Faculty members with questions may contact Julie Evak (jqe3@psu.edu)
\r\nDigital Measures is the Bellisario College's system for reporting faculty research, teaching, and service activities. Any questions can be directed to Tasha Bourjaily.
\r\n", "forms": [], "ogMetadataTitle": null, "ogMetadataDescription": null, "psuNewsFeedUrl": null, "twitterHandle": null, "internalScripts": [], "inlineScripts": null }, { "sectionId": "3", "typeId": "3", "authorId": "22750", "postDate": "2022-09-20T14:50:00-04:00", "expiryDate": null, "newParentId": null, "deletedWithEntryType": false, "id": 99948, "tempId": null, "draftId": null, "revisionId": null, "isProvisionalDraft": false, "uid": "a757880e-2676-4c04-b8b2-baf2684d7bd1", "siteSettingsId": 108892, "fieldLayoutId": 14, "structureId": 1, "contentId": 44577, "enabled": true, "archived": false, "siteId": 1, "title": "Events: Resources and Support", "slug": "events-resources-and-support", "uri": "faculty-staff-resources/events-resources-and-support", "dateCreated": "2022-09-20T14:50:10-04:00", "dateUpdated": "2023-09-06T13:19:03-04:00", "dateLastMerged": null, "dateDeleted": null, "root": 1, "lft": 4207, "rgt": 4208, "level": 2, "trashed": false, "isNewForSite": false, "canonicalId": 99948, "ref": "pages/events-resources-and-support", "status": "live", "url": "https://www.bellisario.psu.edu/faculty-staff-resources/events-resources-and-support", "headerImage": [], "pageSubhead": null, "contentBuilder": { "99983": { "type": "contentBlock", "enabled": true, "collapsed": false, "fields": { "contentArea": "Contact: Shannon Brace, bellisarioevents@psu.edu / 814-863-6250
If you're planning an event, no matter the size or type, or have a guest speaker visiting campus, please include Shannon in the process from the start.
The Finance Office (BellisarioFinance@psu.edu) provides financial and budgeting services to the college while maintaining fiscal controls through adherence to university policy and procedures. We oversee the fiscal management of the college as directed by the dean, including budgetary planning, set up of initial operating budgets, monitor cost collectors and close out expenditures at the end of each fiscal year.
\nWe also support the college as follows:
\n(All Finance Office personnel offices located in College Heights School, 721 N. Atherton St.)
Phone, 814-863-6138
Ray Shirey, Director of Finance and Administration
rbs5502@psu.edu
Lynn Maggs, Assistant Financial Officer
lmm38@psu.edu
Alyssa Conway, Financial Associate
azc5984@psu.edu
Dorie Glunt, Financial Associate
dlg44@psu.edu
Corby Williams, Financial Associate
cjw33@psu.edu
Purchasing Card Resources https://purchasing.psu.edu/purchasing-card
\nPurchasing Card Procedures https://guru.psu.edu/procedures/PC2009
\nBS14 Penn State Purchasing Card Policy https://policy.psu.edu/policies/bs14
\n\n\nAmazon Business visit this page https://purchasing.psu.edu/amazon-business to set up your Amazon Business Account with your @psu.edu email and take advantage of tax exempt purchasing on items sold by Amazon.com LLC and participating third party sellers; and business pricing and discounts.
\nTax Exemption Forms Did you know that Penn State is exempt from paying sales tax in the state of Pennsylvania as well as five other states? Visit this page https://purchasing.psu.edu/tax-exemption-forms to avoid incurring unnecessary taxes when you use your university purchasing card and to access Penn State’s tax-exempt letter and credit letter (Federal Identification Number).
