HC466 Plan & Org Comm Hlth Services

for F2T 2010

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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.


HC 466 Plan & Org Comm Hlth Services


F2T 2010 DL


Mathur, Neil


Online Faculty


Ph.D. Business Administration
M.Ed. Mental Health Counseling Psychology
B.A Psychology

Office Location


Office Hours

Mon - Fri:  9 am - 4 pm Pacific

Daytime Phone




Credit Hours



Community-based Health Organizations: Advocating For Improved Health - Marcia Bayne Smith, Marcia Bayne-Smith, Sally Guttmacher - Paperback - NON-FICTION - English - 9780787964863

ISBN-13: 9780787964863
ISBN-10: 0787964867

Price - See Bookstore

This book offers a comprehensive resource on the underlying principles, practical design and effective management of community-based health organizations. It bridges the gap between theory and practice and informs students and health professionals on how best to close the gap between mainstream agencies and the populations they serve in order to eliminate health disparities. 

Academic Level : Scholarly/Graduate
Author : Marcia Bayne Smith, Yvonne J. Graham, Sally Guttmacher, Marcia Bayne-Smith
Binding : Paperback
BISAC Subject : MEDICAL / Public Health
Dewey : 362.1/068
Language : English
LCCN : 2004022993
Library Subject : Community health services, organization & administration, Public health, United States, Voluntary health agencies, Vulnerable Populations
Pages : 362, xix, 362 p. ;
Place of Publication : United States
Publication Date : 01/21/2005
Textual Format : Textbooks, Lower level

Inside the Cover:

Community-Based Health Organizations

Community-Based Health Organizations presents the basic principles and practical design and management elements that are needed to create an effective community-based health organization. Once in place, these institutions provide a viable health delivery alternative to traditional, mainstream health care organizations.

This important resource includes a historical and theoretical overview of the development of community- based health care organizations and offers guidance for developing the structure and capacity of CBHOs to effectively meet the health needs within their communities.

Filled with illustrative examples and case studies, Community-Based Health Organizations is designed to be a practical resource. The authors show how to develop leadership and strategic plans, strengthen management, leverage and maximize resources, evaluate programs, and position a CBHO in a changing and competitive health care environment.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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.

Course Description:
HC466 Planning and Organizing Community Health Services: Organization and management of community based and public health agencies. Strategic planning for national, state, and local trends, community needs, and projected changes in society and health care. Administration of personnel, information systems, accreditation requirements, facilities, finances, external services contracts, community relations, and technology in clinics, home health, schools, industry, and other community based agencies. 3:0:3

Educational Philosophy:
Dr. Mathur’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Apply management skills to the organization of community based and public health agencies.
  2. Design strategic planning in light of national, state and local trends and community needs and projected changes in society and health care.
  3. Coordinate the personnel, information systems, accreditation requirements, facilities, finances, external services contracts, community relations, and technology.
  4. Differentiate the organization and administration of hospitals to that of clinics, home health, schools, industry and other community based agencies.
  5. Differentiate the organization and administration of hospitals to that of clinics, home health, schools, industry and other community based agencies.

Core Assessment:

Class Assessment:

This is the planned class assessment. If your needs or my needs change, I reserve the right to modify the schedule. Generally, each week introduces you to a new Unit using the following categories;

·        New Announcements (to be announced or TBA)

·        Overview

·        Learning Objectives

·        Assigned Readings

·        Instructor Lecture

·        Interactive Learning Activity

·        Mastery of Objectives Assessment

Please always read (print if you like) the Home Page of each Unit scheduled. You can use this as a checklist to make sure you have completed all the Unit’s requirements. 

Discussion Questions: Your weekly discussion participation score will be based on the following rubric. I have enabled the "edit" feature to allow you to correct mistakes after you have posted your comments. Assessment Areas


Each week, discussions are worth either 3 or 4 points. To get the maximum score, each one of these criteria must be met.

Number and Frequency of Posts

You posted a minimum of three (3) comments for the week. This should include one (1) original posting for the Discussion question you have chosen and two (2) postings that respond to ideas already developed by your classmates. I’m looking for more than minimal comments like "good point" or "I agree". If you agree, or disagree with another student, briefly explain why or why not.


