Syllabus

GEOG 861 Syllabus:

This syllabus is divided into seven sections. It is essential that you read the syllabus as well as material covered in the Course Orientation. Together, these serve the role of the course "contract" between the student and the instructor.

Instructor
Course Overview
Course Goals
Required Course Materials
Assignments and Grading
Course Schedule
Course Policies

1. Instructor

Instructor: Dr. Fritz C. Kessler
Office Phone: (814) 863-1508 (The country code for the United States is 1)
Email: Please use the course email system (see the Inbox tab in Canvas)

Frequency of checking and responding to discussion forums and email
- The instructor checks email and discussion forms for new messages/posts on a daily basis.
- Remember, the discussion forums are designed as a place to have a discussion among the students and not a question and answer session between a student and an instructor. While the instructor may see the discussion forum post, an immediate response may not necessarily occur until other students in the class respond.
- Email messages sent directly to the instructor will get a response within 24 hours, if not sooner.

2. Course Overview

GEOG 861: The Earth is Round and Maps are Flat: Spatial Reference Systems for GIS

This class cultivates a working knowledge of geodetic datums, map projections, and grid systems that professionals need to process geospatial data effectively for mapping and analysis.
Prerequisites: GEOG 484 or permission of the instructor.

This course discusses three fundamental mapping topics: geodetic datums, map projections, and grid systems.

2.1. Geodetic Datums

Generally speaking, a geodetic datum is a mathematical model that describes Earth’s size and shape. More specifically, a geodetic datum...

is a set of constants specifying the coordinate system used for geodetic control
is combined with the coordinate system and the set of all points and lines whose coordinates, lengths, and directions have been determined by measurement and calculation and applied to Earth's surface

The first definition is realized, for example, by specifying an ellipsoid and associated origin and orientation information. This definition represents an idealization of a geodetic datum - not attached to Earth's surface . The second definition, which is prevalent in mapping and charting, is realized, for example, by specification of ellipsoid, origin, and orientation in combination with a self-consistent set of observed reference coordinates. This second definition expresses the realization of a geodetic datum by attaching it to Earth's surface thus making it useable. Geodetic datums are important to many applications such as surveying, mapping, and navigation as different datums each provide positions and heights with varied accuracies. Geometric datums (historically referred to as horizontal datums)accurately set the origin of Earth’s latitude and longitude network (providing horizontal control). Geopotential datums (historically called vertical datums) set the origin for heights (providing vertical control). Geometric datums can be divided into those that quantify local and global geographic extents. Local geometric datums such as the North American Datum of 1927 (NAD27) were developed to accurately represent localized areas (i.e., North America). Other geometric datums such as the World Geodetic Survey of 1984 (WGS84) were developed to accurately represent the entire world. Hundreds of geometric datums have been developed, each trying to model Earth’s size and shape more accurately than another. Using the wrong datum for a geographic location can lead to considerable error in horizontal coordinate accuracies. Geopotential datums have been developed to model heights across Earth's surface. Generally, three types of datums have been developed establishing control for heights. For example, tidal variations measured over a set time period are called tidal datums, orthomertic datums are based on Earth's gravity, and ellipsoid datums report ellipsoid heights. Geopotential datums define exact heights and are important in mapping activities such as flood plain mapping. If you work with spatial data, you need to be aware of differences in positioning and heights that geometric and geopotential datums provide and how those differences will impact your mapping activities.

2.2. Map Projections

Map projections are mathematical formulae by which geographical coordinates representing positions on Earth (i.e., latitude and longitude) that are transformed to 2D plane coordinates and represent locations on two-dimensional maps. A natural consequence of the projection process is distortion. No map is an error-free representation of Earth’s two-dimensional curved surface. Distortion can negatively impact various kinds of measurement tasks that are carried out on a map. Knowledge of distortion patterns on a map is important to understand so that distortion can be mitigated over the mapped area leading to accurate map analysis. Map projection formulae are implemented as algorithms in geographic information systems (GIS), image processing, and other kinds of mapping and analysis software. Although many types of map projections are available, only certain types are well suited to any given mapping or analysis task. There is no best map projection and selecting a map projection involves compromises and trade-offs. Furthermore, since GIS often involves merging multiple datasets, each of which is likely to be the product of a different projection, GIS professionals need to be knowledgeable about this specialized topic.

