2012 SCPS Faculty Manual

 School of Continuing & Professional Studies Accelerated Degree Completion Program Adjunct Faculty Handbook Updated October 2012 1
Dear Adjunct Faculty Member, Welcome to Philadelphia University and the School of Continuing and Professional Studies! Adjunct faculty performs an essential role in the courses and programs offered through SCPS. You are an integral part of the teaching and learning environment of the Accelerated Degree Program. Since the program’s beginning in 2005, we’ve grown dramatically.. Our faculty has made this growth possible; you bring your experience, expertise and engagement to our courses and to the program overall. Our adult population especially appreciates the high level of faculty support we offer. We’re pleased to have you join us and share your unique experiences with our students. This handbook provides information on policies, procedures and responsibilities for adjunct faculty, as well as available University resources and services. We are happy to clarify any information and answer other questions you have. We hope your experience with Philadelphia University is positive. We appreciate the contributions you make to our program! Sincerely, Frank Congdon Executive Director 2
Table of Contents:
SCPS Locations & Office Hours
About Philadelphia University
About School of Continuing & Professional Studies (SCPS)
SCPS Curriculum Design
Degrees & Majors
Advising
Prior Learning Assessments (PLAs)
SCPS Portfolios
SCPS Assessment Program
SCPS Faculty Information
Preparing for SCPS Teaching
Syllabus Requirements & Guidelines
Required Syllabus Language
Syllabus Considerations
Grading
Grade Dispute & Resolution
Teaching Strategies
Teaching with Technology
Philadelphia University Student Policies
Withdrawal from Courses
Philadelphia University Student Services
Disability Services
Tutoring Services
Gutman Library
Philadelphia University Faculty Policies
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Appendices:
A: PLA Policies & Procedures
B: SCPS Outcome Measures
C: Assessment “Quick Reference” Faculty Guide
D: Course Descriptions
E: Sample Syllabus with Required Language
F: Guide to Online Teaching
G: Academic Integrity Questionnaire
H: Philadelphia University Copyright Policy
I: Philadelphia University Course Packet Policy
J: Philadelphia University Patent Policy
K: A Faculty Member’s Guide to FERPA
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SCPS Locations and Office Hours Main Campus: Suite 102 Tuttleman Building School House Lane and Henry Avenue Philadelphia, PA 19144 Phone: 215-­‐951-­‐2900 Security: 215-­‐951-­‐2620 Hours: Monday -­‐ Thursday, 9:00am-­‐7:00pm Friday, 9:00am-­‐5:00pm (4:30 pm in the summer) Saturday, 8:30am-­‐10:30am Bucks County Campus: Bucks County Technology Park 4800 E. Street Road Trevose, PA 19053 Phone: 215-­‐526-­‐0980 Security: 215-­‐953-­‐3680 Hours: Monday -­‐ Thursday, 9:00am-­‐7:00pm Friday, 9:00am-­‐5:00pm (4:30 pm in the summer) Saturday -­‐ Campus is open only if classes are offered in any given term SCPS Staff Frank Congdon, Executive Director, congdonf@philau.edu (215-­‐951-­‐2902) Ellen Kolodner, Director of Academic Programs, kolodnere@philau.edu (215-­‐951-­‐6853) Susan Calder, Director of Student Services, calders@philau.edu (215-­‐526-­‐0981) Kathy Moran-­‐Gannon, Director of Marketing, moran-­‐gannonk@philau.edu (215-­‐951-­‐2905) Tara Stasik, Director of Professional Education, stasikt@philau.edu (215-­‐951-­‐2901) Sue Perrone, Operations Coordinator, perrones@philau.edu (215-­‐951-­‐2900) Joanne O’Neill, Assistant to Executive Director, oneillj@philau.edu (215-­‐951-­‐2902) Sylvia Johnson, Administrative Assistant, Bucks County Campus, johnsons@philau.edu (215-­‐526-­‐0985) 4
About Philadelphia University At Philadelphia University, we are focused on innovation and on providing students with an academic experience that will give them a real competitive advantage. We are preparing students to be leaders at every level of their careers through our unique academic approach, Nexus Learning — active and collaborative learning that is connected to real world and infused with the liberal arts. Philadelphia University’s Mission Statement Philadelphia University is a student-­‐centered institution that prepares graduates for successful careers in an evolving global marketplace. By blending the liberal arts and sciences, professional studies, interdisciplinary learning, and collaborations in and out of the classroom, students learn to thrive in diverse and challenging environments. Our students are encouraged to form supportive relationships with each other as well as faculty, staff, and alumni in an academically rigorous setting that is focused on intellectual and personal growth. Philadelphia University is an experiential learning community where integrity, creativity, curiosity, ethics, responsibility, and the free exchange of ideas are valued. The History of Philadelphia University Philadelphia University was founded in 1884 as the Philadelphia Textile School, in the wake of the 1876 Centennial Exposition. A group of textile manufacturers, led by Theodore Search, noticed a sizeable gap between the quality and variety of American textile products and those of European mills. To address this, the group established the School to educate America’s textile workers and managers. Several years later, the School affiliated with the Pennsylvania Museum (now the Philadelphia Museum of Art) and School of Industrial Art. By the mid-­‐1890s, the School had settled at Broad and Pine Streets in downtown Philadelphia. The School survived the Depression and entered a new period of growth at the outset of World War II. In 1941, the School was granted the right to award baccalaureate degrees and changed its name to the Philadelphia Textile Institute. By 1949, the School, which was no longer affiliated with the museum, began conducting classes at the present site in the East Falls section of Philadelphia. In the 1950s, the School grew, and in 1961, changed its name to Philadelphia College of Textiles and Science. The student population doubled from 1954 to 1964, and again by 1978, adding programs in the arts and sciences and business administration. The institution purchased an adjoining property in 1972, doubling the size of the campus. As Philadelphia College of Textiles and Science, the institution offered the first graduate degree, the Master’s of Business Administration, in 1976. With the 5
purchase of properties in 1980 and 1988, the size of the campus nearly doubled again and grew to include additional classrooms, research laboratories, student residences and athletic facilities. In 1992, the 54,000-­‐square-­‐foot Paul J. Gutman Library was built. The College continued throughout the ’90s to provide students with high quality education and real-­‐world experience for their professions, adding majors in a range of fields. In 1999, the College applied for and was granted university status by the Commonwealth of Pennsylvania. In an historic move, the Board of Trustees voted to change the School’s name to Philadelphia University, making it the only private university to be named after the city of Philadelphia. Philadelphia College of Textiles and Science became Philadelphia University on July 13, 1999. Philadelphia University Outcome Goals: Educate students who: 1. Possess a breadth and depth of professional skills informed by the liberal arts and sciences 2. Apply multi-­‐disciplinary and collaborative approaches as a means of succeeding in dynamic, complex career environments 3. Integrate theory and practice to inform research and guide creative decisions in their professional fields. 4. Interpret and value diversity in both local and global communities 5. Are prepared to be ethically responsible citizens in the personal, professional and civic spheres 6. Are prepared to bring innovation to their fields and anticipate future directions in their professions by adapting to social, environmental and economic change Institutional Organization Undergraduate and graduate instructional programs are organized within three colleges and one school: • College of Architecture and the Built Environment (CABE) • Kanbar College of Design, Engineering and Commerce (Kanbar DEC) • College of Science, Health and the Liberal Arts (CSHLA) • School of Continuing and Professional Studies (SCPS) About School of Continuing and Professional Studies (SCPS) SCPS offers Accelerated Bachelor Degree Completion Programs, summer coursework, non-­‐credit continuing education programs and Associate degree programs including an Associate in Science in Occupational Therapy Assistant Studies. In partnership with District 1199C of the Hospital and Healthcare Workers Union, we offer a specialized on-­‐site Associate degree program at the Breslin Learning Center in center city Philadelphia. Continuing Studies is based on the philosophy that education is a lifelong experience influencing personal growth, career advancement or career change. Degree 6
programs are designed to accommodate adult learners and their professional and personal obligations. Each term, students enroll in baccalaureate programs on the Main or Bucks County Campuses, online, and at selected locations throughout the Delaware Valley. To accommodate busy professional and personal schedules, courses are offered in accelerated evening, weekend and online sessions. Students who excel in their academic work are recognized on the Dean’s list and in graduation honors. The faculty and staff are committed to providing excellence in all phases of the academic experience. Continuing Studies strives to provide a challenging environment where students are able to reach their career and educational goals, as well as enrich their personal lives. Accelerated Bachelor’s Degree Completion The School of Continuing and Professional Studies offers an accelerated Bachelor’s degree completion program for working professionals. Courses are offered in eight-­‐
week terms and focus on general education coursework, professional studies coursework, a choice of ten majors, and a selection of electives. Candidates for admission to this program must have previously earned 30-­‐60 credits from regionally accredited institutions. Candidates must demonstrate competency in writing, mathematics, information systems, humanities, history, science and social science. Students can accumulate credits toward their first 60 credits through existing university coursework, pre-­‐approved transfer coursework, CLEP and Philadelphia University prior learning assessment. Candidates are required to complete an application and related materials, attend an admissions interview and write a personal statement. Transcript evaluations are an integral part of this process. B.S. Majors: • Behavioral and Health Services • Health Sciences • Health Services Management • Human Resource Management • Information Technology • Law Enforcement Leadership • Leadership in Emergency Services • Leadership in Homeland Security • Organizational Leadership • Pre-­‐MBA Associate of Science in Health and Human Services This 60-­‐credit program builds on Health and Human Services technical training programs that have articulation agreements with Philadelphia University 7