The posted comments were substantive and relevant. It is particularly helpful to use specific examples or experiences to illustrate your point.


Proper spelling, grammar, punctuation, word choice, and sentence construction. Proofread or spell-check as part of your posting process.


In order for you to be considered for a passing grade, you must successfully complete Interactive Learning Activities, and Mastery of Objective assignments (as directed) during the 8 weeks, including familiarity with the Key Terms and Definitions.
Interactive Learning Activity as Theme 1: Learning activities, outside the key terms and definitions, lectures with diagrams and / or supporting PDF articles, and the discussion threads with peers and the instructor and web sites to further support discussions. Each discussion thread is worth 3 points and in addition to the student's own posting, they must post two (2) additional times commenting upon the thoughts expressed in a peers' or intructor's postings.
Mastery of Objectives as Theme 2: Mastery of objectives include quizzes and individual work assignments of research and scholarly papers of 2 pages using web site links that are already provided. There are five (5) quizzes worth 3 points each.  There are three (3) individual work assignments worth 5 points each.
There are two (2) major exams, a midterm worth 20 points and a final worth 20 pts.  See the Grading Plan below.
Participation            30%
Quizzes                   15%
Midterm Exam         10%
Assignments           15%
Final Exam              30%

Park University grades are as follows:
A= 90- 100%
B = 80-89%
C = 70-79%
D = 60-69%
F = < 60%

The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

All final exams in all School of Business courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business.

Late Submission of Course Materials:
There are only 3 acceptable reasons for late submission, and all require documentation to me:
1. Death in the immediate family
2. Illness preventing you from completing your work
3. Power failures
Unless there are special circumstances discussed ahead of time with the instructor, grades for late work are deducted 20% each day for up to three days past the due date.  After five days the work will not receive any credit.

Classroom Rules of Conduct:

This course is offered on-line, over the Internet, using the ECollege computer service. Each students is expected to devote a minimum of five hours per class week logged on to the computer conferencing system. This is same amount of time you'd spend in the physical classroom. See "Ground Rules for On-line Participation" for additional information.

According to Park University guidelines, this course is divided into eight weeks with the first week beginning on the first day of the semester, a Monday, and ends midnight the following Sunday. Weeks Two through Eight also begin on Monday and end on the following Sunday. Assignments scheduled for completion during a class week should be completed by the end of the week assigned, Writing assignments and formal papers should be completed and successfully emailed so that they are in by the due date.

Ground Rules for On-line Participation:

  1. Students should use Pirate E-Mail for private messages to the instructor and other students. The Class Conference is for public messages.
  2. Students are expected to complete 5 hours per week of conferencing or other appropriate online activities, including sending/receiving E-mail and navigating and conducting research over the World Wide Web.
  3. KEEP A COPY of all course work you submit until the end of the term.
  4. All students will participate in conference discussion. Conventions of "on-line etiquette," which include courtesy to all users, will be observed.
  5. If you need assistance please contact me.
  6. Students will normally submit papers as MS Word uploaded to the computer and routed to the instructor or emailed. Please do not use any MS Works format. Overall it works well to copy your assignments from you word processing program and paste it into the e-mail.
  7. Each student is responsible for clicking on the link below and thoroughly reading each online course policy. If you have any questions about any of these policies, please contact me for clarification.

Course Topic/Dates/Assignments:

Unit 1:  Historical and Organizational Frameworks of Community-based Health Organizations (CBHOs)

New Announcements:

·       To be announced.


·       Examine the historical, organizational, and theoretical context of community-based health organizations (CBHOs) and their role in advocating for health care in a way different from traditional sources most often thought of by patients. Examine the efforts to develop organized approaches to address the health needs (and gaps) within local communities. Emphasize the role of advocacy for securing comprehensive, coordinated, and sustainable health care delivery and related services amid changing social, political, cultural, and economic trends.

·       Introduction to key terms and definitions.