There is often confusion between the role of a map projection versus a geodetic datum. Essentially, a geodetic datum provides accurate positions and heights. A map projection has no mechanism to provide geodetic control. Rather, a map projection simply arranges lines of latitude and longitude on a plane. For example, regardless of the map projection chosen to make a map, a point on the map with a latitude of 40°N will always represent 40°N. However, depending on the chosen geodetic datum, a point on Earth's surface (the center of the Washington Monument) will have different coordinate values. For example, Table 1 shows the various latitude values of Washington Monument according to three different geodetic datums.


TABLE 1. Latitude values for the Washington Monument, Washington D.C. (values obtained from NCAT)
WGS 1984	NAD 1927	NAD 1983(1986)
38.889484 (38° 53' 22.1424''N)	38.8893727401 (38° 53′ 21.74186″ N)	38.8894839194 (38° 53′ 22.14211″ N)

2.3. Grid Systems

Grid systems are Cartesian coordinate systems that are overlaid on top of an existing map projection. The purpose of a grid system is to simplify measurement tasks carried out on maps such as distance, angles, and direction. One of the more commonly used grid systems that provide worldwide coverage is the Universal Transverse Mercator or UTM. By carefully choosing a map projection and specifying the projection parameters, distortion throughout the mapped area can be minimized. This process leads to the employment of a suitable grid system that will result in achieving certain accuracy levels of measurement. Grid systems are usually associated with large scale mapping activities. Thus, GIS users need to be familiar with the development of a grid system, the underlying distortion from the map projection, and how measurement accuracy can be assessed when using a grid system.

The course will be divided into 10 weeks. This course requires a minimum of 10-12 hours of student activity each week.

What will be expected of you?

Like any graduate-level course, you will be challenged to move beyond the knowledge and skills that you bring to the class. This is a three (3)-credit course, you should expect to be busy; as a rough estimate, you should allow at least 10-12 hours per week for class assignments. Included in the 10-12 hours each week is time to complete projects and related activities. The concepts in this class are challenging. Yes, there will be math involved. You'll be glad to know that you don't have to show up for class at a certain time! To avoid late penalties, you need to complete every assignment before the published deadline.

During the term, I encourage everyone to use the class discussion forums or email to help each other find relevant materials, learn about map projections, and complete each assignment. I can always be contacted via class email and will check my account daily during the week (and typically at least once each weekend). If I am traveling, I may check somewhat less frequently, but I will alert you of this beforehand.

My colleagues and I have worked hard to make this the most effective and convenient educational experience possible. How much and how well you learn is ultimately up to you. You will succeed if you are diligent about keeping up with the class schedule and if you take advantage of opportunities to communicate with me, as well as with your fellow students.

For a more detailed look at what will be covered in each lesson, as well as due dates for our assignments and activities, please refer to the semester-specific course schedule that is part of this syllabus (see "Course Schedule").

3. Course Goals

GEOG 861 will provide students with an understanding of the concepts, terminology, and processes that will be useful in manipulating and handling datums, map projections, and coordinate systems.

At the successful completion of this course, students should be able to:

learn the often complex terminology that is associated with geodetic datums, map projections, and grid systems
use that terminology to modify and adjust geodetic datum, map projection, and grid system parameters for specific mapping purpose outcomes
contrast the differences between a geometric and geopotential datum and the characteristics that define each
explain why a specific geodetic datum, map projection, and grid system was adopted for various mapping situations in the GIS environment
understand how to weave through the often complex GIS environment’s interface when specifying geodetic datum, map projection, and grid system parameters
understand what impacts will occur as map projection parameters and geodetic datum definitions are modified for a specific coordinate system
transform datasets from one geodetic datum to another geodetic datum
perform a coordinate conversion from one map projection into a different map projection
integrate disparate geodetic datums, map projections, and grid systems into a GIS environment, paying particular attention to the processes involved in aligning all datasets into a single coordinate system definition
explain the mathematical processes involved in coordinate conversions and geodetic datum transformations

Educational objectives for each lesson are listed in the Course Schedule.

