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EN 306B Prof Writing in the Disciplines:Business Communications
Smith, Judith M.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

EN 306 Professional Writing in the Disciplines: Business Communications

Semester

F2T 2011 DLA

Faculty

Smith, Judith M.

Title

Senior Instructor

Degrees/Certificates

Ph.D. Educational Technology from The American University
M.S. in Education from Trinity University
B.A. in Journalism from Mississippi State University

Office Location

Online

Office Hours

9-5 Eastern Daylight Time

Daytime Phone

301-907-9287  -- please, no calls after 7 pm unless it is an emergency.

E-Mail

Judith.Smith@park.edu

jsmith@sitetrainer.com

Semester Dates

October 17 to December 11, 2011

Class Days

Every day; the online class is open to work around your schedule.

Class Time

TBA

Credit Hours

3


Textbook:

      

Kitty O. Locker and Donna S. Kienzler. Business and Administrative Communication, 9th edition (customized). (Required).
William A. Sabin. The Gregg Reference Manual, 11th (Tribute) edition. (Required)
ISBN-13: 9780077910228 -- ISBN for the book bundled

Additional Resources:  Course webliography, online job aids; manuals and other documents in the Document Sharing area of the course.

 

Click Here For Park University Online Bookstore

        

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Below are good resources for use in our online classroom. Please check them out when you have an opportunity.

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:
EN306B Professional Writing in the Disciplines-Business Communications: This is the third course in the required writing sequence at Park University. It emphasizes professional writing and research skills for today’s high-tech, globally oriented and diverse workplaces while further developing basic writing skills. This course will emphasize understanding and preparing various kinds of communications in business, government, and non-profit environments including e-mail messages, memos, letters, reports, proposals, surveys, and presentations.

Educational Philosophy:
As a teacher, my philosophy has been one of interactiveness as the key to success in online learning classes (particularly communication classes). Lectures, readings, quizzes, dialogues, tests, writing samples, and other activities/resources together make for a good learning experience, and so it is important for all participants (faculty and adult learners) to stay as connected in the class as possible.

It is fine to discuss different viewpoints on issues here in class; in fact, I encourage sharing many different views, with tact, understanding, and the view that we may agree or disagree from time to time...that is the essence of learning.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze and explain techniques and standards for effective and efficient written communication with audiences in today's high-tech, globally-oriented, and diverse business and government environment.
  2. Develop business documents applying systematic processes for the steps of planning; designing; researching; organizing; drafting; revising; and proofing.
  3. Integrate research findings into business documents, using effective techniques for evaluating, verifying, and documenting information.


  Instructor Learning Outcomes
  1. State and explain the requirements for communicating effectively and ethically in a globally-oriented, technological economy.
  2. Discuss and apply techniques of project management - through the development of an Information Plan and other activities - necessary for effective business writing tasks.
  3. Apply techniques of traditional and online research necessary for effective business writing.
  4. Apply techniques of analysis and decision-making necessary for effective organizing of written business documents.
Core Assessment:

Analytic (Problem-Solution) Business Report.  The core assessment requires a business report focused on a topic appropriate for a business or organizational setting. The report will incorporate sources from online and other research using standard business document design elements and documentation formats. The report be more fully developed than previous assignments.  The report must provide research findings, conclusions, and recommendations sufficient for decision making in a business or organizational setting.  

Weight: No less than 20% of the final course grade.
 

Learning Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Intent/Purpose: clear? (Synthesis)  
Outcomes 1, 2
 

The document’s intent and purpose are both explicitly and clearly stated. 

Intent or purpose not explicitly stated, but understandable to the target audience. 

Intent and purpose not stated and not clear. 

Does not submit assignment or does not respond appropriately to assignment. 

Audience: targeted? (Analysis)  Outcomes 1,2
 

Audience’s needs and expectations are fully addressed. 

Audience’s needs or expectations are partly addressed. 

Audience’s needs and expectations not addressed. 

