Syllabus Entrance
Printer Friendly
Email Syllabus

CJ 251 Terrorism/Domestic Preparedness
Christopher, Kenneth


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CJ 251 Terrorism and Domestic Preparedness

Semester

F1T 2009 DL

Faculty

Dr. Kenneth Christopher, D.P.A.

Title

Assistant Professor of Criminal Justice

Degrees/Certificates

Doctor of Public Administration (Nova Southeastern University, Fort Lauderdale, FL, 1999)
Master of Public Administration (Florida International University, Miami, FL, 1983)
Bachelor of Science in Criminal Justice (University of Dayton, Dayton, OH, 1976)

Office Location

Library - MA 416-F (Park University Home Campus)

Office Hours

Monday and Wednesday (10:30am-1:30pm, Central Time), or by appointment

Daytime Phone

Office: 816-584-6597

Other Phone

Cell: 816-809-6494

E-Mail

kenneth.christopher@park.edu

kchristo@kc.rr.com

Web Page

http://www.park.edu/cj/

Semester Dates

August 17 - October 11, 2009

Class Days

Distance Learning Course

Class Time

Distance Learning Course

Credit Hours

3


Textbook:

Introduction to Homeland Security: Understanding Terrorism with an Emergency Management Perspective
1st Edition
David A. McEntire
Wiley. 2008
ISBN: 978-0-470-12752-0
335 pages
 
The Student Companion Site for the Introduction to Homeland Security: Understanding Terrorism With an Emergency Management Perspective (McEntire) text:
 

Textbooks can be purchased through the MBS bookstore

Additional Resources:


The instructor will be using eCollege during the term for instructor-student communications, distributing handouts and supplemental readings, document sharing, recording grades, posting PowerPoint slides, webliography, etc. Students can access the course website using their student ID and OPEN password via:

http://parkonline.org/

It is the student's responsibility to have reliable access to eCollege and maintain currency on all assigned material.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

http://parkonline.org

Course Description:

This basic course is an introductory study of the criminal justice system's response to threats of terrorism. The course explores terrorism and its impact on the development and maintenance of organizational responses to homeland security requirements. It considers the need for coordination and cooperation among diverse agencies required for planning and implementing domestic preparedness strategies. It examines the public policy environment within the context of organizing criminal justice agency responses to terrorist threats.

Educational Philosophy:

 

The instructor's overarching approach to education is to emphasize the broadening of intellect as a strategy for developing problem solving and critical thinking skills.  It is essential to integrate the knowledge, skills, and abilities developed in the classroom into the active lives of students, both as individuals and as members of social groups.  It is not the facts we learn, but how we use them that provides us with the tools needed to better the human condition.

The instructor will use lectures, class discussions, group activities, handouts, supplementary readings, audio-visual aids, examinations, case studies, and other methods to facilitate learning.  Student performance expectations:

  1. The instructor assumes the student has read and understands the syllabus and expects students to ask questions if any aspect of the course requirements is unclear.
  2. Students are expected to demonstrate that they are meeting the course objectives by attending class; actively participating in class discussions, activities, and exercises; timely submitting all written assignments; delivering required oral presentations; and sitting for any scheduled examinations.
  3. Students are assigned readings from the required text(s) and/or supplemental text materials in advance of each class meeting and are expected to be prepared for class.
  4. Students are expected to ask questions if they do not understand something.
  5. The instructor encourages a mutual learning environment, where students can freely raise questions in the search for understanding.
  6. Students are expected to listen to each other, ask questions, raise concerns, and provide the respect that each individual deserves.
  7. Students are encouraged to bring any items to class which they feel will add substantially to the learning environment.

  Instructor Learning Outcomes

  1. Apply the definitions, ideas, and concepts of terrorism and homeland security to discussions about criminal justice organizational responses.
  2. Differentiate the structural features of terrorism, homeland security, and domestic preparedness.
  3. Identify current issues, trends, programs, and strategies in criminal justice agency responses to threats of terrorism.
  4. Explain the historical, cultural, political, and socioeconomic factors associated with terrorism.
  5. Compare and contrast government policy responses to terrorism and homeland security.
  6. Analyze issues bearing on the expanding role of local criminal justice organizations in responding to the national and international threat of terrorism.
  7. Evaluate organizational approaches in responding to homeland security requirements and mandates.
Class Assessment:

 Weekly Discussions (8)

GENERAL INSTRUCTIONS FOR WEEKLY DISCUSSIONS: First, you must respond specifically to EACH of the weekly discussion question(s), using your textbook, class lecture, and supplementary/outside readings for support.  Second, you must respond to the responses of your classmates. Remember, the online threaded discussions are public messages and all writings in this area will be viewable by the entire class.