\nWho What When Where and Why: Definitions and Examples
\nPenn State Travel Guidelines https://virusinfo.psu.edu/travel-guidelines/
\nPenn State Travel Policy https://policy.psu.edu/policies/tr02
Anthony Travel pennstate@anthonytravel.com 814-258-6111; 833-827-3331
\nTravel Reimbursement Checklist - CONUS
\nTravel Reimbursement Checklist - OCONUS
\nTraveling internationally? Please visit the Travel Safety Network to register your travel 30 days in advance and obtain approval at https://global.psu.edu/category/travel-safety-network
Professional Polices for Graduate Study
A Brief Gecap of a Grad Student Meeting with Dean Hardin
\nBy Megan Pietruszewski Norman
\nApplying and interviewing for jobs can be a daunting process. Recently, Bellisario graduate students had the opportunity to sit down with Dean Hardin to discuss an especially difficult part of the process: negotiating job offers. Dean Hardin walked us through some suggested steps, starting when you receive that exciting phone call offering you the job. Dean Hardin suggested doing two things right away during that first call: say thank you and ask when they need a decision. During that first call, you should avoid engaging in any negotiation. Instead, show that you’re excited to join the institution and understand their timeframe.
\nAfter that first phone call, Dean Hardin recommended doing your homework to understand the cost of living in the area (call a realtor!), look at comparative salaries if available, and do any other research about the culture of the institution. Essentially, you want to understand if this is a good offer and what else you might need to do your job effectively.
\nAfter doing some research, you can call back the hiring manager if you have more questions. You want to seek clarification before they need a decision. When it’s time for the next conversation and you’re ready to negotiate, consider how you’re asking. We’re in the communications field, so think about message framing! Dean Hardin said, at the end of the day, hiring managers want to know how you’re going to help their institutions. Frame every request in terms of how it’s going to benefit the institution. If you’re asking for additional money or resources, explain why. For instance, do you desire additional travel funding? Explain how those specific conferences are important to your research and will help you represent the university in specific ways. If you’re concerned about a heavy teaching load, you might explain that you think it would be difficult to get your research underway with the teaching assignments. Essentially, you want to explain how any requests will help you do your job better.
\nYou’ll also want to clarify any terms of the offer; for example, Dean Hardin suggested asking what summer opportunities are available or how paychecks are distributed (nine months or twelve months?). Again, be excited and say thank you. Lay out your concerns all at once. You want to avoid reaching out later with additional requests after the hiring manager may think you’ve shared all your concerns.
\nJob negotiations can be especially tricky with spousal hires. While hiring managers may differ, Dean Hardin recommended disclosing your need for spousal hire as soon as possible. Spousal hires often take time and coordination with other units, so it helps hiring managers to have long lead times. You might even want to share your situation with the hiring manager in that first phone call.
\nYou’ll want to list out the parameters and seek confirmation over the phone before the offer letter comes in writing. In sum, be excited, be polite, and advocate for what you need to do your job most effectively. And – congratulations on the job offer!
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", "forms": [], "ogMetadataTitle": null, "ogMetadataDescription": null, "psuNewsFeedUrl": null, "twitterHandle": null, "internalScripts": [], "inlineScripts": null }, { "sectionId": "3", "typeId": "3", "authorId": "21942", "postDate": "2022-08-24T10:10:00-04:00", "expiryDate": null, "newParentId": null, "deletedWithEntryType": false, "id": 97164, "tempId": null, "draftId": null, "revisionId": null, "isProvisionalDraft": false, "uid": "4cf29539-284e-49cc-923f-f74fdfe5b8ee", "siteSettingsId": 106039, "fieldLayoutId": 14, "structureId": 1, "contentId": 43958, "enabled": true, "archived": false, "siteId": 1, "title": "Research Resources", "slug": "research-resources", "uri": "faculty-staff-resources/research-resources", "dateCreated": "2022-08-24T10:10:10-04:00", "dateUpdated": "2023-02-28T16:20:03-05:00", "dateLastMerged": null, "dateDeleted": null, "root": 1, "lft": 4283, "rgt": 4284, "level": 2, "trashed": false, "isNewForSite": false, "canonicalId": 97164, "ref": "pages/research-resources", "status": "live", "url": "https://www.bellisario.psu.edu/faculty-staff-resources/research-resources", "headerImage": [], "pageSubhead": null, "contentBuilder": [], "pageContent": "Semester: Fall 2025
\r\nAs we move into the next semester, please remember to add the required topics to your syllabi. Below you will find a list of requirements, explanations of policies, and links to recommended language that can be used in your syllabi.