Does not submit assignment or does not respond appropriately to assignment. 

Focused on a single controlling idea? (Synthesis)  
Outcomes 1,2
 

A sharply-focused controlling idea is clearly stated at the beginning. The writer keeps the reader focused on the controlling idea throughout the document.  

Controlling idea is stated at the beginning; focus on the controlling idea may not be clear throughout the document, but is re-stated in the conclusion.  

Controlling idea not stated; reader does not know where the writer is headed.  

Does not submit assignment or does not respond appropriately to assignment. 

Scope is clearly delineated? (Analysis)  
Outcomes 1,2
 

Scope is clearly stated. 

Reader must infer the of the scope covered by the document. 

Scope is vague or not stated. 

 Does not submit assignment or does not respond appropriately to assignment. 

Perspective is appropriate?  
(Synthesis)

Outcomes 1,2
 

Writer’s perspective is clear, and accommodates the audience’s perspective. Document evidences understanding of cultural and organizational diversity. 

Writer’s perspective clearly implied; may not (or may only partially) address the reader’s perspective. 

Writer’s perspective is vague or does not take into account the audience’s needs and expectations. 

Does not submit assignment or does not respond appropriately to assignment. 

Controlling Idea: sufficiently developed?

(Synthesis) 
Outcomes
 1,2,3

Controlling idea fully developed with external documented evidence, concrete examples and illustrations, and both inductive and deductive analysis/explanation.  

Controlling idea developed with concrete examples as evidence and inductive or deductive analysis/explanation 

Controlling idea not fully developed. 

 Does not submit assignment or does not respond appropriately to assignment. 

Analysis: are facts and opinions explained?

(Synthesis)  
Outcomes

 1, 2, 3
 

All opinions and facts are explained or confirmed to meet the reader’s needs and expectations.  

Essential opinions or facts supporting the controlling idea are explained or confirmed. May have some minor lapses. 

Opinions and facts are not explained or confirmed.  

 Does not submit assignment or does not respond appropriately to assignment. 

Evidence: detailed and convincing?

(Synthesis)  
Outcomes

1, 2, 3
 

Evidence is convincing, clearly documented and verifiable. Writer has clearly evaluated sources.   

 Evidence is limited but generally convincing. May be somewhat outdated or lacking in depth.

Writer does not provide evidence to support assertions. Document is not credible.

 Does not submit assignment or does not respond appropriately to assignment. 

Critical Thinking  
(Synthesis) Outcomes
1, 2, 3 

Consistently applies effective critical thinking techniques. Considers other perspectives, including cultural, professional, and personal. Considers both pro and con. Applies deductive and inductive logic, as appropriate. 

Considers pros and cons to the degree that the document is credible.  

Document is one-sided and contains logical flaws and fallacies. 

 Does not submit assignment or does not respond appropriately to assignment. 

Main Supporting Parts: clearly defined and simple?  
(Synthesis)

Outcomes

1,2,3
 

All main supporting points stated early, and in appropriate sequence.

Main points are partially or incompletely stated, or may be inferred by the reader. 

Main supporting points are not stated, and the reader cannot tell what is to follow after the introduction.

 Does not submit assignment or does not respond appropriately to assignment. 

Introduction

(Synthesis)  
Outcomes
 1,2,3

Sets stage, fully gives reader sense of purpose, and what is to follow; states controlling idea and major parts, Provides transition to body. Addresses needs and expectations of the target audience. States intended goal and objectives of the document. Transitions effectively to the next section of the report.

States purpose or controlling idea clearly, but not major parts. Partially addresses the goals and objectives of the document. Partially addresses the needs and expectations of the target audience.

Does state the purpose or address the needs and expectations of the target audience. 

 Does not submit assignment or does not respond appropriately to assignment. 

Transitions

 (Synthesis) 
Outcomes
 2

Transitions provide continuity and emphasis, and move the reader smoothly towards the document’s conclusion.

Transitions are present at critical places, such as between paragraphs. 