Be sure to respond to EACH of the discussion questions for the week (some weeks, there may be 1, 2, or 3 questions presented).  Your first response should consist of a MINIMUM of 150 words for EACH question, and be posted by midnight Wednesday of each week. Then, go back and review your classmates’ responses and post at least three (3) meaningful responses (i.e. a minimum of 200 total words) by midnight Sunday. A “meaningful response” is a substantive response that goes beyond simply agreeing or disagreeing. Meaningful responses provoke further analysis, evaluation, and critique of the ideas and concepts being discussed.

Please note also that the number of postings and word lengths above are MINIMUM requirements.  Minimum means you are providing a response that meets, but may not necessarily exceed, expectations. Be sure to review the Weekly Discussion Grading Rubric below for more details on performance expectations in weekly discussions.

Your weekly discussion postings will be assessed using the following rubric:

Weekly Discussion Grading Rubric (also used as the Proctored Final Exam Grading Rubric)

Grading Criteria

Exceeds expectation

Meets expectation

Does not meet expectation

No evidence

Content: 50%

 

Content is comprehensive, accurate, and persuasive; definitions are clearly stated.

Content is not comprehensive and/or persuasive.

Content is incomplete or omits some requirements stated in the assignment’s criteria.

Did not complete assignment

Major points are stated clearly and are well supported with sourcing.

Major points are addressed, but are not well supported by sourcing.

Major points are not clear, not persuasive, and not sourced.

 

Research, if necessary, is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria.

Research, if necessary, is inadequate in either relevance, quality of outside sources, and/or timeliness.

No outside sources were used to support major points.

 

Readability 50%

Organization and structure of the response is clear and easy to follow.

Organization and structure is not easy to follow.

Organization and structure detracts from the writer’s message.

No structure or organization.

Response exceeds the minimum length as described in the assignment’s criteria.

Response is at the minimum length as described in the assignment’s criteria.

Response is below the minimum length as described in the assignment’s criteria.

 

Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper.

Paragraph transitions are fragmentary and ideas are presented without logical connection.

Paragraph transitions are not obvious.

 

Conclusion is logical, flows from the body of the response, and does not include new information.

Conclusion is provided but does not flow from the body of the response.

Conclusion is missing.

 

Citations and reference formatting meet standards for the discipline.

Paper provides citations and references for sources, but they are incorrectly formatted; reference list is provided but has some errors or omissions.

Citations and references are not provided.

 

 

Rules of grammar usage and punctuation are followed; spelling and word choices are correct.

Paper contains few grammar, punctuation, spelling, and word choice errors.

Paper contains numerous grammar, punctuation, spelling, and word choice errors.

 

Language is clear and precise; sentences display consistently strong, varied structure.

Language lacks clarity or includes the use of some jargon or conversational tone.

Language uses jargon or conversational tone.

 


Quizzes (7)


There will be 7 quizzes covering material in Weeks 1 through 7. The quizzes, which are timed and can only be taken once, must be completed no later than midnight, Sunday of each of the appropriate weeks. Quiz questions may be objective or subjective in format.

Core Assessment Assignment


Students will write a consolidated, thematic Essay discussing four (4) primary issues:
 

ISSUE #1: The impact that international terrorism has had on United States homeland security policies.

ISSUE #2: The appropriate roles of local communities and law enforcement agencies in a national strategy for protecting the homeland.

ISSUE #3: How organizational bureaucracy inhibits cooperation across federal, state, and local jurisdictions.

ISSUE #4: What can be done to improve interagency cooperation.  

The assignment will be completed in two drafts. The first draft, due by Sunday of Week 4 will address Issues #1 and 2.  The second part, due by Sunday of Week 7 will address Issues #1, 2, 3, and 4, and include recommended revisions (if any) from the instructor.

The final draft must provide complete and equitable treatment of all issues and questions.  External research should be integrated to provide a consolidated examination of the fundamental ideas being expressed. All submissions must include the following technical components: 

  • A cover or title page.
  • Minimum length: The first draft will contain a body of text, with a minimum of 1,000 typed words (about 4 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages. The final draft will contain a body of text, with a minimum of 2,000 typed words (about 8 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages.
  • A reference page containing a minimum of 5 course-external resources (i.e., excluding the course textbook and content from the course) used and cited in the essay.
  • Written in APA or other acceptable formal research writing style (e.g., MLA, Chicago, etc.).