4. Required Course Materials

In order to take this course, you need to have the required course materials and an active Penn State Access Account user ID and password (used to access the online course resources). If you have any questions about obtaining or activating your Penn State Access Account, please contact the Outreach Helpdesk.

ArcGIS Pro: For many of the assignments, you will be using ArcGIS Pro. You should be running version 2.7 or later. If you need to upgrade to the latest version you should visit the Frequently Asked Questions for the GIS Certificate and MGIS Degree Programs.
Geocart: In addition to using ArcGIS Pro, you will use map projection software package called Geocart. You will need to acquire Geocart for this course. The software is available online at the Geocart website. There are two software options for you.
- The "Demo" version offers the full capabilities needed for the lessons in this class. Of course, the benefit of this version is that it is free. We all like free stuff. The one issue you will have to put up with is the output will have a "Demo Version" watermark on all images.
- If you would like to explore purchasing options, look under the Purchase tab. There are several different versions of Geocart. The "Limited Student" option is available for $100.00 USD. The main difference between the various versions is the included geographic databases. For our purposes in this class, you can select the Limited Student License that provides all of the map projection functionality found with the Professional License, but without the extensive geographic databases. You will use this software for a considerable portion of the course, and is designed to supplement map projection functionality that is not present with ArcGIS Pro’s coordinate systems tools.

Required Reading

Sickle, Jan Van. 2010. Basic GIS Coordinates. 3rd edition. Boca Raton, Florida: CRC Press (ISBN: 9781498774628).

This is the third edition of a very accessible text covering the fundamental topics covered in this class. Gives a very understandable perspective on the same topics covered in this class, using a minimal amount of mathematics. Highly recommended!

5. Assignments and Grading

Students earn grades that reflect the extent to which they achieve the learning objectives listed above. Opportunities to demonstrate learning include the following, and grades will be based on points assigned to each of several components of the course as follows:

Weekly Projects (comprising of approximately 70% of the course grade): Each lesson concludes with a hands-on project to be completed individually by the student. See the course Calendar for project due dates.
Weekly Quizzes (comprising of approximately 20% of the course grade): A quiz will be held at the end of each lesson to test the student's comprehension of class materials and other reading as required.
Class participation: (comprising of approximately 10% of the course grade) Individual participation via each week's online discussion forum.

Letter grades will be based on the following percentages:

Letter grades and percentages
Letter Grade	Percentage Range
A	90-100%
A-	87.5-89.9%
B+	85-87.4%
B	80-84.9%
B-	77.5-79.9%
C+	75-77.4%
C	70-74.9%
D	60-69.9%
F	<60%
X	Unsatisfactory (student did not participate)

Percentages refer to the proportion of all possible points earned by the student.

Late Assignments

Students are expected to turn all required materials in on time according to the published course calendar. If an assignment is turned in late, there is an automatic 10% reduction in your grade for that late assignment. No exceptions. Everyone is busy with their personal and professional endeavors. However, this full schedule does not remove your responsibility to meet weekly deadlines for turning in course materials on time.

6. GEOG 861 Course Schedule

Printable Schedule

Below you will find a summary of the lesson objectives for this course and the associated time frames. Assignment information will be located on each lesson's checklist. This course is 10 weeks in length, with an orientation week preceding the official start of the course. Each lesson is one week long and opens on Wednesday.

Lesson 0: Orientation
Date:	Week 0
Objectives:	At the successful completion of the Course Orientation, students should be able to: navigate between this course text and the Canvas course management system; articulate your expectations about how and what you will learn in your online course; understand how and what instructors expect you to learn in your online course; locate key information about the course, including assignments, due dates, technical information, places to get help, and course policies; understand course policies, including academic integrity; communicate with instructors and fellow students.
Readings:	Course Orientation Material
Activities and Assignments:	Complete the Initial Course Survey. Introduce yourself to your colleagues. Review the Course Syllabus.