No 

 Does not submit assignment or does not respond appropriately to assignment. 

Conclusion  
(Synthesis) Outcomes
 1,2,3

Memorable conclusion. Returns to controlling idea, reviews ideas, provides closure to enable effective decision making. 

Summarizes the document and re-states the controlling idea. 

Ends abruptly or ambiguously.  

 Does not submit assignment or does not respond appropriately to assignment. 

Document Design

(Application)

Outcome

2

Text design uses correct fonts, headers, white space, and other elements to 

Uses basic design elements that are conventional to a business report.

Document design causes reader fatigue.

Does not submit assignment or does not respond appropriately to assignment. 

Paragraphs  
(Synthesis)

Outcomes
 2

Suitably brief and focused. Clear topic sentences. Unified and coherent. Fully developed with a balance of facts and explanation. 

Each paragraph generally covers a separate topic.

Paragraphs lack consistent structure.

 Does not submit assignment or does not respond appropriately to assignment. 

Sentences

(Synthesis)  
Outcomes
2

Varied, and of a suitable style for the audience; not excessively long or short. Coordinated. Complex when appropriate. Appropriately short to fit the needs of a busy workplace reader. No fragments, fused sentences, or comma splices.

Generally coordinated. Minimal fragments, fused sentences, or comma splices.

Uncoordinated; coherence problems. 

 Does not submit assignment or does not respond appropriately to assignment. 

Readability and Economy of Style

(Synthesis))

 

 

Style is easily understandable in a single rapid reading. Minimizes passive voice, smothered verbs, and bureaucratic and academic language.

Style is understandable to a busy workplace reader, with a minimum of stylistic distractions.

Style is difficult to read

Does not submit assignment or does not respond appropriately to assignment. 

Tone  
Outcomes
 2

Suitable for audience; not ambiguous. Uses personal pronouns as appropriate.

Appropriate for setting.  May occasionally come across as impersonal or bureaucratic.  

Ambiguous, inappropriate, or offensive tone for situation and audience. 

 Does not submit assignment or does not respond appropriately to assignment. 

Vocabulary  
Outcomes
 1,2

Concise and appropriate for the needs and expectations of the target audience. No jargon or language to impress rather than express.  Complex terms are defined. Abbreviations and acronyms are spelled out the first time they are used. Fluent yet not pretentious. 

Generally understandable – reader may need to consult references.

Inappropriate, confusing. Usage is nonstandard.

 Does not submit assignment or does not respond appropriately to assignment. 

Grammar and Mechanics  
Outcomes

1,2
 

No distracting errors in grammar, mechanics, usage, punctuation, or spelling. 

Only occasional errors; not distracting. 

Errors distract the reader and erode writer’s credibility. 

 Does not submit assignment or does not respond appropriately to assignment. 

 

Class Assessment:

Students are responsible for clicking on the link below and thoroughly reading each Online course policy.  If you have questions about any of these policies, please contact your instructor for clarification.

Online Course Policies

1. Attendance -- You are expected to sign in to our conference discussions each week AT THE BEGINNING OF THE WEEK ON MONDAY OR TUESDAY. Park University computers monitor dates and frequency of student participation. If you have not signed in to the conference or participated in class, the database sends me a note. Your absence and Park's database red flag sets off a chain of events that can be complicated. For you, it can mean that you are dropped from the class for administrative reasons. Please sign in and participate, as this will  save you time and hassles.

2. Late Papers -- I am not lenient about due dates. Your papers and conference postings all have due dates and I plan my work around them. So when an assignment is due on Sunday, midnight your time, I plan to grade papers on the following Monday. My goal is to return papers with useful feedback within a few days of receiving them. I am always happy to grade papers early if you turn them in to me early. Just drop me a note that you have submitted early. All papers should be submitted to the respective Dropbox for each assignment. There are no exceptions.

Please note: Papers are not accepted if they are posted to the wrong Dropbox. Please make a note of the schedule posted in Announcements and the specific assignment each week for information on due dates and where to post your paper.