 Your Core Assessment assignment will be assessed using the following rubric:

Core Assessment Rubric

 

Competency

Exceeds Expectation
(3)

Meets Expectation
(2)

Does Not Meet Expectation 
(1)

No Evidence 
(0)

 

 

Critical Thinking

 

Evaluation
Outcomes 1-6

Demonstrates a thorough appraisal of the researched information.  The essay is presented as a congruous and thoughtful exposition of ideas.

Demonstrates a satisfactory appraisal of the researched information.  The essay is presented as a thoughtful exposition of ideas.

Demonstrates a minimal appraisal of the researched information.  The essay is presented as a disparate exposition of ideas.

Demonstrates no appraisal of the researched information.  The essay is presented as an incongruous exposition of ideas.

Synthesis
Outcomes 1-6

A consolidated, thematic integration of the fundamental issues. Extends research well beyond minimum requirements.

A basic compilation of the fundamental issues, but integration of research into a theme is fragmented.

A response to some individual issues with insufficient research and consolidation of ideas.

No evidence of combining researched material into a consistent whole.

Analysis
Outcomes 1-6

Completely examines the fundamental issues. Analyzes key elements using more than the minimum of 5 course-external sources.

A basic examination of the fundamental issues, but may miss a few points.  Analyzes key elements using a minimum of 5 course-external sources.

A rudimentary examination of the fundamental issues. Analyzes key elements using 1 to 4 course-external sources.

Fails to examine the fundamental issues. It uses no course-external sources.

Application
Outcomes 1-6

Multiple instances (more than 5) demonstrating the application of terminology and concepts specific to the course core learning outcomes throughout.

A demonstration (at least 5 instances) of the application of terminology and concepts specific to the course core learning outcomes throughout.

A minimal demonstration (between 1 and 4) of the application of terminology and concepts specific to the course core learning outcomes throughout.

Fails to demonstrate an application of terminology and concepts specific to the course core learning outcomes.

Effective Communication

 

Content of Communication
Outcomes 1-6

Conveys complete and exceptional information on the fundamental issues.

Conveys sufficient information on the fundamental issues.

Conveys minimal information on the fundamental issues.

Conveys no information on the fundamental issues.

Technical Skill in Communicating
Outcomes 1-6

Contains all required technical components specified in the assignment
Contains fewer than five formatting, grammatical or spelling errors.

Contains most required technical components.  Contains no more than 10 formatting, grammatical or spelling errors but errors do not detract from understanding.

Contains few required technical components.  Contains more than 10 formatting, grammatical or spelling errors that detract from understanding. 

Contains no required technical components. There are so many formatting, grammatical, or spelling that it is difficult to read.

Final Exam (Proctored)
The Final Exam will be comprehensive, covering the required textbook, the class lectures, and any supplementary material provided for students during the term.  It is to be completed by Midnight, Friday, Week 8.
The exam will consist of TEN (10) subjective-type questions (250 points @ 25 points/question).
You will have TWO (2) hours to complete the exam.
You will not be able to refer to the course website, course textbook, or any other external materials. 
You will be required to write at least one full paragraph for each question.  A paragraph is defined as containing a minimum of 125 words containing complete sentences (e.g., no outlines, bullets, half-sentences, sentence fragments, etc.).  Spelling, grammar, proper sentence structure, and accurate word usage count.  Responses will be assessed using the Weekly Discussion Grading Rubric used during the course.
Your grade will be based on whether you answer all parts of the question, incorporating references from your course readings and study.  Complete answers will respond to any and all sub-questions contained in the broader question, will refer to the course readings and class material, and provide critical analyses of the issues addressed.   The exam will be assessed using the Weekly Discussion Grading Rubric specified above.

Grading:

Assignment

Points

Total
Points

Total %

Weekly Discussions (8)
--First responses to the discussions must be posted by midnight Wednesday EACH Week. At least three meaningful responses to other students must be posted to your classmates’ postings by midnight Sunday.

 




35






280






28

Weekly Quizzes (7)
--Completed by Midnight, Sunday, Weeks 1-7.


35


245


24.5

Core Assessment Assignment
--First Draft due by Midnight, Sunday, Week 4 (100 points) 
--Final Draft due by Midnight, Sunday, Week 7 (125 points.