Learning Objectives

·       The role of government and the changing influence on CBHOs.

·       Social, economic, political, cultural, legal and linguistic forces influence the shape and delivery of health services in general and the development of CBHOs in particular in a given community.

·       A receptive political climate, strong social capital, social cohesion, a civil society, and a well-organized advocacy network are essential for community health services to advance.

Assigned Readings

·       Textbook: Chapter 1. Historical and Organizational Frameworks of Community-Based Health Organizations in the United States.

·       Webliography: (URLs) www.naccho.org and www.cdc.gov

Instructor Lecture

·       Concepts in community organizing and building of a strong civil society and the community empowerment that follows.

·       Concepts in the quality of life and the quality of health outcomes using CBHOs. 

·       Answers to the questions, “what is unique about CBHOs delivery of health care and health-related services?”, “how are they different or similar to the health care delivery models you have access to and attend?”

·       Unit 1 - Diagram 1.1 and Unit 1 - Diagram 1.2 (Doc Sharing)

Interactive Learning Activity

·       Discussion questions (see Interactive Learning Activity bullet under Unit 1).

Mastery of Objectives Assessment

·       Quiz (see Mastery of Objectives Assessment bullet under Unit 1).


Unit 2:  CBHOs: Improving Health Through Community Development

New Announcements:

·       To be announced.


·       Examine the critical functions of forming partnerships to advocate for and deliver comprehensive, coordinated, and sustainable health care services amid changing social, political, cultural, and economic trends. 

·       Observe the theories used by CBHOs organizations to achieve their goals and the issues associated from both within and outside affected communities.

·       Introduction to key terms and definitions.

Learning Objectives

·       Improvmeent in community health outcomes requires that CBHOs develop the capacity [technological] to plan, advocate, deliver, monitor, and evaluate culturally acceptable preventive and primary care services.

·       In some communities, CBHOs have multiple functions: they help organize residents in building the community's social capital and level of social cohesion, which contributes to community empowerment and development and ultimately to improved health outcomes.

·       Achieving and sustaining good-quality health outcomes requires access to culturally appropriate health services.

Assigned Readings

·       Textbook: Chapter 2. Improving Health Through Community Development

·       Webliography: (URLs) http://quickfacts.census.gov/qfd/index.html

Instructor Lecture

·       Examine three (3) theoretical explanations or perspectives (political economy, symbolic interaction, and social ecology) as frameworks for understanding the economic and political changes on community health. 

·       Examine the need to address unity in diversity in community using CBHOs as vehicles for empowering community and their role of advocate for improved health outcomes with customized programs and services.

·       Compare and contrast hospitals, minute clinics, schools and universities, and other types of health care delivery models you may have used, or assisted others in using, like the elderly in home health settings. 

·       Answer the question, “what may be some of the causes as to why differences exist?” 

·       Unit 2 - Diagram 2.1 (Doc Sharing)

Interactive Learning Activity

·       Discussion questions (see Interactive Learning Activity bullet under Unit 2)

Mastery of Objectives Assessment

·       Quiz (see Mastery of Objectives Assessment bullet under Unit 2).

Unit 3:  CBHOs: A Research Report

New Announcements:

·       To be announced.


·       Research into the theoretical paradigms presented earlier to help explain in more detail the role of CBHOs in community change and improving community health. 

·       Observe CBHOs seek client participation and input to shape service delivery, community education, and advocacy to create changes that will improve community health.

·       Answer the question, “what are the differences and similarities among the many CBHOs, if any?”

·       Introduction to key terms and definitions.

Learning Objectives

·       Although CBHOs share many similarities, there are large differences among them in terms of structure, mission, and internal and external operations.

·       CBHOs must have a mission statement that provides a guide for all of the organizations activities and programs.

·       The board of directors of an organization commonly sets the organization's policy and is the public face of the organizations. It gives the organization greater legitimacy in the eyes of the outside world.

·       The organizational structure of a CBHO should be laid out in its important documents, which include the table of organization, constitution and by-laws, strategic plan, and fund development plan.

