of another
(Muhlenberg College Student Handbook, 2001-2002, 45).
In short, plagiarism (as one handbook puts it) gives “the impression that you have written or thought
something that you have in fact borrowed from someone else” (Gibaldi 30). It is a form of theft and
fraud. Borrowing from someone else, by the way, also includes taking and not acknowledging words and
ideas from your friends or your parents. Put another way: any assignment with your name on it signifies
that you are the author—that the words and ideas are yours, with any exceptions indicated by source
citations, and if you’re quoting, quotation marks.
Knowing what plagiarism is, however, doesn’t guarantee that you’ll know how to avoid it. Is it okay, for
example, to cobble together a series of summaries and paraphrases in a paragraph, provided you include
the authors in a bibliography at the end of the paper? Or how about if you insert a single footnote at the
end of the paragraph? Answer: both are still plagiarism, because your reader can’t tell where your
thinking starts and others’ thinking stops. As a basic rule of thumb, “Readers must be able to tell as they
are reading your paper exactly what information came from which source and that information is your
contribution to the paper” (Hult 203). More on this later.
Why Does Plagiarism Matter?
A recent survey indicated that 53% of Who’s Who High Schoolers thought that plagiarism was no big
deal (Cole 6). So why should the College care about it? Here are two great reasons:
● It poisons the environment—students who don’t cheat get alienated by students who do and get
away with it; faculty can become distrustful of students and even disillusioned about teaching
when constantly driven to track down students’ sources. It’s a lot easier, by the way, than most
students think for faculty to recognize language and ideas that are not the student’s own. And now
there are all those search engines provided by firms like Turnitin.com that have been generated in
response to the Internet paper mill boom. Who wants another Cold War?
● Plagiarism defeats the purpose of going to college, which is learning how to think. You can’t
learn to think by just copying others’ ideas; you need to learn to trust your own intelligence.
Students’ panic about deadlines and their misunderstandings about assignments sometimes spur
plagiarism. It’s a good bet that your professors would much rather take requests for help and extra
time on assignments than have to go through the anguish of confronting students about plagiarized
work.
So, plagiarism gets in the way of trust, fairness, intellectual development, and ultimately, the attitude
toward learning that sets the tone for the college community.
Frequently Asked Questions
The following FAQs are not exhaustive. Consult a writing handbook for more information on such
matters as paraphrasing, summarizing, and using various systems of citation. Some professors will hand
out sheets with citation guidelines; as always, when in doubt, ask.
23 | Page
Q: Is it still plagiarism if I didn’t intentionally copy someone else’s work and present it as my own,
that is, if I plagiarized it by accident?
A: Yes, it is still plagiarism. The College puts the burden of responsibility on students for knowing what
plagiarism is, and then making the effort necessary to avoid it. Leaving out the quotation marks around
someone else’s words or omitting the attribution after a summary of someone else’s theory may be just a
mistake—a matter of inadequate documentation--but faculty can only judge what you turn in to them, not
what you intended. Any good writing handbook will tell you how to cite sources and how to take notes in
ways that guarantee that you will not accidentally plagiarize.
Q: If I include a list of works consulted at the end of my paper, doesn’t that cover it?
A: No. A works cited list (bibliography) tells your readers what you read but leaves them in the dark
about how and where this material has been used in your paper. Putting one or more references at the end
of a paragraph containing source material is a version of the same problem. The solution is to cite the
source at the point that you quote or paraphrase or summarize it. To be even clearer about what comes
from where, also use what are called in-text attributions. See the next FAQ on these.
Q: What is the best way to help my readers distinguish between what my sources are saying and
what I’m saying?
A: Be overt. Tell your readers in the text of your paper, not just in citations, when you are drawing on
someone else’s words, ideas, or information. Do this with phrases like “According to X . . .” or “as noted
in X . . .”—so-called in-text attributions.
Q: Are there some kinds of information that I do not need to document?
A: Yes—common knowledge and facts you can find in almost any encyclopedia or basic reference text
generally don’t need to be documented (e.g., John F. Kennedy became President of the U.S. in 1960).
This distinction can get a little tricky because it isn’t always obvious what you discover what others take
to be known to all. When in doubt, cite the source.
Q: If I put the information from my sources into my own words, do I still need to include citations?
A: Yes. Sorry, but rewording someone else’s idea doesn’t make it your idea. Paraphrasing is a useful
activity because it helps you to better understand what you are reading, but paraphrases and summaries
have to be documented and carefully distinguished from ideas and information you are representing as
your own.
Q: If I don’t actually know anything about the subject, is it okay to hand in a paper that is taken
entirely from various sources?
A: It’s okay if (1) you document the borrowings, and (2) the assignment called for summary. Properly
documented summarizing is better than plagiarizing, but most assignments call for something more.
Often comparing and contrasting your sources will begin to give you ideas, so that you can have
something to contribute. If you’re really stumped, go see the professor. You will also reduce the risk of
plagiarism if you consult sources after—not before—you have done some preliminary thinking on the
subject. If you have become somewhat invested in your own thoughts on the matter, you will be able to
use the sources in a more active way, in effect, making them part of a dialogue (Rosenwasser and Stephen
220-221).
Q: Is it plagiarism if I include things in my paper that I thought of with another student or a
member of my family?
A: The Academic Behavior Code, under the category called “collusion,” allows for students’ cooperative
efforts only with the explicit consent of the instructor. The same general rule goes for plagiarizing
24 | Page
yourself—that is, for submitting the same paper in more than one class. If you have questions about what
constitutes collusion in a particular class, be sure to ask your professor.
Q: What about looking at secondary sources when my professor hasn’t asked me to? Is this a form
of cheating?
A: It can be a form of cheating if the intent of the assignment was to get you to develop a particular kind
of thinking skill. In this case, looking at others’ ideas may actually retard your learning process, and leave
you feeling that you couldn’t possibly learn to arrive at ideas on your own. Professors usually look
favorably on students who are willing to take the time to do extra reading on a subject, but it is essential
that, even in class discussion, you make it clear that you have consulted outside sources. To conceal that
fact is to present others’ ideas as your own. Even in class discussion, if you bring up an idea you picked
up on the Internet, be sure to say so explicitly.
Works Cited
Cole, Sally, and Elizabeth Kiss. “What Can We Do About Student Cheating?” About Campus. May-
June 2000: 5-12.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, 5th Ed. New York: MLA, 1999.
Hult, Christine A. Researching and Writing Across the Curriculum. Boston: Allyn and Bacon, 1996.
Muhlenberg College Student Handbook, 2000-2001.
Rosenwasser, David, and Jill Stephen. Writing Analytically, 2nd ed. Ft. Worth: Harcourt, 2000.
Plagiarism Detection: A Guide for Faculty
It is advisable to contact the Dean of Academic Life (x3130) with questions regarding suspected
plagiarism, and to consult the Academic Integrity Code as outlined in the Student Handbook for
responsibilities of faculty and students.
Step #1: Internet Search Engines
The quickest, cheapest, and easiest method to research suspected plagiarism is use of an Internet search
engine such as Google (http://www.google.com), one that examines the entire text of web documents. In
the Google search box, enter a distinctive sentence from the document in question and enclose in
quotation marks.