 



225





225





22.5

Final Exam (Proctored)
--Completed by Midnight, Friday, Week 8.


250


250


25

 

Total



1,000



100%


Letter Grade Policy


Letter

Number of Points

Percent

A

900 – 1,000

90-100

B

800 - 899

80-89.9

C

700 - 799

70-79.9

D

600 - 699

60-69.9

F

599 or below

Below 59.9

Late Submission of Course Materials:

ALL COURSE ASSIGNMENTS, EXAMS, QUIZZES, DISCUSSIONS, ETC. ARE DUE AS PUBLISHED ON THE COURSE WEBSITE, THE COURSE SCHEDULE, AND COURSE SYLLABUS:

  • Late submissions will be downgraded by one whole letter grade (e.g., A to B, B to C, etc.) for each CALENDAR DAY that the assignment is late.
  • Course assignments (weekly discussions, projects, essays, etc.) not submitted within THREE (3) CALENDAR DAYS OF THE DUE DATE WILL BE GRADED AS AN "F" (zero points). No assignment will be accepted for grading if MORE THAN 3 DAYS LATE. No assignment will be accepted, reviewed, or graded AFTER the last scheduled date of the course.
  • There are NO MAKEUPS for missed quizzes.
  • MAKEUP POLICY – FINAL PROCTORED EXAMINATIONS ONLY: Students who fail to complete a scheduled final proctored examinations will receive a grade of 0 (F) for the assessment item, and will fail the course. Students experiencing some type of EMERGENCY (e.g., personal illness, car accident, family issue, etc.), which will impact their ability to complete a scheduled final proctored examination must personally contact the instructor as soon as possible BEFORE the scheduled examination, or as soon as practicable.  Makeups for final examinations MAY be offered on a case-by-case basis, subject to written documentation from the student substantiating the EMERGENCY (e.g., medical note, police report, etc.) and notice from the student. THE INSTRUCTOR HAS NO OBLIGATION TO OFFER A MAKEUP EXAM. 

Classroom Rules of Conduct:

 

ADA and Online Netiquette Information

A couple of important pieces of information you need to be aware of as you begin this online class:

If you have ANY accessibility or issue of disability, please SELECT the Help and Resources link on the Course Home Menu. That takes you to the Online Student Help and Resource Page.

On that page, there is a "menu" on the left side of the page. About half way down you will find a link to "Accessibility and ADA". SELECT that link and you will have access to ALL of the ADA and Accessibility information at Park University.

Working online brings with it the new world of "online etiquitte" - usually referred to as "netiquette." To find out issue involving your online writing and posting please go to the http://www.albion.com/netiquette/corerules.html The Core Rules of Netiquette.

Course Topic/Dates/Assignments:

 

WEEK 1 (August 17-23)
 
A New Era for Criminal Justice Administration: 9/11, Terrorism, Homeland Security, and Emergency Management
 
  • Predict new threats confronting the United States.
  • Estimate the outcome of dirty bombs.
  • Evaluate the consequences of nuclear terrorism.
  • Select ways to respond to biological attacks.
  • Plan how to respond to chemical weapons.
  • Critique prior problems in homeland security and devise new strategies for dealing with terrorism.


  • Text Readings

    Lecture and Activities

    Due by Wednesday

    Due by Sunday

    McEntire, Chapters 1 and 2
    Chapters 1 and 2 Overview Slides

    Lecture
    Related Webliography and Lecture Website Entries

    First Responses to EACH Discussion Question

    Follow-up with Classmates in Discussion
    Take the Quiz
    GRADING:
    Discussion (35 pts.)
    Quiz (35 pts.)


    WEEK 2
    (August 24-30)
     
    Understanding Terrorism and Terrorist Behavior for Domestic Homeland Security Preparedness
     
    • Evaluate the causes of terrorism.
    • Differentiate among the political origins of terrorist attacks.
    • Predict how terrorism may be influenced by culture and religion.
    • Appraise the impact of ideology in the phenomena of terrorism.
    • Classify terrorists based on their intentions.
    • Critique stereotypical views about terrorists.
    • Predict terrorist behavior for domestic homeland security planning.
    • Anticipate how terrorists plan and carry out attacks.
    • Explain how criminal justice organizations can apply knowledge about terrorism in homeland security programming.
     