Assigned Readings

·       Textbook: Chapter 3. CBHOs: A Research Report

·       Webliography: (URLs) www.Healthcare4KC.Org/about/aspx

Instructor Lecture

·       Specifically, the research is a collection of data from non-profit entities including federally funded 330 community health centers (CHCs) established by or in partnership with community-based groups to deliver health (medical), mental health, or health-related social and support services.

·       Examination of the internal and external operations of CBHOs with the aim of gaining a better understanding of them. This will aid in differentiating them from more traditional care delivery models such as hospitals, clinics, home health, and also aid in understanding what CBHOs must undertake to assess their current operations, engage in strategic planning, and carefully prepare for changes to come. 

·       Areas of interest include how they emerged, their missions, how they currently function, and how they manage their relationships to multiple levels of stakeholders in the community they serve in a changing political and economic climate. Furthermore, it addresses how the CBHO maintains organizational stability while adapting to change.

·       Unit 3 – Annual Report; Unit 3 – HRSA Health Center Program Report; Unit 3 – CAHs Data Summary Report (Doc Sharing)

Interactive Learning Activity

·       Discussion questions (see Interactive Learning Activity bullet under Unit 3).

Mastery of Objectives Assessment

·       Individual Work (see Mastery of Objectives Assessment bullet under Unit 3).

Unit 4:  Case Study: The Health Keepers Model of Service Delivery

New Announcements:

·       To be announced. 


·       The Caribbean Women's Health Association, Inc. (CWHA), a community-based organization, was established as a result of the failure of mainstream service delivery systems and institutions (hospitals, clinics, etc.) to provide appropriate services for the large Caribbean immigrant population in New York City.

·       Examine "The Health Keepers Model" in depth that is capable significant community penetration, involvement, and development. 

·       Observe new approaches CBHOs may wish to consider to strengthen their capacity to adjust to the broader forces of politics, economics, cultural trends, immigration, and community needs.

·       Introduction to key terms and definitions.

Learning Objectives

·       Health beliefs and practices of a particular population is a key element in assessing contributing factors for disparities and in planning interventions to increase the ability of a population to gain access and to use a health care system.

·       When health is defined from a community perspective, approaches to care go beyond the limits of traditional biomedical model of disease, the patient, etiology, and treatment, to include the underlying causes of diseases, perceptions of health and illness, and delivery and use of health care within a community's cultural, social, economic, and geopolitical aspects.

·       Services to ethnic and immigration populations are more effective when they are neighborhood-based; when community members are included in the assessment of needs and the design, development, implementation, and evaluation of programs; and when services are integrated and comprehensive in scope.

·       Because poor health is closely associated with low socioeconomic status, any attempt to address the health care needs of a population must provide families with economic opportunities, social networks, and services that help them find and remain in decent and affordable housing, keep their children in school and help them succeed, obtain jobs that pay a living wage, provide a career path, secure health and social services, build assets and create wealth, and contribute to the revitalization of their neighborhoods.

·       Pitfalls in government funding, such as lack of support for organizational infrastructure and contracting delays, limit the ability of CBHOs to provide needed services.

Assigned Readings

·       Textbook: Chapter 4. Case Study: The Health Keepers Model of Service Delivery

·       Doc Sharing: Unit 4 - Blooms Taxonomy

Instructor Lecture

·       This Unit is a case study of a New York City community-based health organization (CBHO), the Caribbean Women's Health Association, Inc., and its method of service delivery, "The Health Keepers Model". Together, Unit 4 - Diagram 4.1 and Unit 4 - Diagram 4.2 provide CWHO's framework for service delivery and relationship and capacity building (characteristics for effective service delivery).

·       Unit 4 - Diagram 4.1 illustrates the concept and structure for agency startup and implementation of the CWHO programs using domain ideas. (Doc Sharing)

·       Unit 4 - Diagram 4.2 illustrates CWHO's training curriculum used to launch CWHO's new cultural competencies to be adopted by its workers. (Doc Sharing)

·       Unit 4 - Diagram 4.3 illustrates CWHO's formalized maturity in service delivery referred to as, The Health Keeper's Model". (Doc Sharing)

·       Unit 4 - Diagram 4.4 illustrates CWHO's network of services from partners. (Doc Sharing)

Interactive Learning Activity

·       Discussion questions (see Interactive Learning Activity bullet under Unit 4).