Lesson 1: Coordinate Reference Systems and the EPSG Geodetic Parameter Database
Date:	Week 1
Objectives:	At the successful completion of this lesson, students should be able to: recognize the components that characterize a geographic coordinate system and a projected coordinate system; distinguish the basic differences between a datum and datum transformation, the map projection process, and coordinate conversions; understand the basics of WKID/WKTX codes and their use in identifying a component of a CRS; become familiar with working through the EPSG Geodetic Parameter Database retrieving information about CRS and their components.
Activities and Assignments:	Complete Project 1. In the Word document provided, answer questions that assess the results of your exploring the EPSG Geodetic Parameter Database. Where specified, include 1) .jpg images of the different results obtained from your working with coordinate systems and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 1 on the importance of the EPSG Geodetic Parameter Database. Take the Lesson 1 quiz.

Lesson 2: Horizontal Datum Fundamentals
Date:	Week 2
Objectives:	At the successful completion of this lesson, students should be able to: explain the evolution of defining Earth’s complicated shape and size; define a horizontal datum; discuss the role that geocentric and geodetic latitude and the radii of curvature play in horizontal datums; describe the differences between a terrestrial reference frame (TRF) and terrestrial reference system (TRS); describe the components of a reference ellipsoid and how they define a datum; explain the differences between a local and a global datum and for what purpose each is suited; explain the evolution of NAD83 and its limitations and why NSRS2022 is needed.
Activities and Assignments:	Complete Project 2. In a Word document, answer the questions within the lesson that focuses on Earth's complicated shape and how horizontal datums can be used to model that shape. Where specified, include 1) .jpg images of the different results obtained from your working with datum transformations and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 2 about how coordinate systems impact measurement activities. Take the Lesson 2 quiz.

Lesson 3: Horizontal Datum Transformation Methods
Date:	Week 3
Objectives:	At the successful completion of this lesson, students should be able to: explain why a horizontal datum transformation is needed; explain the basic types of horizontal datums; explain the differences between a three and seven parameter transformation on a dataset; describe the reasons when a geocentric or Molodensky transformation would be appropriate; carry out a horizontal datum transformation in ArcGIS Pro; report the advantages of a grid-based datum transformation such as HARN; conduct a double-step datum transformation; create a customized set of transformation parameters for a three-parameter datum transformation.
Activities and Assignments:	Complete Project 3. In a word document, answer the questions within the lesson that deals with horizontal datum transformations and their variants. Where specified, include 1) .jpg images of the different results obtained from your working with datum transformations and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 3 about how grid systems impact the measurement activities. Take the Lesson 3 quiz.

Lesson 4: Vertical Datum and Transformations
Date:	Week 4
Objectives:	At the successful completion of this lesson, students should be able to: explain what is a vertical datum and how it differs from a horizontal datum; summarize the history of vertical datum development in the United States; discuss the reasons why the NGVD29 and NAVD88 vertical datums have been replaced in the United States; explain the differences between the geoid, geopotential surface, and heights; contrast orthometric, ellipsoid, and geoid heights; explain the advantage of dynamic and corrected orthometric heights; explain the importance of geoid models and their role in the new geopotential NAPGD2022 datum; navigate through NGS' datasheets to retrieve geodetic information for a geodetic control point.
Activities and Assignments:	Complete Project 4. In a Word document, answer the questions within the lesson that deals with vertical datums and their transformations. Where specified, include 1) .jpg images of the different results obtained from your working with datum transformations and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 4 about how coordinate systems impact measurement activities. Take the Lesson 4 quiz.

Lesson 5: Map Projection Elements
Date:	Week 5
Objectives:	At the successful completion of this lesson, students should be able to: contrast the differences between the elements of a map projection which include the parameters of standard line(s) and point, aspect, central meridian, and latitude of origin parameters explain how each parameter impacts the appearance of the graticule; select appropriate latitude and longitude values to establish the standard line(s) and point on a map projection; select appropriate latitude and longitude values to establish the aspect of a map projection; select appropriate longitude value to establish the central meridian on a map projection; select appropriate latitude value to establish the latitude of origin on a map projection.
Activities and Assignments:	Complete Project 5. In a Word document, answer the questions within the lesson that deal with understanding and implementing the different parameters that are associated with different map projections. Where specified, include 1) .jpg images of the different results obtained from your working with datum transformations and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 5 about how coordinate systems impact measurement activities. Take the Lesson 5 quiz.