\r\nSyllabus policy and practice
\r\nMore information about policies can be found here:
\r\nEmergency Exit in Classrooms
\r\nFour topics below – academic integrity, educational equity/reporting bias, disability accommodations, and counseling and psychological services – must be addressed in your syllabus. Language about artificial intelligence is optional but recommended. Below are links to language that you may copy and paste into your syllabus. This includes all required sections, according to University guidelines.
\r\nExample Academic Integrity Statement
\r\nAcademic integrity is the pursuit of scholarly activity in an open, honest, and responsible manner. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State University, and all members of the University community are expected to act in accordance with this principle.
\r\nAccording to Penn State policy G-9: Academic Integrity, an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
\r\nStudents facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity). Attempted drops will be prevented or reversed, and students will be expected to complete coursework and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
\r\nRecommended Addendum for Assessment Instructions
\r\nThe following is an example of an abbreviated syllabus statement that educators could include with their assessment instructions. It has been endorsed by the members of the University Academic Integrity Leadership Community.
\r\nYou must complete this work entirely on your own. You may not assist other students or use any online sites (e.g., Course Hero or Chegg), technologies (e.g., ChatGPT, language translators), tools, or sources that are prohibited. If your instructor permits the use of ideas, images, or word phrases created by another person or by generative technology, you must identify their source. You may not share any information about, or from, this assessment with others. If you have questions about these instructions, you should discuss them with your instructor before you begin”
\r\nExample Disability Accommodation Statement
\r\nPenn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities. Student Disability Resources (SDR) website provides contact information for every Penn State campus. For further information, please visit Student Disability Resources website.
\r\nIn order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation: See documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early as possible. You must follow this process for every semester that you request accommodations.
\r\nExample Counseling and Psychological Services Statement
\r\nMany students at Penn State face personal challenges or have psychological needs that may interfere with their academic progress, social development, or emotional wellbeing. The university offers a variety of confidential services to help you through difficult times, including individual and group counseling, crisis intervention, consultations, online chats, and mental health screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of clients’ cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity and sexual orientation.
\r\nCounseling and Psychological Services at University Park (CAPS): 814-863-0395
\r\nCounseling and Psychological Services at Commonwealth Campuses
\r\nPenn State Crisis Line (24 hours/ 7 days/week): 877-229-6400
\r\nCrisis Text Line (24 hours/7 days/week): Text LIONS to 741741
Example Educational Equity/Report Bias Statements
\r\nPenn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Below are explanations of policies related to classroom activities and office hours.
\r\nOffice hours
\r\nFull-time faculty must hold a minimum of four office hours per week and post the hours in a place where students can easily access them (eg. Canvas, office door). Part-time faculty are not required to hold office hours but must be available to students outside of class times.
\r\nExams
\r\nFinal exams or any assessments (including projects, tests, quizzes, etc.) worth more than 10% of the student grade should not be assigned for the final week of classes. Instead, they should be scheduled during the final exam week. For complete details see https://www.registrar.psu.edu/exams/final-exams.cfm.
\r\nAttendance
\r\nInstructors should clearly communicate their expectations and policies related to class attendance and evaluation in their syllabus at the beginning of the semester. Instructors should provide, within reason, the opportunity to make up work for students who miss classes for legitimate but unavoidable reasons. See University Faculty Senate Policy 42-27. The instructor may require use of the class absence form . Even if the absence meets the expectations of University policies, in some situations, making up missed classes or missed evaluative events may not be possible.
\r\nInstruction Modes
\r\nIn Person (P): Class meets in person at days/times listed. Instructors can offer up to less than 25 percent of an in-person class remotely (synchronously or asynchronously), a flexibility to manage their own absences, whether due to illness or other unavoidable circumstances, during travel, or for pedagogical reasons.
\r\nRemote Asynchronous (RA): Class meets remotely. 100% of the class will be taught remotely asynchronously.