Mastery of Objectives Assessment

·       Individual Work (see Mastery of Objectives Assessment bullet under Unit 4).

Unit 5:  The Political and Economic Management of CBHOs

New Announcements:

·       To be announced.


·       We have learned CBHOs can contribute to organizing and building the social capital and cohesion of poor communities, thereby empowering them to advocate for a more equitable political distribution of economic resources such as health care. 

·       Understand more about the organizing and advocating and policy influence functions carried out by CBHOs respond to the environmental trends and political, economic, legal, and cultural influences the CBHO's must confront in their strategic resource initiatives.

·       Introduction to key terms and definitions.

Learning Objectives

·       State legislatures determine how much power city governments have and the services they must provide for citizens. To survive, nonprofits have had to develop a mix of skills that equip them to negotiate for their share of city resources.

·       Advocacy has become an indispensable skill to CBHO survival. Political advocacy can extract the necessary goods and services from the system and contribute to long-term community sustainability.

Assigned Readings

·       Textbook: Chapter 5: The Political and Economic Management of CBHOs

·       Webliography: (URLs) www.RAConline.Org/States

Instructor Lecture

·       CBHOs are being called upon to increase their skill level so as not only to provide services but also to engage in advocating for resources and policy changes.  

·       Practice of "devolution" theory has, in its first phase, transferred to the states responsibilities for providing social services to citizens. In the second phase, state and city governments transferred their responsibility to the nonprofit sector and provided even fewer resources.

·       Process has resulted in weakening CBHOs structurally and programmatically until federal and state governments saw non-profit CBHOs as a good contracting resource capable of penetrating their communities at much deeper levels to provide social services and developing more culturally and linguistically appropriate health promotion messages the resonates in their communities.

·       Unit 5 – MO Demographic and Economic Profiles; Unit 5 – MO Rural Spotlight Fall 09 (Doc Sharing)

Interactive Learning Activity

·       Discussion questions (see Interactive Learning Activity bullet under Unit 5).

Mastery of Objectives Assessment

·       Quiz (see Mastery of Objectives Assessment bullet under Unit 5).

Unit 6: Planning for Sustainability

New Announcements:

·       To be announced.


·       Provide a framework that serves to guide the growth and development of organizational capacity building, without which long-term sustainability of CBHOs is difficult to achieve. 

·       Focus on the importance of planning strategically as a tool for strengthening the capacity of CBHOs to effectively deliver services to their constituents. 

·       Report on the lessons learned, the pitfalls, and best practices of surviving CBHOs a necessary framework.

·       Introduction of key terms and definitions.

Learning Objectives

·       CBHOs rely heavily on government funding for support, a more restrictive health care financial environment, and face market competition that threatens long-term survival.

·       CBHOs must increase their chances of survival by engaging in strategic capacity-building initiatives to ensure growth and sustainability.

·       CBHOs must evaluate their programs and services in order to amass the kinds of data that will provide evidence of what strategies are effective, how they were implemented, and what makes the CBHO approach a successful format for improving health outcomes..

Assigned Readings

·       Textbook: Chapter 6. Planning for Sustainability

·       Webliography: (URLs) www.naccho.org/topics/infrastructure/MAPP/index.cfm

·       Doc Sharing: Unit 6 – Underserved HIT Issues and Opportunities

Instructor Lecture

·       CBHOs are seeking essential partners in health service planning and delivery because of their capacity not only to reach out, but also to penetrate underserved communities.

·       CBHOs are becoming a force for primary prevention; collectively they have huge sustainability challenges.

·       Address those challenges and how to build capacity and position for growth and competition with market forces. 

·       CBHOs should not only be conducting rigorous program planning, but more rigorous assessment, evaluation, documentation, and dissemination of the work they do (e.g. evidence-based medicine, or measurable outcomes).