    Text Readings

    Lecture and Activities

    Due by Wednesday

    Due by Sunday

    McEntire, Chapters 3 and 4
    Chapters 3 and 4 Overview Slides

    Lecture
    Related Webliography and Lecture Website Entries

    First Responses to EACH Discussion Question

    Follow-up with Classmates in Discussion
    Take the Quiz
    GRADING:
    Discussion (35 pts.)
    Quiz (35 pts.)



    WEEK 3
    (August 31-September 6)

    The Dynamic Nature of Terrorism
     
     
    • Synthesize the factors influencing the appearance of terrorism.
    • Assess the evolution of terrorism in other countries.
    • Evaluate the impact of terrorism in the United States.
    • Judge how terrorism has changed over time.
     
     

    Text Readings

    Lecture and Activities

    Due by Wednesday

    Due by Sunday

    McEntire, Chapter 5
    Chapter 5 Overview Slides

    Lecture
    Related Webliography and Lecture Website Entries
    Participate in Study Guide-Discussion re Build a Homeland Security Policy Database

    First Responses to EACH Discussion Question

    Follow-up with Classmates in Discussion
    Take the Quiz
    GRADING:
    Discussion (35 pts.)
    Quiz (35 pts.)



    WEEK 4 (September 7-13)
     
     Terrorism: The Media, Censorship, Security, and Liberty 


    • Identify government policy responses to terrorism.
    • Discuss government homeland security policy responses to terrorism.
    • Compare and contrast the positive and negative features of modern news coverage.
    • Predict advantages terrorists receive from media publicity.
    • Evaluate reasons for media coverage of terrorist attacks.
    • Assess why reporting is of concern to government officials.
    • Critique the possibility of media censorship in the United States.
    • Appraise how security and liberty may be at odds with one another.
    • Argue why security is necessary.
    • Evaluate reasons why more people are concerned about liberty today.
    • Predict ways to secure the nation against terrorism while also maintaining rights.

     

    Text Readings

    Lecture and Activities

    Due by Wednesday

    Due by Sunday

    McEntire, Chapters 6 and 7
    Chapters 6 and 7 Overview Slides

    Lecture
    Related Webliography and Lecture Website Entries
    Take the Pre-Test (Ungraded)
    Participate in Discussion - Homeland Security Policy Database

    First Responses to EACH Discussion Question

    Follow-up with Classmates in Discussion
    Submit Core Assessment First Draft to DROPBOX
    Take the Quiz
    GRADING:
    Discussion (35 pts.)
    Quiz (35 pts.)
    Core Assessment First Draft (100 pts.)



    WEEK 5 (September 14-20)


    Terrorism: Prevention and Protection
     
    • Describe ways to minimize people’s desire to attack the United States.
    • Evaluate the nature of policies designed to prevent terrorism.
    • Plan ways to acquire intelligence about potential terrorists.
    • Critique the need for and impact of preemptive strikes against terrorist enemies
    • Synthesize the variety of steps that can be taken to protect the border.
    • Assess the threat of terrorism.
    • Predict the advantages of structural and non-structural mitigation.
    • Explain how individual criminal justice system elements as a whole can cooperate to protect all of the cities and counties in the U.S.
    • Discuss how criminal justice agencies can develop strategies and plans to address domestic terrorism.



    Text Readings

    Lecture and Activities

    Due by Wednesday

    Due by Sunday

    McEntire, Chapters 8 and 9
    Chapters 8 and 9 Overview Slides

     

    Lecture
    Related Webliography and Lecture Website Entries
    Participate in Discussion - Homeland Security Policy Database

    First Responses to EACH Discussion Question

    Follow-up with Classmates in Discussion
    Take the Quiz
    GRADING:
    Discussion (35 pts.)
    Quiz (35 pts.)

     

    WEEK 6 (September 21-27)
     
     
    Terrorism: Preparation and Response
     
  • Evaluate the different roles of federal and state governments.
  • Compose a city emergency management ordinance.
  • Write an emergency operations plan.
  • Design and construct terrorism exercises.
  • Predict what types of activities will take place after terrorist attacks and evaluate the effectiveness of investigative practices.
  • Perform warning and evacuation functions.
  • Set up incident command and EOC coordination mechanisms.
  • Discuss various management models that can be adapted by criminal justice organizations in response to threats of terrorist acts.
     