Example: "Two types of stable systems can be found in the physical universe: the death state of perfect
equilibrium and the infinitely fertile condition of self-organized non-equilibrium"
Alternatively, enter key phrases from the same sentence: "Two types of stable systems" and "perfect
equilibrium"
Step #2: Full-text Library Databases
Not to be overlooked are Trexler Library's full-text databases, https://trexler.muhlenberg.edu/
25 | Page
Step #3: Reference Librarians
For further investigation, contact the Trexler Library Reference Dept. at x3602.
Class Cancellations – Inclement Weather, Illness, Etc.
As a general policy, the College remains open and fully operational during snow storms and other weather
emergencies. Any need for closure of the offices will be determined by the President upon
recommendation of the Director of Campus Safety.
In cases of extreme weather, tune in to any of the TV and radio stations listed below to determine if the
College is closed. These stations will carry announcements of any delays in openings or closure of the
College between 7:00 a.m. and 7:30 a.m.
WAEB (104.1 FM, 790 AM)
WZZO (95.0 FM)
WMUH (91.7 FM)
WEST (1400 AM)
WCTO (96.1 FM)
WLEV (100.7 FM)
And TV Channels 69 (WFMZ) and 16 (WNEP)
Pre-recorded announcements of any emergency closures of the College will be available on our weather
hotline: 484-664-6000. The hotline is the best way to get the most current information.
Should a delayed opening be announced, class schedules will not be rearranged, but will adhere to regular
meeting times. If changing weather conditions during the day require a decision on early closing of the
College, the Dean of Continuing Studies will provide notice regarding the status of evening classes
to the listed radio and TV stations, Campus Safety, and Seegers Union as early as possible.
If an instructor needs to cancel his/her class due to an emergency, she/he should notify students and
the School of Continuing Studies as early as possible. The School of Continuing Studies staff can also
post signs on classroom doors and, if necessary, assist with student notifications.
Instructors are encouraged to collect a list of student phone numbers and/or e-mail addresses to contact
students when cancellation of a class is necessary. In addition, instructors should list a phone number
and/or e-mail address on the course syllabus in the event that students have questions about upcoming
assignments, homework, etc.
Emergencies/Locked Classrooms
If an emergency situation arises before, after, or during your class time, please call the Campus Police at
(484) 664-3110 or if calling from an on campus phone, dial x3110. There are also emergency call boxes
located throughout the campus. For non-emergencies call (484) 664-3112 or x3112.
If a classroom door is locked, contact Campus Safety at the phone number above or the School of
Continuing Studies at (484) 664-3300 during business hours.
26 | Page
Instructor Evaluations
Close to the end of the semester, faculty will receive an email from the Provost’s Office about setting up
the IDEA forms in your Canvas course for students to complete course/faculty evaluations. Students can
complete the evaluation online either before your last class or during the last class. Please allow five to
ten minutes for the class to complete the evaluation during your last class. Students are sometimes
uncomfortable filling out evaluations prior to getting a final grade. Please reassure them that you will not
see these evaluations until after your grades are submitted. Instructors MUST leave the classroom
while the students are completing the evaluations.
When all grades have been submitted, faculty will have access to the completed evaluation forms.
Instructions on how to set-up the course evaluations in your Canvas course can be found here.
Religious Holidays and Class Attendance
Muhlenberg College recognizes the importance of religious expression in the lives of many of our
students. Indeed, the quality and strength of religious life is one of the distinctive characteristics of the
College attracting many students to Muhlenberg.
May a student miss class for a religious holiday?
Muhlenberg College has a long standing policy that students may make arrangements to make up course
work missed due to a holiday when their religion prohibits them from work. This policy means that a
student will not have the absence counted against the course grade and will be allowed to complete
required assignments after returning from the absence. Furthermore, absences for religious holidays with
work restrictions will not count toward the total of excused absences allowed in a given class.
Please note that there are many religious observances (for example Ramadan in Islam and Hanukkah in
Judaism) that do not require that a student miss class, since work is not prohibited. However, many of
these holidays impact a student’s life in important ways of which you might simply want to be aware.
What does this policy require of the professor and the student?
Responsibilities of the instructor include:
● Instructors will ensure that work missed for a religious holiday can be made up by the student.
● Instructors will articulate clear guidelines for how a student may make up missed work.
● Instructors will make students aware of the way in which an attendance policy allows for making
up work missed for a religious holiday.
● Instructors may give an exam on a religious holiday provided that there is an appropriate way for a
student to make up the exam if it is missed due to the observance of a religious holiday.
Responsibilities of the student include:
● Students are required to identify to the instructor, in advance, that their absence will be for
excused religious reasons.
● Students must make these arrangements with their instructors in a timely fashion and in a way
that allows for the instructor to plan how missed work will be made up.
● Students are required to make up any work that is missed.
● Students must take responsibility for honestly representing their religious commitments when
missing a class.
27 | Page
● Students must be aware of the attendance policies in their courses and should make sure that if a
limited number of absences are allowed they do not needlessly use up absences that they may need
for religious observances.
What should I do if I have questions about missed coursework and religious holidays?
We have an outstanding chaplaincy staff on campus. They are available at any time to help us understand
the role of religious holidays in the lives of our students. Please call the College Chaplain (484-664-
3120), the Director of the Leffell Center for Jewish Student Life (484-664-3244), or the Roman Catholic
Campus Minister (484-664-3122) with any questions. If they cannot answer your questions, they will be
able to refer you to a reliable source of information.
The student handbook notes religious holidays that our students may observe, and the list is updated each
Fall. Listed below are religious holidays that some of our community may be observing over the course
of the year. Only those marked with an asterisk are days on which work would be prohibited and hence
would require that an observant student miss class. Dates for the current year may be found at
http://muhlenberg.edu/main/campuslife/religiouslife/holydays/.
Typical Major Religious Observances
Baha'i
Typical month of observance
*Birth of the Bab
October
*Birth of Baha'u'llah
November
*Feast of Ridvan
April
Hindu
Navaratri
October
Dussehra
October
Diwali
November
Islamic
Ramadan
Begins in October
**Eid-Ul-Fitr
November
**Eid-Ul-Adha
January
28 | Page
**Note: These days are based on a lunar calendar and are subject to the appearance of the
moon and announced by the mosque. (The most observant Muslims will observe all days;
others may observe the first two of Eid-Ul-Fitr and Eid-Ul-Adha.)
Christian
Christmas
December
Ash Wednesday
March
Palm Sunday
April
Good Friday
April
Easter
April
Jewish - All Jewish holidays begin at sundown the day before.
*Rosh Hashanah
October
*Yom Kippur
October
*Sukkot
October
*SheminiAtzeret Simchat Torah
October
Hanukkah
December - January
Purim
March
*Passover
April
29 | Page
Section II
Support Services
Academic Calendar
Muhlenberg College’s academic calendar is available on the web at
https://www.muhlenberg.edu/newsevents/calendar/
Campus Map
A detailed map of the campus and information on individual building contents is available on
Muhlenberg’s web site at the following address:
http://www.muhlenberg.edu/media/contentassets/pdf/about/PrintCampusMap.pdf
Dining Services
Campus Location: Seegers Union
Phone: (484) 664-3488
Wood Dining Commons: Located in Seegers Union, the primary dining center for the campus offers
unlimited portions for all items in various stations, including: Chef’s Table (local/regional specialities);
Croutons Produce (salads); Magellan’s (international favorites); Wildfire Grille; Noshery (vegan,
organic, and kosher); Mangia Mangia (Italian); Chew St. Deli (sandwiches).
Monday-Thursday
7:00 a.m. - 8:00 p.m.
Friday
7:00 a.m. - 7:00 p.m.
