E-Learning Course Policies

Attendance Policy

Online courses at Marquette University are designed to be highly interactive and collaborative, as authentic learning takes place within a social context. To help ensure an effective learning experience, all students in online courses are expected to participate on a regular basis.

Participation is defined as "submitting required work as assigned; being an active contributor and responder to fellow students and the instructor in a timely basis, as set forth by online discussion guidelines in each course." Failure to participate may be counted as an absence.

If technical circumstances prevent a student from entering the course site for a period of time, it is the student's responsibility to contact the instructor in a timely manner if the student wishes to receive credit for any missed online activities.

The above two sections represent university attendance standards. Each undergraduate college may enforce additional attendance policies for certain courses; please consult your college handbook, college section of the current bulletin, or the individual course syllabus/attendance policy for more information.

Disability Policy

If you have a disability and require accommodations, please contact your instructor early in the semester so that your learning needs may be appropriately met. You will need to provide documentation of your disability to the Office of Disability Services.

If you are unsure of what you need to qualify for services, visit the Office of Disability Services on the Web or contact the Office of Disability Services at (414) 288-1645, located in the 707 Building, 5th Floor.

Academic Integrity

Marquette University is committed to developing the whole person, spiritually, mentally, physically, socially and ethically. As an institution of higher education, Marquette has love of truth at the center of its enterprise. Academic honesty, in all its forms, is an explicit value of the university.

The development and practice of academic honesty and integrity, inside and outside the classroom, are expectations for all members of the university community. In order to cultivate academic honesty in its students, instructors take every opportunity to help students appreciate the process and the principles of academic integrity.

Academic honesty can be best understood by academic ethical standards guiding faculty in their work. That is to say, an individual's contributions, in terms of words and scholarly findings, belong to him or her alone. Furthermore, the integrity of that which one claims to be scholarly knowledge rests on the accurate demonstration of the assumptions and reasoning that produced it. These standards are used as the implicit basis for teaching and learning in the university.

In order for instructors to fairly assess the quality and quantity of a student's learning as determined by work that students represent as their own, a relationship of trust between instructor and student is essential. Because violations of academic integrity most often involve, but are not limited to, efforts to deceive instructors, they represent a breach of the trust relationship between instructor and student and undermine the core values of the university.