3. Revisions of Assignments – No revisions are permitted in this class. Before submitting a paper for a grade, be sure to build in time for proofreading. Students who proofread their work before submitting it to me generally have excellent grades in this class.

4. Mechanical errors -- These are spelling errors, punctuation errors, formatting errors, grammatical errors, misrepresentations of numbers in written documents, and so on. The most common errors I have seen on most assignments are mechanical errors that are caught (most commonly) by good proofreading.

Mechanical errors can cost you one letter grade or more, depending on their severity and frequency. My advice: Proofread BEFORE you turn in your papers. We have several resources for help with proofreading; see Document Sharing for more information, or ask me for resources

5. The Grade of Incomplete -- Park University discourages the grade of "Incomplete" because some adult learners do not complete the required work after the class is over, and the Incomplete will turn into an "F." However, there are occasions when they must be considered.

Here are the rules regarding an Incomplete:

(1) You must have been contributing weekly in the conference discussion without fail;
(2) You must have completed ALL written assignments but one;
(3) You must request the Incomplete in writing and have a legitimate reason for needing it;
(4) Your incomplete work must be accomplished within two weeks of finishing the course or I am required to submit the grade you have earned at that point as the final grade in our class.

Park University has paperwork for each of us to fill out regarding this grade; once requested in writing, I will send you the form to fill out.  Ideally, we aim to avoid the grade of Incomplete, so please plan your work so that you don't have to request it.

Submission of Original Work

All work submitted for a grade must be original work written FOR THIS COURSE. Your work must be written during the term in which the course is being completed. Work from other courses or from other academic or non-academic settings, past or present, is not acceptable and may be subject to immediate failure.

Grading:
Here is how points break down for errors:

.50 -- typos, each. I also allocate this point count off of papers for missing information (incomplete sentences, missing data when the paper is a research paper, missing footnotes when the footnotes are required, and so forth).

.25 --  grammatical errors, each.

.15 -- punctuation errors, each.

Late papers are not accepted; we also do not have 'redos' in this course. Our class is provided a chart with due dates and assignments listed as of the first day of our class in our Announcements section of the course (as well as in several other locations for easy reference), so the onus is on the adult learner to READ the schedule, USE the schedule, and plan ahead.  Our class moves quickly, and we all (myself included) have only 24 hours in a day. Meet the deadlines and pay attention to what you write in your assignments, and you should do just fine.

NOTE: Admission that one has overlooked the above grading policy requirements during the term of the class is not an acceptable rationale for a grade challenge. Thank you for your attention to this information.

You will be able to track your average exactly throughout the course. The grading scale is as follows:

A = 90-100;

B = 80-89;

C = 70-79;

D = 60-69;

F = 0-59.

I have posted the standards, points, and percentage for each assignment (see the note in Announcements as well as information here in our syllabus). My goal is to give you prompt, clear, and useful feedback to help you become a better writer.

Each student is responsible for:

  • Completing weekly reading assignments.

  • Completing Weekly Discussion Questions and an Online Journal and submitting the journal to the instructor on dates specified by the instructor. 
     
  • Completing six substantial writing assignments, referred to as Papers. 
     
  • Completing a Final Examination.

  • Late submissions of work/missing assignments: I do not accept late assignments in this class. If you believe you will be late submitting a paper, it is essential that you contact faculty BEFORE the due date of the course, and requests will be handled on a case-by-case basis. Our work in this class reflects projects and deadlines that one will encounter in the workplace; so the expectation is that your work product in our class will be delivered on time, in final form, without excusesIf you are granted an extension, and the assignment is not turned in on the date agreed upon, it will receive no credit. Assignments which are still missing at the end of the term cannot be turned in after the due date, and will receive no credit.

    Proctored final examination - An examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location.  For proctored examinations, photo identification is required at the time of the test.  Guidelines for selecting an acceptable proctor can be found on the Park University Website. 