\r\nRemote Synchronous (RS): Class meets remotely at days/times listed. 100% of the class will be taught remotely synchronously. Instructors can offer up to less than 25 percent of a Remote Synchronous class remotely asynchronously, a flexibility to manage their own absences, whether due to illness or other unavoidable circumstances, during travel, or for pedagogical reasons.
\r\nMore information on course modes can be found at https://www.registrar.psu.edu/registration/instruction-modes.cfm
\r\nThe Student Educational Experience Questionnaire (SEEQ): Penn State’s instrument for gathering student feedback.
\r\nAll SEEQs in the Bellisario College of Communications courses are online. Remind and encourage students at least three weeks before the end date of the class to complete the evaluations. SEEQs can be completed in the classroom, provided that the instructor is not present. See http://www.srte.psu.edu/FAQ/ for more information about SEEQs.
\r\nAdoption of textbooks and other required items
\r\nAdoption deadlines are earlier than in the past to comply with recent federal legislation. The deadlines are:
\r\n• For Fall semester, April 1
\r\n• For Spring semester, Oct. 1
\r\n• For Summer semester, March 1
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\nSubmit your request HERE.
\nTop Performers: Consider recruiting from the top 5 students in your grade book. These students have demonstrated strong subject knowledge and academic performance.
\nEngaged Students: Identify and connect with students who show a genuine interest in the subject matter. Look for those actively participating in class discussions, asking questions, and engaging with the material.
\nPersonal Connection: Reach out to potential UGTAs personally. Discuss assistantship opportunities, responsibilities, and benefits. Highlight how this experience can enhance their skills, provide mentorship, and contribute to their overall academic journey.
\n5th\nsemester standing
\nGPA of 3.0 or better
\nAlready taken the class and received an A- or better
\nCourse sections with 1-39 students may hire a UGTA for credit
\nCourse sections with 40-99 students may hire a paid UGTA up to 5 hours/week
\nCourse sections with 100+ students may hire a paid UGTA up to 10 hours/week (or two UGTAs at 5 hours/week)
\nCourse sections with 40+ students may employ UGTAs for credit in addition to the paid UGTAs if needed
\nPaid UGTAs: are offered to instructors with 40 or more students in their section. Instructors should attempt to recruit an appropriate UGTA for the course.
\nPaid $12/hr. Please monitor UGTAs time closely and pay only hours worked.
\nFor Credit UGTAs are offered to any instructor with any number of students in their section. Instructors should attempt to recruit an appropriate UGTA for the course.
\n1 credit = 40 hours per semester (2.5 hours per week)
\n2 credits = 80 hours per semester (5 hours per week)
\n3 credits = 120 hours per semester (8 hours per week)
\nUGTAs work with their faculty instructor to transform courses by creating environments in which students can interact with one another, engage in collaborative problem solving, articulate and defend their ideas, connect to Bellisario College resources, and discuss aspects of their Penn State experience.
\nElevate your teaching experience, foster student engagement, and enhance course delivery!
\nSubmit your request HERE.
\nInformation for student applicants can be found HERE, or go to the Student Resources/Undergraduate Teaching and Research Opportunities page.
Faculty members who hire a UGTA should be willing to use their expertise to enhance student success in the classroom and provide valuable mentoring to the assistant.
\nFaculty Responsibilities:
\nFirst Day of Class
Explain the role of the assistant to students enrolled in class.
\nAllow assistants to introduce themselves.
\nCommunication with Assistants
Meet with assistants on a regular basis (usually once a week or biweekly) to brief them on upcoming class lessons and/or weekly activities.
\nProvide performance feedback to assistants at mid-semester and at the end of the semester.
\nClass Preparation
Provide assistants with plenty of time for them to prepare any materials to be distributed to students.
\nCheck with assistants 10 minutes prior to class to determine if anything needs to be done.
\nCoaching in Class
Invite assistants to help with group and individual work during class.
\nInform assistants of likely misconceptions or common difficulties that students will face.
\nEquip assistants with helpful hints, problem solutions, and/or probing questions to be used with students.