Saturday
10:00 a.m. - 7:00 p.m.
Sunday
7:00 a.m. - 8:00 p.m.
Note: The Noshery opens at 11am during the week. It closes at 2pm on Friday in observance of the Sabbath.
It reopens on Saturday at 11am for Brunch.
The General’s Quarters: Located in Seegers Union, the GQ offers a variety of food stations:
Cyclone Salads, ‘Bergers Grill (grilled breakfast, lunch, and dinner items); Ikagaii (fresh sushi);
Simply To Go (sandwiches, salads, sides, and snacks); Subconnection (subs and sandwiches), and
Seattle’s Best Coffee.
Monday-Thursday 7:00 a.m. - 12:00 a.m.
Friday 7:00 a.m. - 3:00 a.m.
Saturday 9:00 a.m. - 3:00 a.m.
Sunday 9:00 a.m. - 12:00 a.m.
Java Joe Coffee Kiosk: Located in the lobby of Seegers Union, Java Joe proudly brews Starbucks
Coffee and specialty beverages. In addition to coffee and bottled beverages, the menu includes cold
pizza paninis, eclair dogs, cupcakes and assorted bagels.
Monday-Thursday 8:30 a.m. - 8:00 p.m.
Friday 8:30 a.m. - 6:00 p.m.
Saturday – Sunday Closed
30 | Page
The Mule Express: Located in Seegers Union, The Mule Express offers a variety of unique options
designed for an “on-the-go” lifestyle. Students can choose from several fresh entrees and sides along
with a beverage.
Monday – Thursday
11:00 a.m. - 9:00 p.m.
Friday
11:00 a.m. - 8:00 p.m.
Saturday
6:00 p.m. - 8:00 p.m.
Sunday
6:00 p.m. - 9:00 p.m.
Life Sports Center Café: Located in the Life Sports Center, the Café offers Cyclone Salads (made
to order salads, choose an option or create your own) and Freshens (delicious fruit smoothies, frozen
yogurt, and other sweet treats.)
Monday-Friday 8:00 a.m. - 8:00 p.m.
Saturday 1:00 p.m. - 8:00 p.m.
Sunday Closed
Duplicating Services
Class-related duplicating can be submitted to the School of Continuing Studies’ administrative assistant.
Large duplicating jobs must be submitted at least one week prior to the instructor’s intended use date;
small jobs require only a 48-hour notice.
There is a limited supply of colored paper available in green, yellow, pink, blue, beige, purple, gold, and
off white. Instructors need to specify any color preferences for duplicating jobs upon submission.
Bookstore
Campus Location: Seegers Union, Lower Level
Phone: (484) 664-3492 Fax: (484) 664-3407
Web Address: www.bergbookshop.com
Textbook Coordinator: Karen Normann
Direct Line and Voice Mail: 484-664-3496
Email: [email protected]
Bookstore Office Hours: Academic Year
Monday-Friday: 8:30 a.m. – 4:30 p.m.
Saturday*: 11:00 a.m. – 3:00 p.m.
*No Saturday hours when college is not in session.
Sunday: Closed
Summer Sessions
Monday-Friday: 8:30 a.m. – 3:30 p.m.
Inter-session and Breaks
Please call the bookstore.
31 | Page
Materials Ordering Process
Separate processes are in place for ordering class materials and instructor materials.
1. Class materials are ordered through the ‘Berg Bookshop.
2. Instructors order their own materials directly from the publisher.
Class Materials
Instructors are responsible for ensuring the Bookstore has all the necessary information to order materials
for their class. Faculty will receive an email in their Muhlenberg email account asking for all of the
details required for the textbook adoption for their course. Faculty should respond to this email to ensure
that all of the required course materials for their course are ordered. If instructors have not received an
email they should contact the Textbook Coordinator, at 484-664-3496.
Instructors are also strongly encouraged to review the information under “Textbooks 101” located at:
https://bergbookshop.com/SiteText?id=64154
F.A.Q.’S
ORDERING TEXTBOOKS
Q: Who do I contact to discuss textbook questions or issues?
A: Brandon Tauber, Textbook Coordinator at x3496 or [email protected]
Q: Why are book adoptions requested so early?
A: Data Entry: Verifying and entering into our textbook management database all the information for all
courses takes a lot of time, and this step must be completed before buyback or publisher orders can take
place.
● Research: Investigating new editions, potential stock problems, etc. takes time. If a book has gone out
of print and must be replaced, it may take several weeks for you to find and review desk copies from
which to choose your replacement. Custom publications and duplicated works (course packs) take
time to arrange and obtain permission.
● Used Books: Our best source for used books is students. In order to buy books from them, we need to
know which books we'll need. Our next best source is wholesale, used book companies, who operate
in a very competitive market; the first stores to begin ordering are more likely to secure the most used
books.
For these reasons, we've established the following book order due dates:
Fall and Summer I & II Semester Books Due by April 30th
Spring Semester Books Due by November 30th
Muhlenberg is consistent with other schools as to when adoptions are requested. The earlier we obtain
adoptions, the more time we have to acquire the appropriate books and reduce overall book costs to
students. To this end, we compete with other campuses for used books, with a variety of wholesale
32 | Page
companies. To be placed accordingly within ship queues, we must consolidate our publisher and
wholesale orders, as well as ensure our returns occur with their deadlines. Also, many faculty are not on
campus during the summer months, making it more critical to receive adoptions prior to the end of the
spring semester.
Q: Is there flexibility in providing adoptions after the due date?
A: Yes! While we understand some selections may take extra time to research, you should submit orders
for the book(s) you know you will definitely use, by the due date; the balance should be submitted at the
earliest possible time. Remember to allow at least 6-8 weeks for copyright clearance for course readers,
not including printing time.
Q. Can I provide my book order by phone?
A. For purposes of accuracy, expediency, and reference, we prefer to have a written record of
your adoptions.
Q: What information is the most critical to provide?
A: The course/section you're teaching, book ISBN number, and quantity to be ordered, if known.
Q: If I don't use a textbook in my class, does the Bookstore need to be advised?
A: Courses not requiring a textbook should be noted as such when responding to the email or
communicated to the Textbook Coordinator. We like to have this information as it helps us better answer
students' questions. If specific supplies (i.e. art supplies, computer disks, RF answer/response systems,
etc.) are required, please list them on the book order form. They'll be ordered and in stock to better serve
students' needs.
Q: How does the Bookstore determine what quantity of books to order?
A: We base order quantities upon the number provided by faculty on the adoption form. If this is not
provided, the Workday (Registrar's Office) course enrollment numbers for the prior two (2), same (e.g.
fall/fall and spring/spring) semesters are averaged. If you know or suspect a course(s) will/may be over-
enrolled or a section added, please inform us at the earliest possible time.
Q: Aren't more than enough books ordered for my class - why might the Bookstore run out?
A: We have to edit the quantities requested on your order. From the estimated enrollment you provide,
we review a number of factors to determine how many books we will probably need to sell, including:
● Past sales history for a given title
● Enrollment history for a particular course and instructor
● Enrollment projections from the college
● Length of time a title has been used on this campus
● Availability of rental and eBook titles
Textbook sales and enrollment are hardly ever a one-to-one correlation, for several reasons:
● Students are very "savvy" shoppers! They wait to see if the book marked "Required" on the shelf
tag is really going to be necessary to pass the class. If they don't need it, they won't buy it.
● Many titles are now available to rent or in eBook format.