Lesson 6: Map Projection Scale Factors and Distortion
Date:	Week 6
Objectives:	At the successful completion of this lesson, students should be able to: explain how scale varies across a projection's surface and the role that scale plays in distortion; compute scale factors at locations across a map projection; explain distortion patterns for the basic classes of map projections (cylindrical, pseudocylindrical, conic, and planar); describe how distortion metrics can be used to analyze the type and amount of distortion across a projection’s surface; describe how color gradations can be used to analyze the type and amount of distortion across a projection’s surface; describe how Tissot's indicatrix can be used to analyze the type and amount of distortion across a projection’s surface; explain how the placement of standard lines on a conic projection can be used to modify the distribution of distortion across a projection's surface.
Activities and Assignments:	Complete Project 6. In a Word document, answer the questions within the lesson that focus on the different map projection properties. Where specified, include 1) .jpg images of the different results obtained from your working with datum transformations and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 6 about how coordinate systems impact measurement activities. Take the Lesson 6 quiz.

Lesson 7: Cartometric Activities with Map Projections
Date:	Week 7
Objectives:	At the successful completion of this lesson, students should be able to: understand what the different map projection properties preserves and do not preserve; understand that, for a given projection property, what kind of measurements can be taken from a map; be able to select an appropriate projection property that will allow specific measurements of distance and direction to be carried out on a map.
Activities and Assignments:	Complete Project 7. In a Word document, answer the questions within the lesson that deal measuring tasks carried out on a GCS, PCS, and a customized PCS according to the geographic area of interest. Where specified, include 1) .jpg images of the different results obtained from your working with datum transformations and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 7 about how coordinate systems impact measurement activities. Take the Lesson 7 quiz.

Lesson 8: Grid Mapping Systems - State Plane Coordinate System (SPCS)
Date:	Week 8
Objectives:	At the successful completion of this lesson, students should be able to: understand the benefits of using a grid system to carry out calculations; explain the importance as to why the SPCS grid system was developed; explain how the overall geographic extent of the landmass is an important consideration in selecting an appropriate map projection (Lambert conformal conic and transverse Mercator) for an SPCS; understand the principles behind how the different map projection parameters and values are chosen for a given SPCS; explain the significance of conformality, convergence angle, and scale factors as they relate to developing the SPCS; describe how states are divided up into different zones and when a state’s geographic extent dictates more than one zone; explain how the modernization from NAD27 to NAD83 to NAPGD2022 impacts coordinate locations in SPCS zones.
Activities and Assignments:	Complete Project 8. In a Word document, answer the questions within the lesson that deal with the State Plane Coordinate System. Where specified, include 1) .jpg images of the different results obtained from your working with datum transformations and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 8 about how coordinate systems impact measurement activities. Take the Lesson 8 quiz.

Lesson 9: Grid Mapping Systems - Universal Transverse Mercator (UTM)
Date:	Week 9
Objectives:	At the successful completion of this lesson, students should be able to: employ a working vocabulary of essential terminology appropriate to understanding the concepts of the universal transverse Mercator system (UTM) and universal polar stereographic (UPS); explain the importance as to why the UTM/UPS grid system was developed; learn how to correctly define a UTM/UPS grid system and assign appropriate parameters to the map projection; understand the principles behind how the different map projection parameters and values are chosen for a given UTM/UPS zone; explain the significance of conformality and the distribution of scale factors as they relate to developing the UTM/UPS; describe how the world is divided up into different UTM zones.
Activities and Assignments:	Complete Project 9. In a Word document, answer the questions within the lesson that deal with the Universal Transverse Mercator. Where specified, include 1) .jpg images of the different results obtained from your working with datum transformations and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 8 about how coordinate systems impact measurement activities. Take the Lesson 9 quiz.