    Other Information on proctored exams:

    • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor. 
    • Approval of proctors is the discretion of the Online Instructor. 
    • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval. 
    • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade. 
    • Some Graduate Online courses may not require a proctored Final Examination.

    Assignment (Deliverable) Points % of Grade Week Due/Date Due
    Writing assignment #1:  Short Memo on doing business overseas with research (provide format and brief research instructions; require use of Park’s Online Library) 5 5% Week 2/October 30, 2011
    Project #1: All-Weather Case (Audience Analysis Memo) 5 5% Week 2/October 30, 2011
    Writing Assignment #2: Memo with research – cultural considerations 5 5%  Week 3/November 6, 2011
    Writing Assignment #3: Research Proposal 10
    10% Week 4/November 13, 2011
    Writing Assignment #4: Presentation 10 10% Week 5/November 20, 2011
    Writing Assignment #5: Cover Letter and Resume 5 5% Week 6/November 27, 2011
    Writing Assignment #6: Progress Report 5
    5% Week 6/November 27, 2011
    Journal 5 5% Weekly;  Complete journal due Week 8 (December 11, 2011)
    Paper #7: Business Report (Core Assessment) 20 20% Week 7/December 4, 2011
    Final Exam 20 20% Week 8/December 11, 2011
    Participation 10 10% Weekly
    Total  100 100%  

    Late Submission of Course Materials:
    I am not lenient about due dates. Your papers and conference postings all have due dates and I plan my work around them. So when an assignment is due on Sunday, midnight your time, I plan to grade papers on the following Monday. My goal is to return papers with useful feedback within a few days of receiving them. I am always happy to grade papers early if you turn them in to me early. Just drop me a note that you have submitted early. All papers should be submitted to the respective Dropbox for each assignment.

    Please note: Papers are not accepted if they are posted to the wrong Dropbox. Please make a note of the schedule posted in Announcements and the specific assignment each week for information on due dates and where to post your paper.

    Classroom Rules of Conduct:
    Park University has a specified code of conduct for adult online learners in the Student Handbook. Please confer with the handbook for specific details. This can be found at the following source: Park University 2010-2011 Undergraduate Catalog

    In general, though, I like to keep it simple.

    Respect for each other and the different opinions and/or ideas will be maintained in our classroom. Threatening, offensive, or other language and activities will not be tolerated and the student (as well as his or her threatening/offending messages) will be forwarded to the proper University authorities.

    Course Topic/Dates/Assignments:
    Summary of Weekly Assignments: Week 1

    Readings: Read the Guidelines thread in the Course Home section of our online classroom; read Lecture Week 1; read chapters 1 and 2 in our primary text for this course, Locker and Kienzler’s Business and Administrative Communication. Students should also look at the Table of Contents for the grammar text for this course, The Gregg Reference Manual, which is intended primarily as a practical reference work.

    Discussions: What are the cost and the worth of communication in 21-century businesses and other organizations? Discuss strategies and techniques for preventing and detecting plagiarism.

    Project #1: All-Weather Case: Students will develop an Audience Analysis Memo based on the case study provided. Writing Assignment #1: Students will select a country that interests them and create a hypothetical company that will be doing business in the country they have chosen. Students will research and write a memo describing current business and economic conditions in the country that might affect the company’s operations.

    Begin Journal.

    Week 2

    Readings: Read Lecture Week 2;  read pages 417-419 in The Gregg Reference Manual (GRM)

    Discussions: Create a Web page of international information for workers and managers who will be going to a specific foreign country to work, and explain how you developed the page. Discuss how you can measure whether your writing meets standards for readability.

    Writing Assignment #2 Preparation: Students will continue to develop the scenario of assuming they are part of a company that is considering operations in a specific foreign country. They will write a letter with documented research explaining how cultural factors in the chosen country may affect business operations, social contacts, shopping, and other considerations if the company you have created decides to move an operation to that country, and make appropriate recommendations.