Continuing and Professional Studies. Students who have successfully completed the specified training program and are recommended by the training provider can earn a Philadelphia University Associate in Science: Health and Human Services degree. All coursework articulates with Philadelphia University Continuing and Professional Studies Accelerated Bachelor of Science programs. Associate of Science in Occupational Therapy Assistant This 69-­‐credit program prepares individuals to practice as an occupational therapy assistant in a variety of settings with people of all ages. The program features accelerated eight-­‐week academic terms, five clinical fieldwork experiences and intensive guidance by faculty and mentors. Lecture and laboratory classes are scheduled two evenings per week and Saturday mornings. Students may complete the program in 23 months. Curricular themes permeate all courses and key professional concepts are continually reinforced. Fall entry only. SCPS Curriculum Design B.S. ACCELERATED DEGREE PROGRAM The School of Continuing and Professional Studies offers an accelerated degree completion program of 60 credits for working professionals. The courses are offered in eight-­‐week terms and focus on general education requirements, professional competencies, a choice of ten majors, and a limited choice of electives. Candidates for admission to this program must have previously earned 30-­‐60 credits from regionally accredited institutions. Candidates must demonstrate competency in writing, mathematics, information systems, humanities, history, science and social science. Students can accumulate credits toward their first 60 credits through existing university coursework, pre-­‐
approved transfer coursework, CLEP examination and Philadelphia University Prior Learning Assessment (PLA). Candidates are required to complete an application and related materials, participate in an admissions interview, and write a personal statement. Overview of Accelerated BS Requirements Curriculum Credits General Education 15 Continuing Professional Studies Core 18 Major 15-­‐18 Free Electives 9-­‐12 depending on the major Transfer Credits 60 Total: 120 8
Program Majors Credits Behavioral and Health Services 15 Health Sciences 15-­‐16 Health Services Management 15 Human Resource Management 15 Information Technology 15 Leadership in Homeland Security 18 Leadership in Emergency Services 15 Organizational Leadership 15 Pre M.B.A. 15 Detailed Course Requirements Listing: General Education 15 credits HIST-­‐321 Business, Industry and Work in American History 3 HUMN-­‐310 Globalization and World Politics 3 SOC-­‐310 The Social Science of the Workplace 3 COMM-­‐320 Professional Communication Skills 3 CSSEM-­‐499 Professional Capstone Seminar 3 Continuing Professional Studies Core 18 credits CSSEM-­‐300 Professional Practice Seminar 3 MGMT-­‐361 Leadership Theory & Ethical Practices 3 ECON-­‐331 Economic Decision Making 3 STAT-­‐311 Finding and Evaluating Statistical Data 3 FINC-­‐323 Financial Decision Making 3 IT-­‐201 Learning with Technology 3 Note: Health Sciences majors will not take ECON 331 and FINC 323. These classes will be replaced with BIOL 104-­‐Biology II and BIOL 201-­‐Anatomy and Physiology I, both 4 semester hour classes. Major -­‐ 15 credits Free Electives -­‐ 12 credits -­‐ (9-­‐10 credits for Health Sciences majors) Transfer Credits -­‐ 60 credits CREDIT TOTAL -­‐ 120 credits 9
Program Majors Behavioral and Health Services 15 credits Choose five of six listed courses PSYCH 201 Abnormal Psychology 3 PSYCH 222 Counseling Psychology 3 PSYCH 233 Interpersonal Relations and Small Group Dynamics 3 PSYCH 213 Developmental Psychology 3 BEHLT 341 Behavioral Health and Neurorehabilitation 3 BEHLT499 Applied Project in Behavioral and Health Services 3 Health Sciences 15-­‐16 credits Choose five of six listed courses PSYCH 201 Abnormal Psychology 3 PSYCH 233 Interpersonal Relations and Small Group Dynamics 3 PSYCH 213 Developmental Psychology 3 BEHLT 341 Behavioral Health and Neurorehabilitation 3 BEHLT 499 Applied Project in Behavioral Health and Neurorehabilitation 3 BIOL 202 Anatomy and Physiology II 4 Health Services Management 15 credits HRM 350 Cross Cultural Comm. and Diversity Mgmt. 3 HLTSV 310 Survey of Health Services Delivery Systems 3 HLTSV 315 Public Policy and Planning in Healthcare 3 HLTSV 325 Emerging Issues in Healthcare 3 HLTSV 499 Capstone Seminar in Health Services Mgmt. 3 Human Resource Management 15 credits MGMT 320 Human Resource Management 3 HRM 321 Staffing and Resource Development 3 HRM 336 Compensation and Benefits, Health and Safety 3 HRM 421 Organizational and Employee Relations 3 HRM 499 Applied Research and Practice in H.R. Mgmt. 3 Information Technology 15 credits IT 315 Information Technology 1 3 10
IT 317 Information Technology II 3 IT 320 Database Management 3 IT 410 Needs Assessment 3 IT 499 Project Management 3 Law Enforcement Leadership 15 credits MGMT 320 Human Resource Management 3 LAWEN 301 Planning for Law Enforcement Organizations 3 LAWEN 310 Contemporary Law Enforcement Strategies 3 LAWEN 410 Advanced Law Enforcement Theory and Management 3 LAWEN 499 Capstone Seminar and Applied Project in Law Enforcement Leadership 3 Leadership in Emergency Services 15 credits EMS 310 Emergency Services Law 3 EMS 320 Emergency Management Planning 3 EMS 330 Public Health Issues Impacting Emergency Services 3 EMS 410 Disaster Response and Recovery Planning 3 EMS 499 Theoretical Applications and Applied Project in Emergency Services Leadership 3 Leadership in Homeland Security 18 credits LHS 350 The Foundations of Homeland Defense & Security 3 LHS 360 Unconventional Conflict 3 LHS 403 Critical Infrastructure: Vulnerability Analysis & Protection 3 LHS 407 Disaster Policy & Politics 3 EMS 410 Disaster Response & Recovery Planning 3 LHS 499 Capstone Seminar & Applied Project in LHS 3 Organizational Leadership 15 credits COMM 310 Communication Theory and Practice 3 MKTG 320 Visual Literacy 3 HRM 350 Cross Cultural Comm. and Diversity Mgmt. 3 PSYCH 233 Interpersonal Relations and Small Group Dynamics 3 OL Elective 3 Pre M.B.A. 15 credits MGMT 401 Operations Management 3 11
MKTG 102 Principles of Marketing ACCT 101 Financial Accounting ACCT 102 Managerial Accounting BUS 499 Business Capstone Seminar Advising 3 3 3 3 Each student meets with an advisor when admitted to the program to outline the required courses for their program. Students are encouraged to meet with an advisor on a regular and on-­‐going basis. Academic advising is available at the Main Campus Monday-­‐Friday with evening advising hours also available most Monday-­‐
Thursday nights. At the Bucks Campus, academic advising is available daily, with evening advising hours available most Mondays and Thursday nights. Faculty is encouraged to refer students to their advisor when questions arise regarding course requirements or sequence. To schedule an advising appointment at the Main Campus, students should call 215-­‐
951-­‐2900. Advising appointments at the Bucks County can be made by calling 215-­‐
526-­‐0981. Phone appointments are available and students should know that advisors can respond to certain concerns via e-­‐mail. Prior Learning Assessment (PLA) Students in the SCPS Accelerated Degree Completion B.S. programs can earn credits for college-­‐level learning gained before entering the program. Credits can be earned through: • transfer of credits from regionally accredited institutions of higher education with a grade of “C-­‐” or higher • transfer of credits from organizations with which Philadelphia University maintains a formal articulation agreement • passing of a CLEP exam • and/or through successful completion of the structured Philadelphia University Continuing and Professional Studies Prior Learning Assessment process (PhilaU SCPS PLA process) The SCPS PLA process is consistent with standards set by the Council on Adult and Experiential Learning; it allows students to earn credit for learning that occurred through non-­‐classroom based experience in the work environment, community involvement, or individual study. All PLA submissions must link a student's real life experiences with relevant scholarly literature as well as demonstrate and document the student's experiences. All PLA work must be assessed and the grades submitted within 6 months of completion of the student’s first Philadelphia University Bachelor Degree 12
completion program course. In most cases, this means that the student must submit all PLA work to their faculty evaluator-­‐coach within 5 months of completion of their first course. Philadelphia University allows students to register for PLA credits in ten content areas: Scientific Reasoning; Historical Understanding; Psychology; Sociology; Information Systems; Finance; Human Resource Practices; Applied Management Principles; Strategic Planning; Marketing; Training and Development; Leadership and Supervision; Negotiation and Conflict Resolution; Clinical Practices in a specified health care specialty; Humanities; Spanish; Visual Arts; Performing Arts; Law Enforcement; Fire Safety; Emergency Medical Services; First Responder Services; and, Professional Practice in a specialized area of public administration. Other areas are subject to availability of a Subject Matter Expert. (See Appendix A for PLA Policy & Procedures). SCPS Portfolios Continuing and Professional Studies (SCPS) values the learning students gain through the Accelerated Bachelor of Science Degree program. To assess that learning, each student is required to develop and maintain a portfolio that chronicles their growth and journey through the SCPS degree program. Each portfolio must contain actual samples of work completed during the accelerated Bachelor of Science program. The portfolio contents must reflect activities and events that have significantly contributed to a student’s learning and development. The Portfolio should reflect students’ demonstrated ability to retain and apply concepts; to use technology in professional and personal lives; to communicate effectively through written, oral and nonverbal means; to understand & value cultural & ethnic diversity; to conduct an in-­‐depth analysis of an industry, organization or economic sector; to effectively manage multi-­‐faceted information, to think critically, and to apply multidisciplinary approaches to problem-­‐solving and decision making; to incorporate global perspectives on the world of work into professional efforts; to apply concepts that reflect a breadth and depth of professional knowledge and skills related to the major area of study; and to be an ethical, responsible citizen and leader in their personal, professional and civic communities. The final SCPS Portfolio must contain a synopsis of the students’ professional and personal growth throughout the degree completion program. The content of the portfolio is as follows: a reflective essay, an updated resume; and a selection of artifacts that demonstrate their ability to: analyze an industry or organization; access and use a variety of information and technology; think critically and problem-­‐