     

    Text Readings

    Lecture and Activities

    Due by Wednesday

    Due by Sunday

    McEntire, Chapters 10 and 11
    Chapters 10 and 11 Overview Slides

     

    Lecture
    Related Webliography and Lecture Website Entries
    Participate in Discussion - Homeland Security Policy Database
    Take the Pre-Test (Ungraded)

    First Responses to EACH Discussion Question

    Follow-up with Classmates in Discussion
    Take the Quiz
    GRADING:
    Discussion (35 pts.)
    Quiz (35 pts.)

     

    WEEK 7 (September 29 - October 4)
     
    Homeland Security: Recovering from Impacts
     

    • Assess damages resulting from terrorism.
    • Propose the justification for outside disaster assistance and support the emotionally traumatized.
    • Assemble an effective relief operation.
    • Identify how government/criminal justice agencies can engage private organizations and citizens in effecting recoveries from disasters and terrorist events.
    • Describe the importance of strategic planning in developing recovery strategies.


    Text Readings

    Lecture and Activities

    Due by Wednesday

    Due by Sunday

    McEntire, Chapter 12
    Chapter 12 Overview Slides

    Lecture
    Related Webliography and Lecture Website Entries
    Participate in Discussion - Homeland Security Policy Database
    Review the Study Guide for the Final Exam

    First Responses to EACH Discussion Question Take the Quiz

    Follow-up with Classmates in Discussion
    Submit Core Assessment Second Draft to DROPBOX
    Take the Quiz
    GRADING:
    Discussion (35 pts.)
    Quiz (35 pts.)
    Core Assessment Second Draft (125 pts.)



    WEEK 8 (October 5-11)
     
    Terrorism and Domestic Preparedness: A New Imperative for Criminal Justice
     
  • Predict new threats confronting the United States.
  • Estimate the outcome of dirty bombs.
  • Evaluate the consequences of nuclear terrorism.
  • Select ways to respond to biological attacks.
  • Plan how to respond to chemical weapons.
  • Critique prior problems in homeland security and devise new strategies for dealing with terrorism.
     

    Text Readings

    Lecture and Activities

    Due by Wednesday

    Due by Sunday

    McEntire, Chapter 13
    Chapter 13 Overview Slides

    Lecture
    Related Webliography and Lecture Website Entries

    First Responses to EACH Discussion Question

    Follow-up with Classmates in Discussion
    Proctored Final Exam
    GRADING:
    Discussion (35 pts.)
    Final Exam (250 pts.)

     

  • Academic Honesty:
    Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87
    All students are expected to be familiar with the University's policies on Academic Honesty and Plagiarism. Evidence of academic dishonesty, including plagiarism, fabrication, or cheating, will be fully investigated and may result in course failure.

    Using other's words and ideas without proper quotations and citations is a violation of Park University's Academic Honesty Policy. The instructor takes this seriously and reports all violations to the College of Liberal Arts and Sciences and/or the College for Distance Learning. Generally, for the first time, a student receives a grade of zero (F) for the assignment and a warning. A second instance will result in failing the course.

    I can't say this any clearer: Students who cut and paste text from an online source into assignments (including online discussions), and do not use quotation marks, in-text, and end citations, are plagiarizing, and violating the Academic Honesty Policy.

    All students are advised to review the policy detailed in the Course Syllabus, and on pp. 92-93 of the 2009-2010 academic catalog.

    PLEASE REVIEW AND CHECK YOUR ASSIGNMENTS CLOSELY TO BE SURE YOU ARE NOT PLAGIARIZING.

    Plagiarism:
    Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92
    All work submitted must be the student's own.  Any assistance received by a student in preparing papers or reports must be fully acknowledged and disclosed in the work submitted.  Students must cite and reference any sources from which data, ideas or words are used, either quoted directly or paraphrased.

    Attendance Policy:
    Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

    1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
    2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
    ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

    Park University 2009-2010 Undergraduate Catalog Page 95
    The instrucor is required to take attendance. If you are not in class, your absence will be recorded as UNEXCUSED (U). If you request an EXCUSED (E) absence, please contact the instructor via telephone or e-mail with the reason for the request. There are no grade points for class attendance. While there are no grade penalties for missing class, continued absences will likely affect the student's ability to succesfully complete scheduled and unscheduled course assessments. Students who anticipate being absent regularly or for an extended period (e.g., illness, family emergency, business travel, etc.) are encouraged to contact the instructor to discuss alternatives.

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
    Please notify the instructor during the first week of class, or as soon as practicable, about any issue affecting your ability to fully participate in class activities.

    Copyright:

    This material is protected by copyright and can not be reused without author permission.

    Last Updated:8/3/2009 5:21:31 PM