● Students arrange to purchase and share texts in groups, and then study together.
Q: How can I check whether the textbooks I requested are correctly ordered?
A: You can access the "Textbooks" link on The Berg Bookshop website and view the books adopted for
your course(s). However, it is strongly suggested you stop by the Bookstore roughly two weeks before
the first day of class to check the accuracy of the shelf tags.
33 | Page
Q: Why might not all of my books be here by the first day of class?
A: As we compete with other publishers' customers for acquiring books, they periodically run out of
stock. In such cases, we contact the publisher to determine and expedite a ship date. For out-of-print
titles, old editions, etc., you'll be made aware of such at the earliest possible time to discuss alternatives.
(These reasons reinforce the importance of early book adoptions.) Also, we continue efforts to improve
timeliness of communication and continue to focus on keeping faculty informed of any problem issues.
Q: How will I know if a book is definitely not available?
A: You will be contacted by the Textbook Coordinator at the earliest possible time. While faculty are
encouraged to check the Books In Print web site, this is not always accurate. Due to individual sellers of
single titles, ordering lot quantities from Amazon or similar web sites is not possible. Also, books
ordered from these sources are non-returnable.
Q: Does the Bookstore order only from publishers?
A: The Bookstore buys new books from publishers, used and eBooks from wholesale book
companies, and acquires rental titles from a book rental partner.
Q: Why is there an increase in used books offered?
A: A recent survey issued in conjunction with our national Bookstore association revealed concerns by
parents and students about high textbook costs, and insisting on more used books offered.
Q: Why may used books contain so many highlights and markings?
A: Wholesale companies have standards as to the amount of markings that will not only be bought from
us, but also provided. Every attempt is made to offer used books with limited markings. Although it is
impossible to check every title, we will exchange a title with excessive markings.
Q: How do I acquire a desk, review, or examination copy?
A: Publishers usually prefer that you contact them directly. You can search for your course materials on
www.facultycenter.net to find book information and publisher contact information. The desk copies do
need to be requested through the publisher though. If need be, we can sell an instructor a book to use
until your desk copy arrives from the publisher, at which point, we'll provide a refund by crediting your
department account.
Q: What is the markup on textbooks and where does the profit go?
A: The Bookstore's markup on all textbooks is 26%, significantly lower than standard retail markups of
30-40%. Included in our margin is freight and overhead we must pay. Used books are sold at 25% less
than new book prices. The Bookstore's profit is returned to the College to fund student programs and
other initiatives.
Q: Does it matter if books were over-ordered? Can't the Bookstore return all extras?
A: Not necessarily. We often can't return used books. Even for new textbooks, most publishers penalize
bookstores for returns over 15-20% of the total orders. Many small publishers allow only very limited
returns or no returns at all. Federal and State publications, course packs, custom-published and similar
items are all completely non-returnable. Additionally, we must pay the return shipping charge.
Q: What are the most important things faculty can do to help in the textbook
adoption/ordering process and help lower book costs to students?
A:
1. Consider assigning the least costly course materials;
2. Provide your book adoptions by the due date every term;
34 | Page
3. Provide accurate course, section, and ISBN numbers;
4. Whenever possible, re-use the same textbook(s) over several semesters, if previous editions are
not much different;
5. Communicate clearly with your publishers' reps; work with them to develop packages that deliver
cost savings;
6. Try using a trade book that covers your discipline;
7. Create a course pack if planning to use a limited amount of a text; and
8. MOST IMPORTANTLY: USE the textbooks you ask your students to buy.
Deadlines for Ordering Class Materials
Orders for class materials should be submitted to the bookstore in compliance with the deadlines listed
below. The earlier you can place your order, the better. The deadlines are established to ensure that your
materials arrive in a timely fashion. Many publishers have extended vacations over the months of
December and January. If orders are submitted in December, there may be no one available at the
publisher to process your request. Failure to respect these deadlines may result in materials arriving after
the beginning of the semester.
SPRING
15 Week: November 30
th
First Eight-Week Session: November 30
th
Second Eight-Week Session: November 30
th
SUMMER
10 Week: April 30
th
Summer I, Science & Art I: April 30
th
Summer II, Science & Art II: April 30
th
FALL
15 Week: April 30
th
First Eight-Week Session: April 30
th
Second Eight-Week Session: April 30
th
Accelerated Faculty should reference page #48 of this handbook regarding the textbook ordering
process for their classes.
Helpful Hints
Editions: The most recent editions will be ordered unless otherwise specified. Reference borders.com or
amazon.com to check if your book has a later edition. Search under “books” and then by title or ISBN.
In some cases, the search results may include a picture of the text cover, customer reviews, and
availability.
ISBN: The ISBN is a ten-digit or 13-digit alphanumeric code found on the back of the text, usually above
the bar code. It typically follows the format of X-XXX-XXXXX-X. If you are obtaining new edition
information from the Borders or Amazon web-sites, the ISBN will be listed under the text details or on
the back cover.
Records and Confirmation: Keep records of your requests and interactions with publishers and the
bookstore. Make sure your requests are dated. Follow up with the ’Berg Bookstore and the publishers to
ensure your materials have been ordered. Order early!
35 | Page
Instructor Materials
Instructors order their own materials directly with the various publishers. Instructor materials include
desk copies, instructor copies, test banks, transparencies, study guides, solutions manuals, CDs, cassettes
and other ancillaries. The Bookstore will not order instructor materials. If you want instructor materials,
you must go through the ordering process established by each publisher. NOTE: If you are placing
multiple requests, each publisher gets its own order.
To research available materials, latest editions, and publisher contact information, visit
www.facultycenter.net. Instructors should register in order to obtain their own username and password.
Registering benefits instructors because they will begin to receive notification of text updates and
materials related to their field of teaching. The Faculty Center Service confirms registration requests with
the Bookstore, so it may take a week or so to obtain a username and password.
HOW TO ORDER INSTRUCTOR MATERIALS
1. Under “Member’s Log In,” log into the Faculty Center web-site.
2. Locate “Advanced Search” in the upper left hand corner of the screen (gray box.)
3. Choose “Author”, “Title”, “ISBN”, or “Keyword” (Note: selecting Keyword will broaden the search.
If you know what text you want to order, it’s best to select ISBN or Title.)
4. Click on “Search”
5. Obtain the following information necessary to order materials:
Title (ex. Rose Madder) ISBN (ex. 0451186362)
Author (ex. Stephen King) Publisher (ex. Signet Classics) Edition / Copyright
(ex. 95 - Current Ed.) Type (ex. Paperback)
6. Locate and select “Publisher Contact” in the upper left corner of the page (gray box)
7. Type in the Publisher’s name or browse alphabetically. NOTE: You may need to try a few ways to
pull up the publisher information.
8. Write down publisher contact information or click on the publisher’s name to go directly to their
website. NOTE: If you cannot locate a publisher or get their current contact information, use the
Faculty Center’s “Contact FCN” option. Their customer service department will research the text’s
publisher and email you the correct contact information.
9. Call, email or visit the publisher’s web-site to order instructor materials. NOTE: Many publishers
require desk copy requests to be on college letterhead. If you must submit a request on letterhead, you
must use the facilities at The School of Continuing Studies office to complete your order. Please call
ahead to confirm someone will be available to assist you with this process. School of Continuing
Studies Office: 484-664-3300.
10. Try to make arrangements to have your materials sent directly to your home address. If the publisher
will not send materials to your home, make sure they mail them to your attention at the college
address. If materials are sent to The School of Continuing Studies office, you will need to
periodically check with the receptionist to see if they have arrived.