solve; understand global issues that affect their social and professional lives; and use specialized professional skills and knowledge that have been gained through the B.S. degree program. 13
In addition to the Summative Reflective Essay and resume, the Portfolio includes 4 content sections with course artifacts: § Section 1: Industry or Organization Analysis (4 artifacts required) § Section 2: Information and Technological Literacy (2-­‐4 artifacts required) § Section 3: Global Perspectives (2-­‐4 artifacts required) § Section 4: Specialized Professional Skills and Knowledge (2-­‐4 artifacts required) Each section of the portfolio should demonstrate the student’s ability with regard to the outcome goals listed below and should include an explanation for the selection of artifacts in each clearly marked section. Students are required to include the following assignments from these core and courses from their major: Course Required Project Portfolio Section(s) COMM 320: Professional Multimedia Project Organizational Analysis Communication Skills ECON 331: Economic Final Project Info & Tech Literacy Decision Making EMS 330: Public Health Case Study Prof Skills & Knowledge Issues Impacting Emergency Services FINC 323: Financial Company Analysis Organizational Analysis Decision Making HRM 350: Cross-­‐Cultural Communication Prof Skills & Knowledge Management & Diversity Package Management HRM 421: Organizational Formal Essay Prof Skills & Knowledge & Employee Relations HUMN 310: Globalization Debate Project Global Perspectives & World Politics IT 201: Learning with Annotated Bibliography Info & Tech Literacy Technology IT401: Needs Assessment TBD Prof Skills & Knowledge LAWEN410: Advanced Law Enforcement Theory & Management LHS 403: Critical
Infrastructure: Vulnerability
TBD Prof Skills & Knowledge TBD Prof Skills & Knowledge 14
Analysis & Protection
MGMT 361: Leadership Theory & Ethical Practices MTKG 102: Principles of Marketing PSYCH 233: Interpersonal Relations & Small Group Dynamics SOC310: Social Science of
the Workplace
Leadership Case Analysis Semester Project Organizational Analysis Prof Skills & Knowledge Annotated Bibliography Prof Skills & Knowledge Chapter Co-presentation
Organizational Analysis Additionally, student will have the option of including documents and projects as well as samples of application of concepts learned during coursework and applied in areas of work, civic, or personal activities. All work samples included in the portfolio must highlight skills and knowledge the student acquired during the program and must relate to the outcome goals listed below. Students are responsible for retaining copies of all work to include in their final portfolio. Students receive an introduction and outline of the requirements of the SCPS Portfolio during Professional Practice Seminar (CSSEM 300). In that course, students receive guidelines for developing the SCPS portfolio. Students continue to collect artifacts and reflect on learning throughout the degree completion program. The final portfolio is assessed in the Professional Studies Capstone Seminar (CSSEM 499). Approximately 50% of the portfolio grade is attributed to the reflective essay. Students receive final grading criteria for the SCPS portfolio in the Professional Studies Capstone Seminar. For a complete description of the Assessment Philosophy and Process: The SCPS Portfolio, please see Appendix B. SCPS Assessment Program As required by Middle States Accreditation, Philadelphia University conducts ongoing assessments to ensure that the high academic quality is maintained. Data is strategically and consistently collected to determine the level of student success in mastering the goals and outcomes of the School of Continuing and Professional Studies and Philadelphia University. By the time students have graduated from SCPS, at least 65% of students are expected to have mastered the following goals and outcomes: 1. Apply foundational liberal arts and sciences concepts to CPS core courses and major area of study 2. Think critically and apply multidisciplinary approaches to problem-­‐solving and decision making 3. Demonstrate information literacy skills when appraising the complex nature of a 21st century business environment 15
4. Understand and value cultural and ethnic diversity in the community at work and in the global marketplace 5. Apply an understanding of how to be an ethical, responsible citizen and leader in personal, professional and civic communities 6. Be self-­‐directed lifelong learners who anticipate future directions in their professions In order to measure the success in attaining these outcomes, SCPS has developed an extensive evaluation plan that utilizes pre-­‐determined course assignments and rubrics and the students’ final Portfolios (as noted in the chart on page 10) to collect data that allows SCPS to conduct statistical analysis. Faculty teaching core courses and select courses within the major will be required to collect and document data using the pre-­‐designed rubrics. Faculty teaching these courses will be contacted by the Assessment Coordinator at the start of the semester with the necessary materials and instructions. (See Appendix C for the SCPS Program Assessment Quick Reference Guide. Full Program Assessment Manual is available on the SCPS faculty website). SCPS Faculty Information
Appointment Letters Appointment letters for adjunct faculty are issued on a term-­‐by-­‐term basis and are mailed to the home address. Specific appointment letters are issued for each Prior Learning assessment responsibility. Particularly take note of the terms and conditions including compensation. Be aware that course scheduling is contingent upon sufficient enrollment. You will be contacted if a course is canceled. Your signed appointment letter should be returned to the SCPS office. Assessment Program Data Collection Faculty who are teaching select core and courses from the major will be required to record data from predetermined course projects. Courses that are included in the Assessment Program are: COMM320, CSSEM300, CSSEM499, ECON331, EMS330, FINC323, HRM350, HRM421, HUMN310, IT201, MGMT361, MTKG102, PSYCH233, & SOC310. Faculty teaching these courses will be contacted by the Assessment Coordinator at the start of the semester and will be provided with all necessary information about the project, data collection process and submission. Please see Appendix C for more information. Compensation Schedule Philadelphia University strives to provide competitive compensation based on an Adjunct’s experience and academic credentials. The salary and PLA evaluator schedule are periodically reviewed. Adjunct faculty members receive payment in 4 installments per term, as determined by the University Payroll schedule. 16
Dining Services At Philadelphia University, dining services are run by Parkhurst Dining Services with a team of employees who have a sincere interest in the satisfaction of students. Dining Services operates a 350-­‐seat cafeteria, Ravenhill Dining Hall; Tuttleman Café in the Tuttleman Classroom Building; and three facilities all located in the new Kanbar Student Center; The Common Thread Grill and Deli, The Common Thread Inner Food Court and Ted's, a facility offering favorite On the Go! and convenience items, along with pizza, Starbucks Coffee and Hershey's ice cream. Visit http://www.philau.edu/dining/ for full information. On Bucks Campus, Café B, a facility within the Bucks County Technology Park, offers light snacks, sandwiches, fruit and salad and is open until approximately 6:00 Monday – Thursday evenings. Directions to Philadelphia University – The Tuttleman Center Visit http://www.philau.edu/directions/index.html. Identification Card The campus identification card is required for all Philadelphia University faculty and students. The card serves as University photo I.D., library/campus activity card and allows access to campus buildings after 6PM. The ID card can also be used (as a debit card) to buy meals, make photocopies, and purchase supplies and books. An identification card can be obtained at the Kanbar Student Center during designated hours. Mailboxes Mailboxes are provided for Adjunct Faculty in the SCPS Office on both the Main and Bucks County campuses. Mentoring / Faculty Coaching SCPS believes that faculty support is key to a strong program. Faculty Coordinators/Mentors are assigned to several foundation courses, and are also available for faculty teaching degree completion courses in the online format This experienced faculty member provides invaluable tips and resources to strengthen your teaching. They also solicit feedback and generate discussions among the faculty group throughout the term, considering improvements to the course schedule and text selection. SCPS encourages our faculty to collaborate on syllabi refinement, teaching strategies and course material selection. When teaching a class for the first time, it’s especially helpful to contact the faculty member who has taught the course in the recent past. The Director of Academic Programs, the Director of Student Services or Joanne O’Neill can give you contact information so you can connect and benefit from their expertise. Quite often, faculty members work in isolation; by collaborating on courses, we can provide improve our own teaching experience, as well as that of our students. 17