    Project #1 due

    Writing Assignment #1 due

    Week 3

    Readings: Read Lecture Week 3; Read Chapters 5 (Planning, Composing, and Revising) and 6 (Designing Documents), and the sections on proposals in Chapter 15 in Locker; Skim Section 12 (Editing and Proofreading) in The Gregg Reference Manual (GRM)

    Discussion: Mosaic case-study: content of and standards for annual reports.

    Writing Assignment #3 Preparation: Research Proposal for the Business Research Report (Writing Assignment #7). Based on scenario for Assignments #1 and #2, students will prepare and submit a research proposal requesting approval to focus on specific areas for Writing Assignment #7 (Business Report with Recommendations), including a list of at least ten (10) references from their preliminary research.

    Writing Assignment #7 Preparation: Business Research Report (due Week 7 or 8, as required by instructor). See the details in Week #3 for this assignment, which is the Core Assessment for the course.

    Writing Assignment #2 due

    Week 4

    Readings: Read Lecture Week 4; read Chapters 7 (Creating Visuals and Data Displays) and 8 (Making Oral Presentations) in Locker; Skim Chapter 14 (Planning and Researching Reports)

    Discussions: All-Weather case study: critique and revise visuals of quantitative data; evaluate PowerPoint slides for substance, organization, style, and correctness; critique a presentation.

    Writing/Speaking Assignment #4 Preparation: Students will prepare and deliver a presentation to hypothetical company employees at all company locations in the US who may be involved in starting an operation in the country you are investigating.

    Writing Assignment #3 due

    Week 5

    Readings: Read Lecture Week 5; read Chapters 9 (Building Résumés) and 10 (Writing Job Application Letters) in Locker.

    Discussions: All-Weather Case study: Analyzing Job Applicants Based on Their Résumés; researching and comment on a job ad.

    Writing Assignment #5 Preparation: Students will submit a focused resume, with a cover letter.

    Writing Assignment #6 Preparation: Students will submit a progress report for Writing Assignment #7.

    Writing Assignment #4 due

    Week 6

    Readings: Read Lecture Week 6; read Chapters 11 (Sharing Informative and Positive Messages); Chapter 12 (Delivering Negative Messages); and the sections on Progress Reports in Chapter 15 (Writing Proposals and Progress Reports) in Locker

    Discussions: All-Weather Case: Communicating the negative messages associated with layoffs; create and explain the rationale of a Human Resources Web page that promotes a benefit or resources employees

    Writing Assignment #6: due; Students will submit a progress report for Writing Assignment #7.

    Writing Assignment #5 due

    Week 7

    Readings: Read Lecture Week 7; read Chapters14 (Planning and Researching Reports), and 16 (Analyzing Information and Writing Reports) in Locker; read sample exam

    Discussions: Evaluate five Web sites that are possible resources for your report; analyze and comment on a report and its press release(s); discuss strategies for taking the final exam.

    Writing Assignment #7 due (Core Assessment)


    Week 8

    Readings: Read Lecture Week 8; review all previous readings

    Discussions: Coach a writer on revising and proofing techniques for e-mail messages; discuss your plan for proofreading your report.

    Journal due

    Final Exam administered


    Core Assessment Business Research Report

    Business Report with Research (Writing Assignment #7). The core assessment requires a business report focused on a topic appropriate for a business or organizational setting. The report will incorporate sources from online and other research using standard business document design elements and documentation formats. The report must be more fully developed than previous assignments. The report must provide research findings, conclusions, and recommendations sufficient for decision making in a business setting.

    Weight: No less than 20% of the final course grade

    The rubric for this assignment will be published in the Document Sharing area of the so the student can see the expectations.

    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 2011-2012 Undergraduate Catalog Page 93

    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. from Park University 2011-2012 Undergraduate Catalog Page 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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

    Park University 2011-2012 Undergraduate Catalog Page 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 .

    Copyright:

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

    Last Updated:10/18/2011 7:11:10 PM