\nIf necessary, assign assistants to specific teams to help keep students on task.
\nTeam Management
Provide assistants with information and guidelines for constructing teams for the course.
\nOutline role of assistant in intervening with troubled teams.
\nBrief assistants on what teams should be doing during in-class group activities (e.g., give assistants key questions to ask of groups), so that assistants know how to help keep teams on task.
\nGive assistants access to team notes, Canvas group workspaces, and projects so they can monitor teams.
\nClassroom Management
Give assistants the necessary access to see course materials in advance.
\nOutline attendance procedures and any other procedures for which assistants are responsible.
\nDetermine whether you will ask assistants to help maintain desired classroom environment.
\nProvide guidelines to assistants on what to say and what not to say when monitoring quizzes and exams.
\nFeedback on Students’ Learning
Determine if you want assistants to set up electronic forums to collect student questions.
\nDesign surveys with assistants if you want to collect information on how students are learning.
\nGrading and Written Feedback on Students’ Work
\nDirect assistants on the kind of feedback to provide on homework assignments and projects
Define expectations for how grading should be done. UGTAs should only grade Pass/Fail assignments
\nTeaching
Coach assistants in professional skills needed for any labs, recitations, etc.
\nAssist in preparing and/or reviewing materials for assistants to use in labs, recitations, etc.
\nUGTA Responsibilities:
\nMandatory responsibilities include:
Meet with the supervising instructor in and outside of class, as determined by the instructor
\nCommunicate effectively with the supervising instructor, any additional teaching staff, and enrolled students
\nPrepare for specific teaching- and learning-related assignments
\nAdditional responsibilities could include:
Explain course concepts to individual students or groups
\nHelp with in-class activities, group projects, specialized software, or virtual labs
\nProvide feedback on writing and other assignments
\nOut of class tutoring
\nTroubleshoot course technology
\nHold office hours
\nGrading (pass/fail assessment)
\nOther learning-focused responsibilities
\nDepending on how quickly the hiring process proceeds, the start date could be as early as the Friday before classes begin. Additionally, UGTAs may begin working with instructors online before classes officially start.
\nThe end date is the last day of Finals Week, or whatever earlier date you as the instructor sets. UGTAs are asked to make end of semester travel plans accordingly.
\nDuring their first semester of work as a UGTA, all assistants must complete the Bellisario College’s Leadership and Technology for Communications Instruction course, COMM 497, offered asynchronously in Canvas. This is a 1-credit course and involves seven, 1-hour learning sessions. This only needs to be completed once.
\nThe COMM 497 learning modules include tech tools training, meta cognition, inclusive teaching, managing teams and working with rubrics.
\nMATCHED:\nFaculty member and student have established a mutual verbal agreement that they would like to work together; student selects ‘matched’ application.
\nGENERAL POOL:\nStudent submits an ‘unmatched’ application; college places qualified student where needed.
\nIf you have a qualified student that you’d like to work with, please ask them to select the ‘matched’ application when applying. Please note that not all faculty requests for a UGTA are filled. We cannot guarantee an assigned UGTA unless you specify a student you would like to work with. In this situation, the student would fill out the ‘Matched’ application.
\nYou will receive an email notification when student offers are extended for your section(s).
\nFor UGTA questions or concerns, please connect with Shilo Brown at CommUGA@psu.edu
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The Bellisario College has digital badges available through Credly to provide to students. At present, we offer seven different badges.
\nBadges are digital technology used to represent competencies, skills and knowledge students have achieved through specific learning experiences. Learners can upload badges to platforms such as LinkedIn or include badges on Resumes/CVs to recognize their achievements.
" } }, "176708": { "type": "photos", "enabled": true, "collapsed": false, "fields": { "image": [ "176750" ], "imageDescription": "Badge samples", "imageCaption": null, "imageAlignment": "center", "columnSpan": "half" } }, "176709": { "type": "contentBlock", "enabled": true, "collapsed": false, "fields": { "contentArea": "For faculty who are interested in providing badges to students, the following information will provide:
\nBadgeable learning experiences are short, very focused learning experiences that fill knowledge or skills gaps not addressed in the curriculum. These learning experiences offer students workforce-ready skills or knowledge that can better equip them for the job market. Specific examples include:
\nThe learning experience should include:
\nThese learning experiences should also be:
\nFor questions about this process, please contact Michelle Baker at mkd155@psu.edu.