Lesson 10: Specifying Complete Coordinate Reference System and Parameters
Date:	Week 10
Objectives:	At the successful completion of this lesson, students should be able to: employ a working vocabulary of essential terminology appropriate to understanding the concept of a complete coordinate reference system specification; describe which datum is required for datasets across different scales (small, medium, and large); explain which parameters are needed for a complete datum definition for datasets across different scales; describe which map projection is required for datasets across different scales; explain which parameters are needed for a complete map projection definition for datasets across different scales; describe which grid system is required for datasets particularly at medium and large scales; explain which parameters are needed for a complete grid system definition for datasets at medium and large scales.
Activities and Assignments:	Complete Project 10. In a Word document, answer the questions within the lesson that discuss the process of defining a complete coordinate system. Where specified, include 1) .jpg images of the different results obtained from your working with datum transformations and 2) any calculations that are required in the lesson. Include a short summary reporting on what you learned from Lesson 8 about how coordinate systems impact measurement activities. Take the Lesson 10 quiz.

7. Course Policies

Citation and Reference Style

Academic Integrity and Citation Style Guide

Technical Requirements

For this course, we recommend the minimum technical requirements outlined on the World Campus Technical Requirements page, including the requirements listed for same-time, synchronous communications. If you need technical assistance at any point during the course, please contact the IT Service Desk (for World Campus students) or Penn State's IT Help Portal (for students at all other campus locations).

Internet Connection

Access to a reliable Internet connection is required for this course. A problem with your Internet access may not be used as an excuse for late, missing, or incomplete coursework. If you experience problems with your Internet connection while working on this course, it is your responsibility to find an alternative Internet access point, such as a public library or Wi-Fi ® hotspot.

Mixed Content

This site is considered a secure web site, which means that your connection is encrypted. We do, however, link to content that isn't necessarily encrypted. This is called mixed content. By default, mixed content is blocked in Internet Explorer, Firefox, and Chrome. This may result in a blank page or a message saying that only secure content is displayed. Follow the directions on our Technical Requirements page to view the mixed content.

Equations

This course must be viewed using the latest version of Firefox, Safari, Chrome, or Edge. Internet Explorer is not supported. If you use any other browser, or if you are not using the latest version of your browser, some pages containing equations may not render properly. In addition, javascript must be enabled for equations to render properly. If you have any issues with equations not rendering properly, please update your browser to the latest version or try using a different browser. If you need additional technical assistance at any point during the course, please contact the HelpDesk (for World Campus students) or the IT Service Desk (for students at all other campus locations).

Penn State E-mail Accounts

All official communications from Penn State are sent to students' Penn State e-mail accounts. Be sure to check your Penn State account regularly, or forward your Penn State e-mail to your preferred e-mail account, so you don't miss any important information.

Academic Integrity

This course follows the procedures for academic integrity of Penn State's College of Earth and Mineral Sciences. Penn State defines academic integrity as "the pursuit of scholarly activity in an open, honest and responsible manner." Academic integrity includes "a commitment not to engage in or tolerate acts of falsification, misrepresentation, or deception." In particular, the University defines plagiarism as "the fabrication of information and citations; submitting others' work from professional journals, books, articles, and papers; submission of other students' papers, lab results or project reports and representing the work as one's own." Penalties for violations of academic integrity may include course failure. To learn more, see Penn State's Academic Integrity Training for Students.

Course Copyright

All course materials students receive or to which students have online access are protected by copyright laws. Students may use course materials and make copies for their own use as needed, but unauthorized distribution and/or uploading of materials without the instructor’s express permission is strictly prohibited. University Policy AD 40, the University Policy Recording of Classroom Activities and Note Taking Services addresses this issue. Students who engage in the unauthorized distribution of copyrighted materials may be held in violation of the University’s Code of Conduct, and/or liable under Federal and State laws.

For example, uploading completed labs, homework, or other assignments to any study site constitutes a violation of this policy.