36 | Page
Muhlenberg College
School of Continuing Studies
Attn: (your name)
2400 Chew Street
Allentown, PA 18104
37 | Page
SAMPLE INSTRUCTOR MATERIALS ORDER FORM
To: Publisher Monday, April 25, 2016
FAX: Publisher Fax Number
RE: Desk Copy and Materials Request
Greetings,
I am scheduled to teach the Course Title class (Course Number) at Muhlenberg College during the
Semester and Year semester. This class begins Start Date of Course and is limited to Enrollment Cap
students. The name of the bookstore that will place the student order is the ‘Berg Bookshop. Please
send a desk copy and requested ancillaries of the following adopted book(s):
Desk Copy #1
Title: Title of Book
Author / Editor: Author or Editor
ISBN: ISBN from back of text
Ancillaries: Test bank, CD-ROM, transparencies, Instructor’s Manual, etc.
Desk Copy #2
Title: Title of book
Author / Editor: Author or Editor
ISBN: ISBN from back of text
Ancillaries: Test bank, CD-ROM, Transparencies, Instructor's Manual, etc.
Desk Copy #3
Title: Title of book
Author / Editor: Author or Editor
ISBN: ISBN from back of text
Ancillaries: Test bank, CD-ROM, Transparencies, Instructor's Manual, etc.
Please send these materials to:
Your Name
Your Street Address
City, State. Zip Code
Please contact me at Your Phone Number or by email at Your Email Address if there are any
questions or concerns regarding this request. Thank you.
Sincerely,
Your Name
Muhlenberg College
Reception: 484-664-3300
38 | Page
Faculty Guide to Technology Resources
*Information provided by the Muhlenberg College Office of Information Technology
Technology in Classrooms
In the Summer of 2020, the Muhlenberg College administration and faculty approved measures to put
cameras in classrooms to better equip these spaces for use during the COVID-19 pandemic.
As of August 2020, only certain spaces are equipped with this new standard camera set up due to
worldwide shortages. As equipment becomes available, ITMS will continue to equip additional spaces.
You can see ITMS’ progress at this link.
The classroom setup
Each equipped classroom comes standard with two cameras and at least two ceiling-mounted
microphones. The exact positioning of the cameras and microphones may vary between classrooms, but
generally, one camera will be under the projection screen, and the other in the back of the room.
One camera and at least one microphone face the front of the room, capturing the podium and as much of
the front chalk/whiteboard as possible. The other camera and at least one microphone face the desks/seats
in the classroom. These cameras will be referred to as podium view and student view respectively for the
remainder of this document.
These cameras and microphones are tied into the standard classroom technology system, namely the PC
installed in the room.
All technology equipped classrooms are equipped with emergency telephones. You can press the black
button labeled “Technology Help Desk” to contact the Faculty/Staff Support Desk.
39 | Page
Cameras in the Classroom:
Setup and Use
Please use the following link to access instructions on how to setup and use the cameras in the classroom.
Please visit the ITMS website for additional documentation and details.
Instructional Technology and Digital Learning Resources
The IT/DL group is comprised of full-time Instructional Technologists, Media Technicians, and an
Instructional Designer, all working together to assist faculty in technological and pedagogical needs.
They work in the how and why of course content creation.
Canvas Learning Management System(LMS)
Canvas is a next generation course management system that goes beyond simply providing access to
course material. With Canvas users can collaborate in real-time with their peers as well as record video,
and link to several outside resources ie, Google Docs, Kaltura, and Zoom Conferencing. Canvas Training
is offered throughout the year in a group setting. Individual training can be requested anytime.
Online Canvas resources can be found at https://www.muhlenberg.edu/itdl/learningmanagementsystem/
Canvas Support
Canvas support is available to all Muhlenberg Faculty, Staff, and Students 24/7/365. Live support can be
accessed by clicking on the help button on the lower left side of any Canvas window.
The Instructional Technology and Digital Learning Group has created a resource page for those that
prefer a self-guided approach to learning Canvas. On this page you can also request services from the
IT/DL group. https://www.muhlenberg.edu/itdl/learningmanagementsystem/
40 | Page
GSuite – E-mail
GSuite is the campus email system that also provides a calendar and scheduling functions. GSuite is
accessed through the Application Portal (pictured below) at https://muhlenberg-
college.onelogin.com/login. The Application Portal may also be accessed thru the Faculty/Staff gateway
page http://www.muhlenberg.edu/gateways/faculty-staff/ by clicking on the callout link for “Application
Portal.” Please use the following link to find out more information about using GSuite
http://muhlenberg.edu/gsuite/.
PC Support Services
The Faculty/Staff Support Desk is the central reference point for all PC or classroom related issues. The
Faculty/Staff Support Desk provides:
● hardware assistance
● software (application) assistance
● desktop PC support
● laptop PC support
● training
The Faculty/Staff Support Desk is located in Ettinger 001. Contact support
● by phone at 484-664-3566 or ext. 3566
● by email to [email protected]
Media Services
Media Services is the part of OIT that provides the following services:
● Audio/Video presentation set-ups for on campus locations
41 | Page
● Classroom technology support and troubleshooting
● Technology system design and implementation
● Classroom/conference room technology training
Office hours: Monday – Friday 8:00 A.M. – 5:00 P.M.
Office Location: Ettinger 006
Phone: (484) 664-3978
Most classrooms are furnished with a “Techwall” system which has a standardized bank of equipment
including an HP computer, Oppo Blu-ray player, VHS player, Wolfvision Document camera, and
VGA/HDMI auxiliary laptop cables. If there is a specific need for other equipment, please contact Media
Services directly.
Please follow the instructions below regarding Equipment Requests for Non-Classroom Spaces:
1. Community members are welcome to use any built-in equipment in public campus spaces.
2. If your meeting or teaching space does not contain the necessary equipment, please fill out the
Media Service Equipment Request Form.
3. After your request has been processed, you will receive an automatic confirmation as well as a
Google Calendar event request. This will serve as your reminder of your request.
In addition to Routine and Special Equipment Requests, Media Services provides equipment for rental
use. Small adapters, cables, video cameras, etc. are available for reservation and pickup upon request.
This is to encourage users who prefer a “self-help” approach. Walk-ins are welcome.
Please note the following:
● The form is restricted to Faculty/Staff. If you do not have access, please contact your Department
or visit Media Services in Ettinger 008.
● If you need immediate assistance in a classroom during office hours, please use the Tech Support
(black button) phone located on most podiums, or near teaching stations.
● In the event that service is required on equipment, immediately contact Media Services at x3455
Equipment
Equipment is divided into two categories: Routine and Special Equipment.
ROUTINE EQUIPMENT: (Not all items are listed)
Require 48 Hour Notice
● Laptops
● Digital Display Carts (LCD TV with connecting cables)
● Projectors with connecting cables
● USB webcams
● Easels (paper and markers not supplied by Media Services)
● Cable bags for connecting to projection systems
● Podium mics (in rooms with built in sound systems)
42 | Page
SPECIAL EQUIPMENT: (Not all items are listed)
Require 2 Week Notice
Special arrangements must be made with Media Services for all items listed below.