·       Unit 6 - Diagram 6.1 (Doc Sharing)

Interactive Learning Activity

·       Discussion questions (see Interactive Learning Activity bullet under Unit 6).

Mastery of Objectives Assessment

·       Quiz (see Mastery of Objectives Assessment bullet under Unit 6).

Unit 7:  The Future of CBHOs: Improving Health Outcomes for Everyone

New Announcements:

·       To be announced.


·       The future of community-based health organizations (CBHOs) and their role in improving health outcomes. Indication that CBHOs will continue to evolve and survive.

·       Introduction of key terms and definitions.

Learning Objectives

·       The most significant domestic challenge for government and health care systems in the U.S. is delivering primary care services to everyone in the nation in an efficient, cost-effective, culturally and linguistically appropriate manner that will serve to eliminate health disparities.

·       Promising research methods are being developed that are more inclusive of the community, not only as research subjects but also as more active participants in the collection and analysis of data and the interpretation of results.

·       CBHOs are centrally positioned to transform health delivery by empowering communities and improving health outcomes.

·       Though different, the various models of CBHOs share a few common concepts, such as organizing for the purpose of rebuilding social capital and social cohesion and strengthening civil society, organizing for community health education based on the principles of participation, and organizing as a process of community empowerment and leadership development that ultimately leads to community change.

·       New methods of treatment that have emerged in the past thirty years are now part of thinking about health care delivery.

Assigned Readings

·       Textbook: Chapter 7. The Future of CBHOs: Improving Health Outcomes for Everyone

Instructor Lecture

·       Examine some of the current health challenges in the United States, to forecast some of the expected changes and trends that are projected to occur in health care delivery, and to share a vision for the future of CBHOs as a critical component of changes envisioned in U.S. health care. 

·       Explore ideas from the international arena as well as ideas about community empowerment without which real partnerships, between multiple levels of a community, aimed at improving community health, cannot occur.

·       See how one may redefine health-related research and health outcomes and provide recommendations for the future of CBHOs that can contribute to the elimination of health disparities and to improved health for everyone.

Interactive Learning Activity

·       Discussion questions (see Interactive Learning Activity bullet under Unit 7).

Mastery of Objectives Assessment

·       Quiz (see Mastery of Objectives Assessment bullet under Unit 7).

Unit 8:  CBHOs: Putting It All Together

New Announcements:

·       To be announced.


  • For CBHOs, the most compelling reason for optimism can be found in a renewed and invigorated interest over the past decade in improving health through community organizing and community building. One outgrowth of that interest has been the development of several models for community organizing.

Learning Objectives

·       The vision for the future of health care in the U.S. is being replicated around the world, and it includes greater emphasis on prevention, education, and wellness; greater attention to nonmedical contributing factors to premature morbidity; and a more comprehensive focus on the whole person.

·       CBHOs stand out as the most viable component of the health care system for delivery of preventive, wellness, and advocacy services for racial and ethnic minorities, immigrants, and women of all ages and are uniquely positioned to be the trusted stewards of information regarding client or patient use of culturally sanctioned healers and age-old health practices, which is information that is not likely to be shared with mainstream providers.

·       Data about the complex issues involved with health and health care for residents, including levels of poverty, violence, and other social and environmental dangers are factors that make CBHOs more attuned to the multiple issues (ecology) affecting the whole of people's lives.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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 .

Additional Information:

Technical Difficulties

If you experience computer/technical difficulties (e.g. you need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your online course), please contact the Park Online helpdesk via phone (toll free) at 1-(866) 301-7275 or by email at profhelp@parkonline.org. Help is available 24/7.

Academic Help

If you are experiencing any confusion over course material, technical difficulties that are not being resolved and are preventing you from completing your assignments, or general questions about the course, please let me know immediately by phone or by Email.  AVOID "dropping out" of the course communication or failure to submit assignments due to time constraints, technical problems, or confusion.  If you miss class discussion for a week, you MAY not pass the course (up to my discretion based your past performance), unless you have communicated the nature of your absence (in advance) to me. 


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Last Updated:10/4/2010 12:19:29 PM