Accommodations for Students with Disabilities

Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has an office for students with disabilities. The Office for Student Disability Resources website provides contact information for Campus Disability Coordinators at every Penn State campus. For further information, please visit the Office for Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled. You will participate in an intake interview and provide documentation. See documentation guidelines at Applying for Services from Student Disability Resources. If the documentation supports your request for reasonable accommodations, your campus’s 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 in your courses as possible. You must follow this process for every semester that you request accommodations.

Change in Normal Campus Operations

In case of weather-related delays or other emergency campus disruptions or closures at the University, this online course will proceed as planned. Your instructor will inform you if there are any extenuating circumstances regarding content or activity due dates in the course due to these delays or closures. If you are affected by a weather-related emergency, please contact your instructor at the earliest possible time to make special arrangements.

Reporting Educational Equity Concerns

Penn State takes great pride in fostering 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 (Policy AD29 Statement on Intolerance) and can be reported through Educational Equity via Report Bias.

Counseling and Psychological Services

Many students at Penn State face personal challenges or have psychological needs that may interfere with their academic progress, social development, or emotional well-being. 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. Services include the following:

Counseling and Psychological Services at University Park (CAPS): 814-863-0395
Counseling Services at Commonwealth Campuses
Penn State Crisis Line (24 hours/7 days/week): 877-229-6400
Crisis Text Line (24 hours/7 days/week): Text LIONS to 741741

Military Personnel

Veterans and currently serving military personnel and/or spouses with unique circumstances (e.g., upcoming deployments, drill/duty requirements, disabilities, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

Connect Online with Caution

Penn State is committed to educational access for all. Our students come from all walks of life and have diverse life experiences. As with any other online community, the lack of physical interaction in an online classroom can create a false sense of anonymity and security. While one can make new friends online, digital relationships can also be misleading. Good judgment and decision-making are critical when choosing to disclose personal information to others whom you do not know.

Deferred Grades

If you are prevented from completing this course within the prescribed amount of time for reasons that are beyond your control, it is possible to have the grade deferred with the concurrence of the instructor, following Penn State Deferred Grade Policy 48-40. To seek a deferred grade, you must submit a written request (by e-mail or U.S. post) to the instructor describing the reason(s) for the request. Non-emergency permission for filing a deferred grade must be requested before the beginning of the final examination period. It is up to the instructor to determine whether or not you will be permitted to receive a deferred grade. If permission is granted, you will work with the instructor to establish a communication plan and a clear schedule for completion within policy. If, for any reason, the coursework for the deferred grade is not complete by the assigned time, a grade of "F" will be automatically entered on your transcript.

Attendance

This course will be conducted entirely online. There will be no set class meeting times, but you will be required to complete weekly assignments with specific due dates. Many of the assignments are open for multiple days, so it is your responsibility to complete the work early if you plan to travel or participate in national holidays, religious observances or University approved activities.

If you need to request an exception due to a personal or medical emergency, contact the instructor directly as soon as you are able. Such requests will be considered on a case-by-case basis.

Diversity, Inclusion, and Respect

Penn State is “committed to creating an educational environment which is free from intolerance directed toward individuals or groups and strives to create and maintain an environment that fosters respect for others” as stated in Policy AD29 Statement on Intolerance. All members of this class are expected to contribute to a respectful, welcoming, and inclusive environment and to interact with civility.

For additional information, see:

Mandated Reporting Statement

Penn State’s policies require me, as a faculty member, to share information about incidents of sex-based discrimination and harassment (discrimination, harassment, sexual harassment, sexual misconduct, dating violence, domestic violence, stalking, and retaliation) with Penn State’s Title IX coordinator or deputy coordinators, regardless of whether the incidents are stated to me in person or shared by students as part of their coursework. For more information regarding the University's policies and procedures for responding to reports of sexual or gender-based harassment or misconduct, please visit Penn State's Office of Sexual Misconduct Prevention & Response website.

Additionally, I am required to make a report on any reasonable suspicion of child abuse in accordance with the Pennsylvania Child Protective Services Law.

Disclaimer

Please note that the specifics of this Course Syllabus can be changed at any time, and you will be responsible for abiding by any such changes. All changes will be communicated to you via e-mail, course announcement and/or course discussion forum.