Nature of Employment At Philadelphia University, your employment is “at-­‐will” which means that either you or the University may elect to terminate the employment relationship at any time, with or without cause, for any reason not prohibited by law. Office Space Limited office space, including a computer and photocopier access for academic use, is available for Faculty in the SCPS Office at the Main and Bucks County campuses. Parking and Vehicle Registration Every member of the campus community (faculty, staff, students) must register their vehicle and display a current permit. This requirement is enforced at all times and faculty without permits or parked in “no parking zones” will be ticketed. Please contact Joanne O’Neill at 215.951.2902 or oneillj@philau.edu to register your vehicle. A parking permit is not required at the Bucks County Campus. PLA Evaluators Faculty who are interested in serving as a PLA evaluator should contact the Director of Academic Programs. A detailed Faculty Guide to the SCPS Prior Learning Assessment is available for all PLA Evaluators. Effective July 5, 2012 through August 31, 2013, the PLA evaluator remuneration schedule is: 3 credit PLA-­‐-­‐-­‐$400; 6 credit PLA-­‐-­‐$600; 9 credit PLA-­‐-­‐$800; 12 credit PLA-­‐-­‐$1100. Room Reservations Depending on classroom needs, you may find you require a room that has a different configuration or technical capabilities than your assigned classroom. The Gutman Library has a variety of rooms available with advanced reservation by calling the Library directly at 215-­‐951-­‐2840. There are also a variety of computer labs available with advanced reservation by contacting the Computer Help Desk at 215-­‐
951-­‐4840. Also, the Tuttleman Building contains one Computer Lab, which can be reserved by calling Joanne O’Neill at 215-­‐951-­‐2902. Joanne is also available to help with any problem obtaining a room on campus. Word Processing/Duplicating/Request SCPS can copy materials for your course. Please provide a copy of your document at least seven days in advance to be sure your copies are ready when needed. Large documents may need to be sent to the Campus Copy Center, which could require additional time. Copiers for copies under 100 pages are available for your use at both the Main and Bucks County campuses. Note: All students have a 500 page B&W letter-­‐sized laser printing equivalent free quota each semester via the campus computer lab printers, pages above that level are charged to a student’s discretionary campus card account. 18
Preparing For SCPS Teaching Blackboard 9.1 As of Fall 2012, Philadelphia University utilizes Blackboard 9.1. Blackboard is a program that allows instructors to create, deliver, and manage web-­‐based educational technologies for courses. It can be used to add online elements to a traditional course, or to develop completely online courses with few or no face-­‐to-­‐
face meetings. The Office of Information Technology has guides and video tutorials that should help familiarize you with Blackboard. If you need further assistance with Blackboard you can contact the Office of Information Technology at 215-­‐951-­‐4OIT or email helpdesk@philau.edu. Blackboard has an app available (via blackboard.com or appropriate user “app store”) for students and faculty (for smartphones and tablets) and is available for a $5.99 fee. Blackboard Training Training schedule for new version on Blackboard faculty is available at: www.philau.edu/its or on Atomic Learning’s website for training videos. Course Descriptions The School of Continuing and Professional Studies offers undergraduate degree and certificate programs as well as non-­‐degree programs for the development of professional skills. For a complete list of course descriptions for SCPS credit courses, please see Appendix D. Course Roster Faculty may access a roster of students enrolled in their individual courses through the University’s WebAdvisor system. Emergency Closing In the event of an emergency closing (severe weather emergency, snowstorm, etc.), the decision to close the University and/or evacuate the campus will be the responsibility of the president or designee. This information will be communicated to the local radio and television media via voice mail, email and the Philadelphia University Web site. Students, faculty and staff checking to see if school is closed are urged to check the Philadelphia University Web site, the switchboard at 215.951.2700 or local media. On KYW 1060 AM our closing numbers are: Evening and Saturday classes 2230, and the Bucks Campus classes 2751; Day classes 112 on the Main Campus. Evaluations During the last weeks of the term, students will receive an email with instructions on completing the course evaluation online. Because online evaluations have a lower completion rate than traditional paper-­‐based evaluations conducted in class, you should encourage your students to complete these evaluations. Stress that their feedback is important, needed and can effect improvements in the curriculum. 19
Faculty Class Cancellation In the event that an individual faculty member needs to cancel a class due to a personal emergency, faculty members should contact Joanne O’Neill in SCPS (215-­‐
951-­‐2902) as soon as possible and she will arrange to contact your individual students. It is the responsibility of the faculty member to make arrangements to make up the missed class. Faculty should also post announcements on their course Bb site indicating the cancellation as well as the date and time of the re-­‐scheduled class. Grade Submission Final grades for students are submitted by faculty via the University’s WebAdvisor. Generally, final grades are due within 1 week of the close of the term. Media Services Media services equipment check out policy and practices can be found at: http://www.philau.edu/oit/mediaservices/index.htm Passwords Student, faculty, and staff passwords expire every 90 days and can be re-­‐set at https://www.philau.edu/oit/pwreset. Faculty who experience difficulty resetting their password should email or call the Technology Help Desk. Rubrics Each graded assignment within a course should be accompanied by a rubric that explains how the students’ grade will be determined. Sample rubrics are available in most course syllabi, and websites such as rubistar.com can help with development of rubrics for individual assignments. Sample Syllabus Contact Joanne O’Neill (oneillj@philau.edu) for a syllabus from a prior term. A standardized syllabus that includes all required language and components in an editable Word document is available. Please see Appendix E for the standardized syllabus sample. Syllabus Submission Faculty are required to provide Continuing and Professional Studies with a copy of the syllabus they will distribute to SCPS students each academic term. Please submit the syllabus electronically to both Joanne O'Neill (oneillj@philau.edu) and Ellen Kolodner (KolodnerE@philau.edu) prior to the start of the accelerated term. Syllabi should also be posted in the course’s Blackboard site at the start of the term. Teaching Online Courses SCPS offers select B.S. degree completion courses in the online format each term. See Appendix F for Online Instruction guidelines, sample syllabus and teaching strategies. 20
Technology Support Classroom technology support is provided from 8:00 AM until 10 PM, Monday through Thursday, Friday hours are 8AM-­‐7:30PM. Saturday hours are 10AM-­‐5PM, Sunday hours are 12PM-­‐12AM. -­‐ email or call the Technology Help Desk (x4648 or helpdesk@philau.edu). Please note that active classrooms, labs, and studios have top priority at the Technology Help Desk. Textbooks Whether taking over for someone who created a particular course or introducing one yourself, you're likely to have some flexibility in choosing the materials for use in your class. If the course you are teaching is one section of a required course, the requirements of all sections are more standardized. The SCPS office will be able to guide you or direct you to someone else in the department. Faculty who taught the courses previously are frequently willing to share their materials and offer guidance about what worked well in the course. Your decision to use a textbook, articles and other materials is one you can reach after talking with other instructors, reviewing course syllabi, and considering your own course objectives. SCPS is your resource for information on which texts and which editions are required or suggested. SCPS can also assist you in obtaining a review copy. Please contact Joanne O’Neill in SCPS (215-­‐951-­‐2902) for further details. A note on international textbooks and past editions: More students order texts online and you may get questions about using alternate versions of your text. Generally, international versions of the text are identical, except for the artwork. It is up to you whether you want to allow students to use these versions. Students should not be permitted to use previous versions of textbooks; these will likely not be the same as the version you’re using in class. Often students are unable to purchase textbooks immediately. While it’s important to stress that textbooks are part of the cost of attending college, there are several sources that might be helpful: www.chegg.com – textbook rentals www.ichapters.com – purchase one or two chapters – helpful if student orders are delayed books.google.com – offers preview chapters of many books We have seen an increase in difficulties with students obtaining their textbooks on time. In an effort to save money, they often order the books online. This method often takes weeks and considering the short duration of the class, it is vital that students have the books they need immediately. Consider emailing your students in advance with your textbook requirements so they can be prepared for the first class. It may also be useful to make students aware of programs such as Amazon Prime, 21
which offers 6 months of free 2-­‐day shipping for current students. (www.amazon.com/student) WebAdvisor WebAdvisor is a web-­‐based information management tool that allows Philadelphia University students, faculty and staff to access numerous online resources. All faculty actively employed at Philadelphia University will have access to WebAdvisor. To access WebAdvisor: • Use your favorite web browser and point to http://philau.edu/webadvisor and click Faculty. You can also access the faculty portion of WebAdvisor by clicking on the Faculty and Staff link from http://www.philau.edu • Log in using your User ID. Your initial password is the last four digits of your SSN. • Click on the Faculty Training Manual for a detailed description of how to use WebAdvisor. • If you still have trouble accessing WebAdvisor or getting your User ID and password, please contact the Help Desk at helpdest@philau.edu or (215) 951-­‐4648. Writing Guide The SCPS provides an online support center for faculty to help students best achieve their writing proficiency. This website provides teaching and learning tools to assist faculty, and can be found at: http://wordpress.philau.edu/cpswritingguide Additional Technology Information:
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home directory space for faculty is 2 Gb and can be increased by request to the Technology Help Desk storage space for students at the Live@edu service -­‐ 20 Gb OIR provides storage space on a university server for your class, secure and limited to enrolled students by section only -­‐ email or call the Technology Help Desk to have this service established for your course Atomic Learning software tutorials for students and faculty philau.edu/atomic Syllabus Requirements & Guidelines
To support faculty in their syllabus design, a sample blank syllabus with standardized format and SCPS policies is available from Joanne O’Neill. As of the 2012 Fall 1 term, all SCPS faculty should be using the standardized language and format. See Appendix E for sample course syllabi with standardized policies. 22
Syllabus Guidelines Philadelphia University Continuing and Professional Studies requires that syllabi include the following components: • Course Title and Number • Term and Year Offered • Time, Dates, & Locations of class meeting times • Faculty Contact Information • Blackboard and/or other supplemental digital course supplements • Course Description • Course Goals and Outcome Expectations • Required and/or Recommended Texts • Location and Procedures for Accessing Pertinent University Resources • Assessment Methodology, Grading Rubrics, and Grading Scale • SCPS Standardized Attendance and Lateness Policies • Instructor’s policies on Participation and Submission of Work Policies • SCPS Standardized Academic Honesty Policy • SCPS Standardized Information Literacy Statement • Each syllabus must document a minimum of 32 hours of instructor-­‐directed educational sessions, and an additional 8 hours of coursework via BlackBoard. • Philadelphia University’s Assessment Policies • SCPS Standardized Portfolio description, with information on required assignment and placement • Weekly Class Schedule • Cancellation and make-­‐up procedures in event of an emergency Required Syllabus Language
The following language is required on all SCPS syllabi. Attendance Attendance in class is expected and required. Students are responsible for ensuring that the faculty member is aware of their attendance at a class session. The interchange and involvement in class sessions is an integral part of learning and cannot be replicated through other means. More than 2 absences will result in a grade of F for the course. Class absences will ultimately affect a student’s class participation grade. Students are encouraged to reach out to the professor via email to let them know in advance of any absences. Such notification does not excuse the absence or negate previous policy statements. Please see the “Handing in work when absent” section below for information on how & when required work must be submitted when missing class. 23
Students, who, because of religious beliefs, are unable to attend a class or participate in any examination, study or course requirement will be excused and will be provided an opportunity to make up the missed work at the convenience of both the student and the faculty member. While no student will be penalized as a result of religious observances, it is the student’s responsibility to notify the instructor of their planned absence in advance of the scheduled class session. Tardiness & Leaving Early Class starts promptly at 6:00 PM, and attendance is recorded at the start of class and end of class. Students are expected to attend the full duration of each class session. Please make sure that you allow yourself enough time to navigate parking. At no time will a student be penalized for late arrivals under well-­‐documented situations involving traffic issues and/or snow related issues. Penalty for late arrivals/early departures: • Missing 30 minutes or more for 2 classes will result in a 10 point deduction from the final course grade. • Missing 30 minutes or more for 3 – 4 classes will result in a 15 point deduction from the final course grade. • Missing 30 minutes or more for 5 – 8 classes will result in a 20 point deduction from the final course grade. Academic Integrity & Honesty Academic integrity is serious issue, and it is your duty as a student to know the university policy on this issue. Examples of unacceptable academic behavior include cheating, plagiarism, and all other forms of academic fraud. This includes submitting a paper written by another person, using the work of another without properly citing their work, or attempting to disguise someone else’s work. These are unacceptable violations of university policy and are subject to the consequences and guidelines addressed in the Student Handbook (www.philau.edu/studenthandbook/index.htm). It is the student’s responsibility to be aware and informed regarding the University’s Academic Integrity Policy. The University’s complete academic integrity policy is available on the Learning and Advising Center’s website, www.philau.edu/learning. Academic resources, including information on citation and documentation for all written work and presentations, are also available on the Learning and Advising Center’s website. The student handbook includes all of the university policies. A student must always submit work that represents his or her original words or ideas. In addition, it is a violation of the standards of academic integrity to either reuse a previously graded assignment, or submit the paper of another student in order to complete the writing assignment(s) in a course. If any words or ideas are used that do not represent the student's original words or ideas, the student must cite all relevant sources. The student should also make clear the extent to which such sources were used. Words or ideas that require citations include, but are not limited to, all hardcopy or electronic publications, whether 24
copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Documented cases of plagiarism will result in a grade of 0 (zero) for that assignment. Additionally, documented cases of plagiarism MUST be reported, in writing, to the Director of Student Services, School of Continuing and Professional Studies. If necessary, this documentation may be shared with the Dean of Students Office. By virtue of handing in assignments (physically or electronically) in this course, the student acknowledges that they fully understand and have abided by the academic integrity policy of Philadelphia University. Syllabus Considerations • Individual vs Team Work Carefully balance the percentage of team-­‐based versus individual assessments in each course. Although teamwork is increasingly valued in the workplace, academic degrees are awarded based on recognition of individual mastery of knowledge and skills. • Participation Grades The syllabus needs to clarify the relationship between the final course grade and the students’ participation in each class session and off-­‐campus learning activity, timely and comprehensive submission of papers and projects, and performance on exams. Individual instructors will need to determine how students’ participation grades will be affected by missed class time. • Missed Class & Late Work Grading policies should clearly state the consequences for non-­‐attendance and untimely submission of work. Attendance and crucial to learning in the accelerated format, and students who miss more than two classes (or the equivalent in tardiness/early departure) will not be eligible to pass the course. Instructors may establish their own policy that allows a student to demonstrate mastery of subject matter, when a student misses class due to late arrival/early departure. Each instructor will need determine whether or not to penalize a student for missing one or two classes. • Reflective Essays All students are required to write reflective essays on their course experiences as a part of their final Portfolio. Professors may wish to include a final reflection assignment that asks the students to assess their learning in the course as a part of the coursework. This will help students reflect accurately on their learning experiences when they are constructing their 25
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final Portfolio. Rubrics It is strongly recommend that faculty create and utilize rubrics for all credit earning assignments. This allows students to know exactly how their work will be graded in advance, and helps to protect professors by demonstrating to students exactly how they have earned their grades. Websites such as rubistar.com can be useful resources for developing rubrics. If you need additional support in creating rubrics, please reach out to Ellen Kolodner (kolodnere@philau.edu) to be connected with a faculty mentor. Grading The University uses a plus/minus grading system. The passing grades for the University are “CR/NC”, “A”, “B”, “C” and “D”. A grade of “F” signifies that the course has been failed. Students must remain in good academic standing, with a GPA of 2.00 or higher. Students will be placed on scholastic probation whenever their records indicate that normal progress toward a degree is in jeopardy. Final grades are submitted via the WebAdvisor system within 1 week of course completion. Suggested Grading Scale A 93% -­‐ 100% Superior/Excellent A-­‐ 90% -­‐ 92% B+ 87% -­‐ 89% B 83% -­‐ 86% Good/Better Than Average B-­‐ 80% -­‐ 82% C+ 77% -­‐ 79% Competent/Average C 73% -­‐ 76% C-­‐ 70% -­‐ 72% D+ 67% -­‐ 69% D 60% -­‐ 66% F 0% -­‐ 59% Failing I = Incomplete The “I” grade is used to indicate that a student has missed some portion of the required work because of illness or other emergencies beyond their control. It indicates that the student will most probably complete the missing requirements within the prescribed time limit and, when they do, will probably receive a grade of “D” or better for the course. If there is no way that the student could possibly pass the course, then it is inappropriate to assign an “I” grade. Both the student and faculty member assigning the grade must sign the “Agreement for the Completion of Work Outstanding.” Copies of this form are available in the online public folder, the School of Continuing and Professional Studies and the Office of Academic Affairs. 26