\nClick here to complete Intake form.
Complete this form to begin the badging process.
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Purpose: To create a peer mentorship program that will help new faculty build professional connections, transition smoothly into the college, and access resources in the college and university effectively.
\nRationale:\nMentorship of new faculty addresses potential issues and provides opportunities that lead to many positive outcomes, such as job satisfaction and retention. Research suggests that faculty mentorship can help new faculty with work/life balance and finding access to resources and support in their early years. Mentors can help new faculty better understand traditions, policies, and institutional culture. Through their experience and connections, mentors can help mentees build professional networks and access opportunities that lead to career development and professional growth. They can also act as accountability partners, offer teaching tips/guidelines, and help mentees become familiarity with the campus and classroom technology. Mentorship is a particularly powerful predictor of success for women and people of color in higher education. The program outlined below was designed to maximize these benefits for new faculty in the college.
\nAll new full-time faculty will be assigned a mentor. Preferably, new tenure-line faculty should be matched with tenure-line mentors and new teaching faculty with teaching faculty mentors.
\nThe official length of the mentor-mentee relationship will be two academic years. Faculty may choose to continue the mentorship relationship beyond two years at their discretion. A mentor or mentee may request a reassignment after one year if they believe the relationship is not beneficial for the mentee.
\nSelecting mentors: Department heads and the associate dean for academic affairs will collaborate to identify appropriate mentors for new faculty.
\nAn appropriate mentor would include faculty in good standing who have demonstrated excellent performance in the area of mentorship (teaching and/or research/creative scholarship) and possess the ability to work well with others. Efforts should be made to match the areas of teaching and research/creative scholarship between mentor and mentee. Most likely the mentor and mentee will be housed in the same dept/program.
\nMentors and mentees will be invited to a Mentorship Luncheon during the new faculty orientation. This will offer an opportunity for the mentor-mentee pairs to get acquainted and learn more about the mentorship program. In addition, the pair will be expected to engage in the following ways.
The mentor-mentee pairs should discuss parameters for their work together. Are there specific time constraints or needs to be addressed?
\nOne area within academic affairs that benefits the most from mentorship is teaching. Teaching is a requirement of all faculty (both tenure line and teaching-focused). The associate dean for academic affairs will provide opportunities for teaching mentorship pairs to engage in meaningful activities and training in this area and will be a point of contact for mentorship pairs with questions. Activities may include lunch-and-learn activities and webinars that they can participate in.
\nMentorship pairs should meet and discuss priorities for their teaching work. Pairs may want to set one or two goals to help guide the work for the year (consider consulting department heads about these goals).
\nGoals may include making progress in one of the following areas or other areas relevant to teaching and instruction.\n\n
\nTime management • Classroom management • Using technology in the classroom • Teaching strategy and activities • Student motivations • Engaging with students • Managing stress • Course schedule development • Assessments/grading • Preparing and reviewing appropriate assignments • Teaching observations
\nFaculty annual reviews include a teaching self-assessment. Mentees are encouraged to share their self-assessment with their mentor for feedback. Mentees may also consider inviting a teaching mentor to observe their classes or ask to observe the class of the mentor.
\nNew tenure-track faculty will be assigned a tenure-track mentor for their first two years in the college. The associate dean for graduate programs and research will provide opportunities for mentorship pairs to attend sessions or work with lab groups. This may include attending the Research Brownbag series held by the college.
\nMentorship pairs should meet and discuss the research/creative needs that new faculty anticipate in their first years of work. Mentors should help identify resources and connect mentees with professional networks that can support their work. Pairs may want to set one or two goals to help guide the work for the first two years (consider consulting department heads about these goals).
\nBelow are some areas that the pair may want to prioritize.