● Video cameras (Canon HD handicam)
● microphones, portable sound systems
● Digital audio recorders
● Video recording services
● long term equipment requests
● On-site, dedicated technician
● special events
● off-campus events
Panopto
Preference is for Panopto to be used when creating new videos as the migration from Kaltura occurs. Our
documentation on this page continues to grow based on user interests and needs. Please contact us at
[email protected] should you have any needs, questions, and/or requests for additional
documentation.
Have video from a campus event or wish to share academic video content with the public? Please contact
Media Services for assistance, such as associating videos on Video@Muhlenberg at the category level.
The ITMS team can also assist faculty and students with creating videos within Panopto and within
Canvas.
For academic videos which are not your own productions and for related copyright questions, please
contact Trexler Library staff to inquire about Trexler Reserves.
Know that Panopto has a status update webpage related to any known/reported issues or maintenance.
They also have an on-demand video repository about many of the most commonly-asked about items and
about the various Panopto features.
In addition to the ITMS and OIT team support, you also have access to Panopto support resources 24
hours a day, 7 days a week. Muhlenberg faculty and staff may contact Panopto Support at
[email protected] and use this document for hours of support, types of support, and additional
means of contacting Panopto Support.
We are also developing a frequently asked questions document here, including tips on how to use
Panopto shortcuts like hotkeys on Mac and PC devices. Please use the following link for additional
assistance with Panopto https://www.muhlenberg.edu/itdl/fornewvideos/
Best IT Practices
● Whenever working on a document, save your work frequently
● Always save your work to your drive H:
● Always turn off your PC at the end of the day
● Try to practice technology use ahead of time
● Ask for training if you aren't sure how to use technology
43 | Page
Applications Software
The campus standard for general applications software is Microsoft Office 2016 -Word (word processor),
Excel (spreadsheet), PowerPoint (presentation software) and Access (database). Many additional
academic software titles are available on the campus network.
Computer Labs and Special Teaching Facilities
The Office of Information Technology (OIT) has several computer labs and classrooms on campus.
Information about locations, hours, and available software can be found on Muhlenberg’s web site at
https://www.muhlenberg.edu/offices/oit/campustechnology/lablocationsandhours/
Reserving Computer Labs and Classrooms
To schedule a classroom, contact the Office of the Registrar at 484-664-3190 during business hours. The
School of Continuing Studies staff can assist you with your room reservation needs.
The following computer labs can be reserved by Muhlenberg faculty and staff:
● Ettinger 003
● Trexler B 01
● Trexler Curriculum Lab
No more than 2 labs can be reserved at a time. Labs will not be reserved during final exams or study
periods, except under unusual circumstances. To reserve a lab, contact Rudi McCauley, Senior Client
Support Specialist, in the Office of Information Technology (OIT) at x3566 or email
All reserved labs must have a sign posted by OIT that includes the following information:
● Dates
● Times
● Person Using Lab (name of professor and department)
● Alternate Lab Sites Available
Classroom Labs
The following labs are open to the Muhlenberg Community when not in use as a classroom. They also
have limited hours.
● Ettinger 105
● Ettinger 211
● Moyer 309
● Trexler B01
● Trumbower 229 (NASA Lab)
44 | Page
Trexler Library
Campus Location: 2400 Chew St., Allentown, PA
Phone: (484) 664-3600
Fax: (484) 664-3511
Hours: Regular Hours (Fall & Spring Semesters)*
Monday-Thursday 8:00 a.m. – 1:00 a.m.
Friday 8:00 a.m. – 10:00 p.m.
Saturday 10:00 a.m. – 7:00 p.m.
Sunday 11:00 a.m. – 1:00 p.m.
Summer Session Hours*
Monday-Thursday: 9:00 a.m. - 9:00 p.m.
Friday: 9:00 a.m. – 1:00 p.m.
Saturday, Sunday: 1:00 p.m. - 6:00 p.m.
*Exceptions: Regular hours will change upon certain holidays, recesses, and end of semester exam hours
occurring throughout the academic year. For a detailed listing of hours please contact the Library or visit
their web page at: https://trexler.muhlenberg.edu/
Mailboxes – Adjunct Faculty and Students
Mailboxes for evening adjunct faculty members are located in the School of Continuing Studies building.
Due to lack of available space, individual instructor mailboxes are not available. Mailboxes are
alphabetical, sorted by the first letter of the instructor’s last name.
If instructors need to leave mail for students to pick up, a similar mailbox format has been established and
is located adjacent to the adjunct faculty mailboxes. All graded tests and documents left for students must
be sealed in envelopes before being placed in the mailboxes. Any mail left in mailboxes after the end of a
semester will be discarded.
Make Up Test Services
Normally, a make-up examination is only appropriate for illness, death in the family, change of work
schedule or other circumstances beyond the control of the student. It is assumed that by agreeing to grant
a make-up examination, the instructor is willing to create a different exam and is willing to administer it
outside of the class time. Instructors should consider what their make-up policy will be prior to the
commencement of the course. The Dean or Associate Dean of the School of Continuing Studies is
available to discuss problems or concerns about make-up work. School of Continuing Studies students
often have unique, complex problems that are best resolved by a telephone call to a School of Continuing
Studies administrator.
If a student and instructor are not able to schedule a make-up exam together, the student may take the test
in the School of Continuing Studies office. Instructors must contact the office to make
arrangements for the test to be proctored by one of the staff members. Please fill out a “Proctored Test”
form, which includes: the instructor’s policy regarding additional test taking materials (text books,
calculators, notes, etc.), test taker’s time limit, test date and time the test will be proctored, and the method
of delivery in which the completed test is to be received by the instructor.
45 | Page
On-Campus Escort Services
The Department of Campus Safety provides a 24 hours/7 days a week escort service for any student,
faculty or staff member. This is usually done by an Officer but may be performed by their student patrol.
You can call for an escort from any college property, to be taken to a college property. We encourage
students to use this service; students should never walk alone at night on campus, and should be aware of
emergency phone locations.
This is a free service provided to ensure the safety of individuals of the campus community. The
Department of Campus Safety is committed to ensuring the well-being of all members of the college
community. They advise some general information when using the escort service:
● Call Ext. 3110 or OFF CAMPUS – 484-664-3110
● Provide your location and destination
● Provide your name and any other information requested by the dispatcher
** It is noted that escorts are limited to a reasonable location surrounding the campus. You can call for an
escort from any college property or to be taken to a college property. The department will not provide
general taxi services throughout the Lehigh Valley. Escorts may not always be performed in a vehicle.
Emergency calls supersede escorts; when that occurs the escort will be handled as soon as an officer is
available.
Academic Resource Center - Tutoring
The Academic Resource Center is located in the basement of Seegers Union, next to the Career Center
and across from the bookstore.
Hours
During Fall and Spring Semesters
Monday – Friday 8:00 am - 5:00 pm
During Summer Session
Monday – Friday 8:30 am - 4:30 pm
(By appointment only with David Hallowell)
General Contact Information
Main Number: 484.664.3433 Fax: 484.664.3533
Peer Tutoring: Both individual and small group tutoring are available during the Fall and Spring
semesters for most courses, at no cost, on a weekly basis. Evening students who desire tutoring may
obtain a Request for Tutoring form at the School of Continuing Studies office. The student’s instructor
needs to sign the Tutor Request Application indicating if he/she wishes to meet with the tutor. If contact
is requested, tutors contact the instructor of the student’s class to find out what information should be
covered during the sessions. Completed forms may be submitted to The School of Continuing Studies.
Requests will be processed after the add/drop period. Once a tutor is assigned by the Academic Resource
Center, students will receive the name of the assigned tutor by mail. They will need to contact the tutor to
establish a mutually agreeable meeting time and place.