Grade Dispute & Resolution Students have the right to question or appeal any decisions that are made regarding them by any faculty member, official or committee of the University. Upon completion of any class, if a student believes a grading error has been made, they must follow the below steps: 1. Appeal their grade, in writing (via email), to the instructor and copy Susan Calder, Director of Student Services (calders@philau.edu). If the instructor determines that there was a grading error, a “Change of Grade” form can be completed. 2. If the problem cannot be resolved at this level, the student may file a subsequent appeal with Frank Congdon, Executive Director of The School of Continuing & Professional Studies. The appeal to Mr. Congdon must, again, be made in writing, and must thoroughly document the complaint. The student’s appeal must document one of the following: • A mathematical/computational error • Proof that the instructor applied grading standards that differed from those presented on the course syllabus 3. Mr. Congdon will issue the final ruling on the appeal. Prior to appealing to the instructor or Mr. Congdon, students are welcome to discuss their concerns with Susan Calder or Ellen Kolodner, Director of Academic Programs. Teaching/Facilitation Strategies The Bachelor’s Degree Completion Program is an exciting opportunity for students to complete their Bachelor’s Degree in an accelerated format. Teaching a course in an accelerated degree format should present an interesting and exciting experience for you. However, with this new format come some differences and challenges that you may not have encountered in a traditional 15-­‐week course schedule. The accelerated format requires four hours of classroom time each week for eight consecutive weeks. Keeping students actively engaged in learning may require more creativity than the traditional two-­‐hour class. Our students are admitted to the program with at least 30 to 60 credits and many have several years of professional working experience. The following strategies are recommended as a guideline to help enhance the learning experience for your students. • Arrive at class early and chat with students as you set up and as they show up. 27
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According to Joyce Povlacs, University of Nebraska-­‐Lincoln, research shows that students typically decide what kind of instructor you are and what kind of experience they will have being in your class in the first 15 minutes. Research also shows that the instructors who make the most lasting impressions on students are those who possess and generate enthusiasm, states McKeachie in Teaching Tips: A Guidebook for the Beginning College teacher, eighth edition. o Be prepared. Carefully structure how you will begin class. Provide the information about you and your course the students need. o Let the excitement you feel for your topic flow to your students. Demonstrate enthusiasm. If you take attendance, ask a few questions of students as you go or ask them to share why they are taking the course. This will help them become individuals in your eyes. Moreover, through self-­‐disclosure when you discover appropriate opportunities, you, too, can become a person in their eyes without losing any status. In fact, your personal disclosure will increase your credibility and contribute to a better learning environment by the modeling of openness that is occurring. Let them ask you questions about yourself. This can be an eye-­‐opening experience for you. One recommendation is to serve as a “guide on the side” rather than a “sage on a stage.” Stress your availability to students. o Give your telephone numbers at which you are comfortable being reached by students. If there are limits on when you will accept calls, state them clearly. If you will not accept calls off-­‐campus, state this. o If there are other occasions when you plan to make yourself available to students, tell them. Directly state your goals for the course and your expectations of the students. Describe what skills a student will need to do well in your course. Give an overview of the entire course that is student-­‐centered (i.e., “When you have completed this course you will be able to…”). Write your syllabus so the students can understand what your course is about, not to impress your colleagues with jargon. Establish procedures from the first day. o Write major topics to be covered on the board, overhead, or on a handout. o Always share your agenda and give an overview of the day’s class, which includes “what” (material to be covered), “why” (its relevance to the course), “where” (this material’s importance and placement in the big picture), “how” (the methods, exercises, and assignments to be employed. 28
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o Consistently introduce, cover, and wrap-­‐up each new segment of material. o Always have a summary of the day’s events. o Ask your students if there is anything else they would like to see covered during class. Learn students’ names as quickly as possible. Ask students what they want to, need to, and expect to learn in this class. This can be accomplished via discussion, paper and pencil, take home assignment, etc. Be certain to take time to address their anxieties. Get to know your audience, their interests, and experiences. •
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Stick around to answer their questions after class. Talk to students personally. Ask them if your presentation was clear, helpful, and met their needs. That you are willing to ask your students how you did tells them you respect their opinions. Focus on learning outcomes and course goals when developing weekly sessions. Use digital resources to augment in-­‐class time as well as maintain a link between classes. Also, use them as part of your assessment methodology. Create energy, move around, vary vocal inflections, be animated, and show enthusiasm. Incorporate videos, technology, and other media to give variety to your classroom lectures. •
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Strategies to Encourage Active Learning – from SLA New Faculty Orientation, Fall 2009 1. Prepare reading questions for students to guide them toward key information and issues you want to discuss in class. Guided reading will better prepare them to contribute. 2. Try the “carrot and no stick” method with reading quizzes that reward students for correct answers, but do not penalize them for mistakes. This helps ensure students do the reading as it offers a chance to earn extra credit. Students who do well on quizzes – or consistently improve – can earn up to ½ grade point. This is up to your discretion. 3. Clearly define the difference between opinion (belief in the absence of evidence) and argument (well thought-­‐out positions supported by evidence) and insist that debate and discussion be based on the latter. 4. Have an explicit discussion on how to handle disagreement and conflict. Make clear that offensive or aggressive behavior will not be tolerated, but that active and even heated discussion is acceptable. 5. Explain to students early in the term the value of note-­‐taking to support their active learning. Encourage them to record their own response and reactions, as well as taking down what other people are saying. 6. Require students to prepare their own discussion questions based on the readings. Encourage them to ask “how” and “why” questions rather than “what” questions, so that real discussion will take place. 7. Run a round-­‐robin discussion session, where each student in the circle must speak in turn in response to previous students’ contributions. 30
Teaching with Technology All SCPS faculty are required to use technology to support classroom instruction. Online technologies are meant to supplement in-­‐class work. Internet discussion boards, list serves, chat rooms, or other Internet technologies, including the use of Blackboard, should not be used as a substitute for classroom time. Blackboard As of Fall 2012, Philadelphia University utilizes Blackboard 9.1. Blackboard is a program that allows instructors to create, deliver, and manage web-­‐based educational technologies for courses. It can be used to add online elements to a traditional course, or to develop completely online courses with few or no face-­‐to-­‐
face meetings. All accelerated degree completion courses should have an active Blackboard site. Available features in Blackboard include: • course announcements • personalized course calendars • threaded discussion and live chat, • online quizzes and surveys, with automated grading and statistics • course assignment and documents areas • course-­‐related external links • online file sharing • timed release of quizzes and other course materials • student rosters, e-­‐mail, and online gradebook • group project areas Blackboard course pages are easy to create. Instructors use built-­‐in templates to create announcements quizzes, and external links. Other course materials can be created in a similar fashion, or can be written using any software you choose, and then uploaded into the Blackboard course site. Faculty training and support is available for faculty when building and running their courses through the Office of Information Technology. To Use Blackboard for your Courses, or to Prepare for Future Courses:
Please follow these steps if you are developing a Blackboard course for later use, and AGAIN when you receive a course assignment. This will provide you with ample time to develop a course site and materials, and keep those separate and safe to copy each term. 1. Locate your Course Subject, Course Number and Section Number, if assigned. 31
2. Do you have course materials from a test or template course site, or from previous semesters? These can be copied to a new course site for EACH new semester. Request these to be copied and note the previous Blackboard course ID in Step 3. 3. Browse to the Course Request Form at http://philau.edu/oir/bbform.html. o Type the information in the appropriate fields to request a Blackboard course site. Please clarify your request in the Course Import box by specifying any previous course materials to be copied, and any co-­‐
instructors or teaching assistants to add. o Click “Submit Form” at the end of the page. This will submit to the Technology Help Desk for creation (215-­‐951-­‐4648 / HelpDesk@PhilaU.edu) o The course site should be available in two to three business days. FACULTY LOGIN: When notified by the Technology Help Desk that the course site is created, be sure to login promptly to Blackboard (http://blackboard.philau.edu) to ensure that you can access it as needed and that you have the materials you requested. It uses the same password as our e-­‐mail system, and the WebAdvisor site (for obtaining course rosters and grading.) •