\n
Recommend resources/training • Point faculty to funding sources • Collaborate on research • Introduce faculty to potential collaborators • Finding an appropriate research lab group for the mentee
\nDepartment heads should regularly check in with mentorship pairs to see if additional support is needed. At the end of the academic year, the associate deans will solicit feedback from mentors and mentees about their experiences. Adjustments to the program will be made as needed.
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\n\nAcademic integrity mandates the pursuit of teaching, learning, research, and creative activity in an open, honest, and responsible manner. An academic community that values integrity promotes the highest levels of personal honesty, respect for the rights, property, and dignity of others, and fosters an environment in which students and scholars can enjoy the fruits of their efforts. Academic integrity includes a commitment neither to engage in acts of falsification, misrepresentation, or deception, nor to tolerate such acts by other members of the community.
\nAcademic integrity is a fundamental value at Penn State. It must be at the heart of all our endeavors and must guide our actions every day as students and as members of the faculty, administration, and staff. Because we expect new and continuing members of the University community to meet the high standards that are the foundation of a Penn State education, this message must be clear and reinforced frequently.
\nThe Donald P. Bellisario College of Communications, in agreement with these principles, seeks to foster an environment of academic trust and integrity within its student body. Consistent with Senate Policy 49-20, the Bellisario College shall establish a Committee on Academic Integrity to be comprised as follows: Three faculty members (at least one tenured member with graduate faculty status who will serve as Chair) appointed by the Dean; two students chosen by the Dean from a list of nominees provided by the Bellisario College; and a Department Head from within the Bellisario College. The Associate Dean for Academic Affairs will provide administrative support. The faculty members shall serve two-year terms. The student members may be appointed for one or two years and should be declared majors within the Bellisario College.
\nThe Committee is charged to develop and maintain a statement of principles of academic integrity suitable for inclusion in course syllabi and consistent with Senate and administrative policies. The faculty shall be asked to include that statement of academic integrity in all course syllabi and review that policy with students during the first week of classes.
\nThe Chair of the Committee (or designate) shall participate in all orientation programs held for new students at the beginning of each semester to review the academic integrity policies and procedures.
\nThe Associate Dean shall ensure that all full-time and part-time faculty members are informed of the Bellisario College’s statement on academic integrity and that the statement and associated policy are part of the faculty orientation and faculty development procedures.
\nThe Committee shall hear all cases involving violations of academic integrity formally brought to its attention. The starting point for all such cases is the faculty member bringing the charge. To formally process the complaint, the faculty member shall notify the Coordinator of Undergraduate Education in the office of the Associate Dean. The Associate Dean shall convene the Committee once a formal complaint has been contested.
\nThe process for adjudicating a formal complaint shall be as follows:
\nWhen Academic Dishonesty is Suspected
The faculty member must explain to the student the specific academic integrity policies at issue.
\nIf the Student Accepts Responsibility for the Violation and the Proposed Academic Sanction
\nIf the Student Does Not Admit Responsibility for an Academic Integrity Violation
\nNothing in this Policy or Procedure shall be contrary to the policies and procedures outlined in Research Administration Policy RA-10 or Administrative Policy AD-47 which set forth statement of general standards of professional ethics within the academic community, and which provide procedures to follow in cases of alleged misconduct in research or other scholarly activities that are normally handled through research administration channels.
\n\n\nAcademic Integrity: Academic integrity is the pursuit of scholarly and creative activity in an open, honest and responsible manner, free from fraud and deception, and is an educational objective of the Donald P. Bellisario College of Communications and the University. Cheating, including plagiarism, falsification of research data, using the same assignment for more than one class, turning in someone else’s work, or passively allowing others to copy your work, will result in academic penalties at the discretion of the instructor. In serious cases it could also result in suspension or dismissal from the University or in the grade of “XF’ (failed for academic dishonesty) being put on your permanent transcript.
\nAs students studying communication, you should understand and avoid plagiarism (presenting the work of others as your own). An online training module, with examples, can be found at https://academicintegrity.psu.edu/.
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