46 | Page
Tutors also lead group workshops in several subject areas (biology, chemistry, math, etc.) weekly and on
a walk-in basis. Information is available each semester regarding subjects, times, and locations.
Writing Center
Location
Telephone
Hours
Level A of Trexler Library in the Writing and Information Consultation Center
484-664-3276 (administrative office)
Sunday - Wednesday 3:30 - 5:30 & 7 - 11 PM
Thursday 3:30 - 5:30 PM & 7 - 9 PM
Please feel free to drop-in for a 30-minute tutorial session. Appointments are
available but not required.
The Writing Center accepts pre-scheduled appointments, but appointments are not required. Students
may drop by without prior notice.
Writing Center Tutorials: Provide students with drop-in tutorial sessions that usually last 30 minutes on a
first-come, first-served basis. Tutors address the student’s ideas, organization and correctness as fully as
possible in the time specified, focusing on making the student a better writer by emphasizing process, not
product.
The Goal of all Tutorial Sessions:
To Help Students…
● Develop a rough draft, revise a draft, or edit the final version of a written assignment
● Organize an essay, research paper, lab report, or other writing assignment
● Understand and learn how to correct grammar and punctuation errors
● Develop or evolve a thesis and weave evidence into an argument
SMARTHINKING Online Tutoring
SMARTHINKING is an online tutoring service that the School of Continuing Education offers to evening
students for FREE. SMARTHINKING currently provides online support in a variety of Math, Writing,
Business, Science, Spanish, and Computer and Technology subjects. For more information, contact the
School of Continuing Studies, or go to the Smarthinking website at: http://www.pearsoned.com/higher-
education/products-and-services/smarthinking/resources-support/educators/
The only way students can access Smarthinking is through Canvas. As you prepare your courses,
please enable Smarthinking in Canvas by following the steps below:
1. Log in to your Canvas account and click on your course name.
2. Click on Settings.
3. Click the Navigation tab at the top of the screen.
4. Smarthinking is in the list of items that are hidden from students (center of the Navigation page,
near the bottom). Simply drag and drop it into your item list. You can reorder items in the list as
you see fit.
5. Click Save.
47 | Page
Lost and Found
If any items are found in classrooms, instructors can bring the item(s) to the School of Continuing
Studies. All lost and found items will be held until the end of the semester in which the item was brought
to the office. When possible, please inform the staff member as to the classroom location, time, and date
the item was found. If the School of Continuing Studies is closed, place the item in the vestibule with a
note listing the appropriate information.
Additional Notes for Instructors in Accelerated Programs
This handbook contains general information that will be helpful for all School of Continuing Studies
adjuncts. Some additional guidelines specifically for instructors teaching accelerated courses are noted
below. Please feel free to contact the School of Continuing Studies for clarification.
● Several months before your course module begins, Shari Salkin will contact you to verify the
textbook(s) you will use. Shari will place the orders for students’ textbooks. Adjunct faculty
should follow the instructions in the faculty adjunct handbook for ordering instructor copies of
texts.
● You will receive information about using your Muhlenberg College email account. Muhlenberg
College policy states that any correspondence from Muhlenberg College will be sent to the
College GroupWise email account. In order to comply with College policy, faculty and students
are expected to access and read their Muhlenberg College email on a regular basis to remain
current with College-related communication. Routine maintenance of the account content is
expected to avoid exceeding maximum storage allocation. Instructors and students have the
responsibility to recognize that certain communication may be time-critical. If you routinely use
another email account, you can forward Muhlenberg emails to that account.
● When you receive your contract, the date of your module kick-off night will be highlighted. The
kick-off is generally one week prior to the first night of class but, due to program breaks, will
occasionally fall four weeks prior to the first night of class. If you are unable to attend the kick-
off night, please contact The School of Continuing Studies at 484-664-3300 to make other
arrangements.
● A syllabus for each course MUST BE SUBMITTED in advance of the module. Electronic
copies, which may be sent to [email protected], are preferable. Statements
regarding students with disabilities and the Muhlenberg College Academic Integrity Code must
be included on all syllabi. A sample template with the appropriate wording can be found on page
8 of this manual.
● Attendance sheets for each module will be emailed to you electronically. Attendance must be
taken each night, and the SIGNED ATTENDANCE SHEET MUST BE RETURNED TO
THE SCHOOL OF CONTINUING STUDIES OFFICE, WHETHER OR NOT THERE
WERE ANY ABSENCES. Students are permitted to miss only five classes throughout the
program. These sheets provide written confirmation of attendance.
48 | Page
● Please watch your email for announcements for School of Continuing Studies events where you
can meet other faculty members, staff, students and graduates. These events include faculty
workshops, capstone presentations, and commencement celebrations.
49 | Page
Section III
Adult Students 101
This section includes several articles and critiques related to the instruction of the adult learner.
Imel, S. (1994). Guidelines for working with adult learners. ERIC Information Analysis Products. 154. 1-
5.
This article presents various ways to create an effective learning environment for adult students. It follows
the andragogical model, which uses a learner-centered instruction approach. The approach addresses the
needs and interests of adult learners. An ideal learning climate for adults includes a non-threatening, non-
judgmental atmosphere in which adults have permission and are expected to share in the responsibility of
their learning.
The first session of class should create the foundation for healthy learning partnerships among the class’s
students and set the tone for the remainder of the program. When there is the capability, use an informal
furniture arrangement for the classroom by arranging chairs in a circle. Allow time for introductions and
icebreakers and include information about the instructor. Group activities help develop peer relationships
and have a much greater influence on students than the traditional learner-teacher relationship. Therefore,
to break the traditional class lecture routine, instructors can incorporate group work by using small group
activities, brainstorming sessions, and ongoing small group sessions for larger projects. Also the
encouragement of study groups allows students to discuss and solve individual problems they may be
facing with class work. In addition, by including humor into classroom learning; for example, by the
instructor laughing at his/her own mistakes, students are able to understand making errors is a normal part
of the learning process.
Another important consideration for creating a comfortable classroom environment for adult students is to
consider the positions of adults who may have not experienced much equality in the classroom before.
Women, the elderly, the less affluent, minorities, disabled persons, and the educationally disadvantaged
may have an even greater feeling of disconnectedness than other adult students. Take into consideration
their expectations, behavior, and attitudes toward other people in the classroom when presenting various
subjects and topics. By engaging the entire classroom in processes that extend beyond stereotypical or
narrow examples, the belief that change and development is possible of all people will help these learners
to feel connected.
Assessing Student Learning
A few basic principles of assessment will help new instructors design effective assessment systems for
their classes. Assessment has a powerful effect on whether students learn concepts or just memorize
material for the next test. Building your tests and other assessment instruments on the major principles of
learning assessment, validity and reliability, is very important.
Valid tests and quizzes are based on course learning objectives since learning objective based tests
measure important and relevant learning. To increase validity, tests should be critiqued by another
instructor, administrator, or instructional consultant. A valid assessment instrument then, is one based on
the learning objectives of the course and checked for proper design by someone experienced in learning
assessment. Student complaints that tests “didn’t cover what was taught” indicate that our assessment
instrument was probably not valid for the course.