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Instructor Username: Last name followed by First initial (example: SmithK) Instructor Password: philau (If you have never logged in to our systems and your password has not been changed/expired) IMPORTANT! Blackboard passwords expire every 90 days. There is no warning. Passwords can be reset by using the ‘Forgot Your Password?’ link at the login screen. Changing your password for Email or WebAdvisor will also change the Blackboard password, and vice versa. 5. ENROLLMENT: Your course site automatically becomes visible to your enrolled students one week prior to each semester. You can opt to make the course site ‘unavailable’ to your students’ viewing if the course is not ready by accessing your course site, browing to Control Panel -­‐> Customization -­‐> Properties and choosing ‘No’ in option #3. 6. STUDENT LOGIN: Students who have never used Blackboard before may need some guidance at or before the start of the semester. They must login promptly to Blackboard (http://blackboard.philau.edu) to ensure that they can access the course site. o
Student Username: Last name followed by last four #s of ID# (Smith8763) 32
o Student Password: Six-­‐digit Birthdate*** (ex: 123175) for first-­‐time users ***If they previously changed their Blackboard password, it will be different. Their passwords will also expire every 90 days, and they can also use the ‘Forgot Your Password’ link at the Blackboard login to reset their password for all systems as needed. Resources to Assist in Using and Developing a Blackboard course site: Helpful resources are plentiful. Here are a few to get you started: 1. Philadelphia University Instructional Technology Support website: Please visit http://philau.edu/oir, then click on Faculty and Staff -­‐> University Accounts -­‐> Blackboard for help in detailing every step of the course development process, from Getting Started and Building A Course to Adding Content and making the most of the built-­‐in Collaboration and Communication tools. For Your Students: You might also recommend to your students to visit http://philau.edu/oir, and then click on Students -­‐> University Accounts -­‐> Blackboard. This site details what students can expect to see in a Blackboard course, and answers a variety of questions that students may have about the system. 2. Blackboard On-­‐Demand Learning Center: Straight from the source! Blackboard, Inc. has made available some helpful video scenarios and print resources at http://ondemand.blackboard.com which directly address areas of need when developing your course. Look for links at the top for Understanding and Building Your Course, Communicating and Collaborating and Assessing Learners. For Your Students: You might also recommend to your students that they visit http://ondemand.blackboard.com/students.htm to view helpful video content addressing the student experience. Topics include Submitting an Assignment, Working in Your Course, Staying Organized and Communicating, and Setting Your Preferences and Controlling Your Environment. 3. Atomic Learning – Short Movies demonstrate how to use Blackboard! Get the popcorn ready! Visit https://www.atomiclearning.com/highed/login/philau and log in with your WebAdvisor/E-­‐mail/Computer password. Once accessing Atomic Learning, filter to view tutorials for the Blackboard 33
application, version 9.1. You can also search for the topics you want; such as Creating and Viewing Course Wikis. Feel free to browse their extensive Training Library of Technology Skills. 4. Philadelphia University Technology Help Desk: Ready when you need them, the Technology Help Desk is available to provide answers to your technical questions, troubleshoot technical issues or provide technicians for further support and training. (Workshops are also available throughout each semester.) •
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The Technology Help Desk can be reached by phone at 215-­‐951-­‐4648, until midnight (ET) many nights during the Fall and Spring semesters. You can also contact them at HelpDesk@PhilaU.edu. Be sure to provide the best means of contacting you, and your hours of availability. For hours of operation, visit http://philau.edu/oir and click on the “Contact Us” link. Please allow up to three business days for response, particularly with complicated technical issues or scheduling of Blackboard training workshops. Assistance and Training Provided By: Erik J. Froelich and Barbara Thomas Instructional Technology Specialists Office of Information Resources 34
Blackboard Tips, Tricks and Magic You learned the basics of requesting and setting up a course from the information above. Here are some tricks to help you engage your students: •
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Use Learning Modules to associate learning materials and interactive tools with assignments and/or tests. This way, students can determine what they are expected to master prior to submitting their work. Post a link to an interesting radio interview, or perhaps a Youtube video with an author discussing your class topic. Post a question about the interview on the Discussion Board. For online courses, consider using a webcam (now come with many computers, inexpensive to buy) to video yourself giving mini-­‐lectures or clarifying topics. This will help your students better engage with you and the material. If you’re doing a group project, set up separate Groups enabling each member to share files, email each other and collaborate in their own group discussion board, wiki and/or blog. Make your assignments easier to access and grade by using the Assignments feature (found under the Assessments category) in any content area. They will then auto-­‐populate with columns in the Grade Center, reducing your paperwork and allowing students to see their grades in a convenient dashboard view (in Tools -­‐> My Grades) In online courses, post a picture and a fun, expanded bio about yourself (in the Tools -­‐> Contacts area.) Share some personal information to help your students connect. Encourage them to do the same, possibly with bios posted in a Discussion Board forum or Blog. 35
Philadelphia University Student Policies Academic Integrity In order to articulate fully the commitment to academic honesty and to protect members of our community (faculty, students and staff) from the results of dishonest conduct, Philadelphia University has adopted policies to address cases of academic dishonesty. These policies are intended not only to emphasize the imperative of academic integrity, but also to protect the rights of all members of the University community. The complete text of the Academic Integrity Policy is published online in the University’s Student Handbook (www.Philau.edu/studenthandbook). Each course syllabus should include the standardized language about Academic Integrity. See Appendix E for standardized syllabi language and Appendix G for an Academic Integrity Questionnaire. This Questionnaire can be useful in generating a conversation with your class on the importance of academic integrity. Academic Dishonesty The following incidences provide examples of the most common types of academic dishonesty, but other instances may occur outside of the definitions defined here. Cheating Cheating is the inappropriate and unacknowledged use of materials, information, designs, ideas or study aids in any academic exercise. The use of books, notes, calculators and conversations with others is restricted or forbidden in certain circumstances. Cheating also includes stealing, buying, or otherwise obtaining a test; buying or selling a paper, painting, sculpture, model, project or design for use in the fulfillment of an academic requirement; or falsifying a grade or attempting to change a grade on a test, official academic record, or a change-­‐of-­‐grade form. Students may not request others (including commercial term-­‐paper companies) to conduct research or prepare any work for them. Students are also not permitted to submit identical work or portions of that work for credit or honors more than once without prior approval of the faculty member. Fabrication Fabrication is the falsification or invention of any information or citation in an academic work. “Invented” information (that is, information which is made up by the student) may not be used in any laboratory experiment or other academic exercise. The student must always acknowledge any source from which cited information was obtained. A writer should not, for example, reproduce a quotation from a book review and indicate that the quotation was obtained from the book itself. 36
Plagiarism Plagiarism is the representation of the words or ideas of another as one’s own in any academic exercise. To avoid plagiarism, every idea or argument that is not one’s own must be cited. Only information considered common knowledge does not need to be cited (when unclear about the definition of common knowledge in a particular discipline, students should consult with the faculty member teaching the course.) Paraphrased material taken from print, electronic sources, or other media should also be cited. Along with this citation, the author should acknowledge a paraphrase properly, by using words such as: “to paraphrase Smith’s comment…,” or “drawing on Smith’s ideas about…” Every direct quotation must be identified by quotation marks or appropriate indentation and must be properly cited according to correct citation conventions. Students must familiarize themselves with the correct citation conventions required in each course. Any questions about what constitutes plagiarism should be discussed with the faculty member. Faculty members may suggest a style guide to use; style guidelines are also available on the Philadelphia University’s Learning and Advising Center web site (www.PhilaU.edu/learning.) Facilitating Academic Dishonesty Students who knowingly or negligently allow their work to be used by other students or who otherwise aid others in academic dishonesty are violating academic integrity. Denying Others Access to Information or Material It is a violation of academic integrity to deny others access to scholarly resources, or to deliberately impede the progress of another student. Examples of offenses of this type include giving other students false or misleading information; making library material unavailable to others by stealing or defacing books or journals or by deliberately misplacing or destroying reserve materials; or altering computer files that belong to another. Information Literacy Philadelphia University students learn to be wise information consumers, and are empowered to act as both competent employees and informed citizens of the modern global village. Philadelphia University is committed to graduating students who are effective and creative problem solvers, critical thinkers and creators of new knowledge, team players, and lifelong learners. To help achieve this goal, Philadelphia University has developed four institution-­‐wide Information Literacy Outcomes for our students: 37