50 | Page
A reliable learning appraisal should consistently produce the same results. A reliable test is free from
errors of construction. For example, a short test will not adequately sample the range of student
knowledge. A reliable test employs a range of knowledge levels. Strive for reliability by including
questions on recall, application, analysis, evaluation and synthesis. In other words, devise questions that
require critical thinking. By teaching critical thinking skills in the subject area throughout the course,
instructors prepare students for reliable assessment later. Test only on what you teach directly or
indirectly through texts, media, case studies, class discussion and lecture.
Good assessment is continual. Assessments don’t have to be long formal tests; they can be a simple 30-
second response or a three-minute in-class paper. Since assessment has such a powerful influence on
what students learn as well as their academic careers, it is guided by a set of professional ethics. Students
expect confidentiality, fairness, openness and objectivity from their instructors. Every effort should be
made to assess student work fairly and return it promptly. The longer you delay returning tests and
assignments, the less educational value they have.
First-time instructors tend to be uncomfortable with the idea of assessing what has been taught.
Concerned that their tests will be too easy and everyone will get A’s, new instructors try to devise
difficult and complex assessments. Remember to look at the objectives for the course and use them as a
guide to what students should have learned.
Grading on the curve (norm-referenced) or grading students using a predetermined standard of excellence
(criterion referenced) are two ways of grading student performance. Try using as many different kinds of
assessments, multiple-choice, essay examinations, short reports, role play, presentations, research papers,
quizzes until you learn which appraisals give you the information you need to fairly assess your students.
Always state the test’s objectives and describe the grading criteria to your students before they take the
test.
At the beginning of each new semester, look over your assessment plan. Try new tests, test often, test
with variety, collaborate with other instructors, and innovate to make testing more of a learning
experience for you and your students.
51 | Page
The Adjunct Mentor Vol. 1 Num. 7
Donaldson, J. (1999). A model of college outcomes for adults. Adult Education Quarterly. 50. 24-40.
This article addresses the elements that affect undergraduate adult students’ learning and experiences in
college. In the past most research in this area has been conducted using traditional aged students who
have different perspectives, learning styles, and social/peer interactions than adult students. To
understand what affects adult students’ collegiate experiences, the research must first take into
consideration the pre-existing life-world experience most adult students hold. For example, unlike the
majority of traditional aged students, adult students have a far greater amount of rich personal experiences
which they use to link with new knowledge gained in the classroom. To attempt to create a better
understanding of the complex nature of adult students’ lives, the author created a model that links the
components of the student’s previous experiences and how they affect his/her undergraduate experiences.
The model presented discusses six major elements related to adult students’ undergraduate collegiate
experiences:
“(a) prior experiences and personal biographies; (b) psychosocial and value orientations; (c) adult
cognition; (d) the connecting classroom as the central avenue for social engagement on campus, for
defining the collegiate experience, and for negotiating meaning for learning; (e) life-world environment –
the different context in which adults live, defined by the roles they occupy in their various work, family,
and community settings, in which they learn and develop knowledge structures that differ from the
academic structures of the classroom; and (f) college outcomes – different types of outcomes such as
learning new content to finish a course, to really understand it, to apply it in authentic settings, and to use
it to improve the lives of others.” (Donaldson, 1999)
The first element, prior experience and personal biographies, discusses how adult students bring a large
array of personal experiences to the classroom. These experiences stem from prior schooling experiences
to real world experiences related to the adult’s role as a worker and/or family and community member.
These experiences affect the adult’s initial interactions with their college experience, influencing their
learning motivations, self-esteem, confidence, and responsibility.
The second element of the model, psychosocial and value orientations, determines how adult students’
evaluation of themselves affects their collegiate experience and the extent of which he/she commits to the
role of a student. Adult students often have concerns related to a fear of being too old or have a lack of
confidence in academic abilities. They also contend with various competing life roles, which may
minimize their ability to commit to their student role. However, despite these perceived short fallings,
adult students are able to redirect their attention to studies because they usually attend college with a clear
purpose in mind; to gain as much as possible from their college experience.
The connecting classroom, or third element, evaluates ways adult students use their classroom time
differently from traditional students. Many theorists believe that to have complete development of a
student, the student’s learning must encompass both the classroom and social or peer interactions. Adult
students, for the most part, spend little time on campus and have little social interaction with campus
social organizations. As a result of their limited interaction with the campus community, adult students
use their classroom experiences as a focal point of their learning. The successfulness of adult students’
learning depends on the relationship they have with their professor and fellow classmates. This is due to
the fact that they view the classroom as the “main stage for the creation and negotiation of meaning for
learning.” (Donaldson, 1999)
52 | Page
The fourth stage, adult cognition, focuses on prior knowledge and learning processes adults bring to the
classroom. While learning new information, they are able to connect it with previous experiences. By
doing this they are able to connect what they are learning with the real world and understand how it can
be usable; something inexperienced traditionally aged students may have difficulty with. Adult students’
previous life experiences also allow them to take a more serious approach to their studies. They have
gained the practical know-how to be better at the time management skills necessary to control their
approaches to learning, study habits, motivation levels, and personal resources. Also, because of their
previous life-world skills, they are able to separate the two worlds of academe and real life and decipher
which learning strategies are needed for each.
Life-world environment, the fifth element, focuses on the support system adult students have outside of
the classroom...for example; family, peers, and coworkers. While traditional aged students are limited to
the collegiate environment of being involved in on-campus social clubs and organizations, adult students
use their outside support systems to “serve as an out-of-class context for learning and act as alternative
avenues for conventional campus involvement.” (Donaldson, 1999) Within these outside support
systems, adults have similar reinforcing agents such as co-workers and supervisors that support the adult’s
return to higher education and help them persist through its sometimes-difficult climate.
The sixth element, college outcomes for adults, suggests that adult students’ learning outcomes are equal
to or sometimes greater than those of traditional aged students because they are seeking and achieving
different levels of outcomes related to their college experiences. Some of the areas adult students differ
from traditionally aged students are “a) where learning is required to pass an academic test; b) learning
actually increases their knowledge and understanding of the world; c) learning can be applied directly at
work, in families, or in other life situations; or d) learning can be used to help the larger community or for
the benefit of society.” (Donaldson, 1999) The author suggests that these higher-level outcomes could be
due to the fact that adult students distinguish the success of their learning and success in college
differently than traditionally aged students. They are not interested in playing what the author calls the
“academic game” of getting good grades and “achieving outcomes defined by the institution and its
faculty.” (Donaldson, 1999) Adult students are more concerned with how their learning and college
experiences will improve upon their life-world environments.
In conclusion, although adult students do not fit the developmental and outcome models set by previous
research that was created using traditionally aged students, they often times reap the same or better results
in their quest for higher education. Adult students are able to use the information they have learned in
more immediate and useful ways than traditional students. The models developed using only traditionally
aged students cannot be used as the only definition of what outcomes are possible from being involved in
higher education. Colleges and universities need to reevaluate their methods for producing the “well-
rounded student.” Leaning and social development does not necessarily have to be derived from on-
campus activities. Adult students now and will never have enough time to become involved in the full
spectrum of on-campus developmental activities. Therefore, as the author suggests, adult students need
additional means of learning by integrating class work that includes “action research in real-world
settings, addressing real-world problems and practices associated with work and family life, problem-
based learning applications, opportunities for peer teaching, and chances to create learning that will
benefit the community.” (Donaldson, 1999) Colleges can no longer ignore the increasing presence of
adult students; a segment that now encompasses more than 45% of the entire undergraduate student
population. By examining ways to integrate the adult students’ experiences, learning, and presence more
into the world of academe, both the college’s and student’s development will complement each other.