1. Students w ill b e a ble t o i dentify a nd a rticulate t heir i nformation n eeds. 2. Students w ill d evelop a k nowledge b ase r egarding t he m ajor f ormats, delivery m echanisms, a nd o rganizational s tructure o f i nformation resources. 3. Using t his k nowledge b ase, s tudents w ill b e a ble t o i dentify a nd a pply the r esources a nd t ools t hat a re m ost a ppropriate f or s pecific information p roblems. 4. Students w ill d emonstrate t he a bility t o c ritically a nd e thically a pply information. The University’s Information Literacy Initiative, administered through the Paul J. Gutman Library, is a collaborative, campus-­‐wide effort involving classroom faculty, librarians, the University Writing Program, technology and computing support, and University administrators. Coordinated by the Information Literacy Task Force of the Undergraduate Education Committee, the initiative explores ways to incorporate Information Literacy components into individual courses and assignments, how to assess student achievement of targeted Information Literacy outcomes, and how to support students and faculty throughout the process. Jordana Shane, Information Literacy Coordinator is available to support SCPS faculty in their efforts to enhance students’ information literacy skills. Additional information of the University’s Information Literacy Policy is available on the University Gutman Library website at www.Philau.edu/library. Jordana may be reached at 215-­‐951-­‐2629. Withdrawal from a course Students may withdraw from a course or take a leave of absence until the beginning of the fifth class session. Faculty should advise students that they may drop the course via WebAdvisor through the third class session. After that time, students will be required to have an advisor file the drop request on their behalf. Students who follow this procedure when withdrawing from a course will be awarded a “W” grade that will not affect GPA calculations. Note to instructors: When a student drops or withdraws from a course, you must manually remove the student from the Blackboard course. The College’s Refund Policy is as follows: Prior to 1st class = 100 % refund Prior to 2nd class = 80 % refund Prior to 3rd class = 60 % refund Prior to 4th class = 40 % refund No further refunds. 38
Withdrawal from the University The decision to withdraw from the University is a serious one and is a separate action from withdrawal from a course. Students wishing to withdraw from the University must notify the School of Continuing and Professional Studies in writing. Failure to notify SCPS will negatively impact the student’s ability to return to the University. Philadelphia University Student Services
Disability Services The Disability Services Office coordinates all accommodations for students on campus. The Coordinator of Disability Services works with students individually to review documentation to establish whether a student is disabled, identify needed, reasonable accommodations, and assist in following the procedures outlined in this Handbook. The Disability Services Office (DSO) is also a resource for faculty and staff. The DSO offers a proctoring service for testing accommodations. This service is available for faculty who are not able to provide accommodations. In addition, the coordinator of Disability Services is available for consultation on a case-­‐by-­‐case basis. Finally, the Disability Services Office works directly with Physical Plant to provide accommodations that may require physical adaptations to the campus environment. The DSO will notify faculty who teaching students whose performance may be impacted by a disability will be directly notified by accommodations that may be needed. The DSO can be reached at 215-­‐951-­‐6830. Tutoring Services Both professional and peer tutoring are available to all Philadelphia University students who wish to improve performance or maintain high grades in a variety of subject areas. Students work one-­‐on-­‐one or in small groups with professional or peer tutors. Workshops are offered in areas such as time management and note and test-­‐taking strategies. Other workshops target skills needed for particular courses. All of these services are free all to Philadelphia University students. Limited evening hours are available and should be scheduled in advance. NOTE: Personalized tutoring is only available at the Main Campus. Math: Professional and peer tutoring are available for all levels of math courses. Writing: Writing assistance is available at all stages of the writing process, from help with organizing ideas and getting started on papers to revising final drafts. 39
Reading/Study Skills/Test Taking Strategies: Help is available for students who want to read, study, and take tests more effectively. Common problems include trouble concentrating or remembering class or textbook material, excessive hours spent reading assignments or recopying notes, and/or poor quiz or test scores. The Gutman Library The Gutman Library provides students and faculty with a variety of information resources, including databases and research guides. Librarians are available online and in person at the information desk to help students with research. Circulation Desk: 215-­‐951-­‐2840 Reference Desk: 215-­‐951-­‐2848 Fax: 215-­‐951-­‐2574 Media Services Desk: 215-­‐951-­‐2975 URL: http://www.philau.edu/library or http://gutman.info Library Hours Monday -­‐ Thursday 8:30 AM -­‐ Midnight Friday 8:30 AM -­‐ 7:30 PM Saturday 10:00 AM -­‐ 6:00 PM Sunday 12:00 Noon -­‐ Midnight Library hours vary during the summer and when classes are not in session. Hours are generally extended during the final examination period of the traditional semester. The Library offers a wide array of electronic resources geared to the curriculum needs of our institution. This collection includes multiple databases for locating articles, company histories, biographical information, country information and much more. The Library provides access to a collection of over 7,000 electronic books from NetLibrary. The entire content of every book can be searched, so they can be used like a database to find research information. For further information, please go to www.philau.edu/library. Remote access is provided by connecting to any desired resource through the Library homepage, and entering your University userid and password when prompted. To troubleshoot remote access, contact the OIR Help Desk: HelpDesk@PhilaU.edu or 215-­‐
951-­‐4648. Other Library Information Resources Borrowing Library Material Books and other materials may be borrowed and returned at the Circulation Desk, with your valid University ID. To ensure their availability, magazines 40
and journals do not leave the library. The faculty loan period for books is the semester; materials borrowed at any point in the semester are due at the end of the semester. Faculty may also check DVDs and VHS tapes out of the library for one week. If the materials are not overdue, and another patron has not requested them, the items may be renewed. For more information, contact the Circulation Desk at 215-­‐951-­‐2840. Interlibrary Loan Books and articles not owned by Gutman Library can be obtained from other libraries. This service is free. Most items arrive within 3-­‐4 days, but please allow from three days to two weeks. Loan periods for books obtained via ILL are set by the lending library; these loan periods are strictly enforced. Should you encounter any problems using the EZborrow system, please check with the Circulation Desk to ensure that you are entered into the Library’s system. For more information, see http://libguides.philau.edu/ill or contact Brynne Norton NortonB@PhilaU.edu Hardcopy & Multimedia Reserves Materials, including books, article reprints, videos, DVDs, other media placed on Reserve can only be used within the library. Reserves can be signed out from the Circulation Desk for a four-­‐hour period. To place items on Reserve, submit materials and a note providing your name, the course name and number, and a description of how the students will refer to the book or article when asking for it at the Reserve Desk. Our online catalog lists Reserve materials under Reserve Book Room. For further information, contact Meg Leister, Reserves and Public Services Assistant: LeisterM@PhilaU.edu 215-­‐951-­‐0161 Reference Services Located on the main level, the Information Desk is staffed by professional librarians from 9 AM to 5 PM, Monday through Friday. Come to the Information Desk for assistance in the use of research materials, online databases, or to request service from the Reference Department. You can also contact us at 215-­‐951-­‐2848, or by email at Reference@PhilaU.edu Instruction Services Librarians are available to conduct course-­‐specific library instruction sessions during your class meeting time, either in your classroom, the Library Instruction Space or a computer lab (according to lab availability). These sessions are traditionally associated with specific assignments that require research beyond the course texts. To arrange an instruction session or consult with a librarian on a research assignment, contact your librarian liaison. For more information, contact Jordana Shane ShaneJ@PhilaU.edu 41
Library Instruction Space (LIS) On the Main Floor of the Library, there is a Library Instruction Space for faculty to use when conducting classes focusing on research and the use of Library or web-­‐based information resources. The LIS can comfortably accommodate classes of less than 20 students. The LIS is equipped with a SMARTBoard, instructor station and laptop, 19 additional laptops, and two mobile whiteboards. Students may also use their own wireless laptops in the LIS. Reservations for the Library Instruction Space are made through Merium Sanders SandersM@PhilaU.edu or (215) 951-­‐2843. Reservations must be made a minimum of one week in advance, and not less than 48 hours in advance. No reservations will be accepted for times the Library is closed. First-­‐time users of the LIS are required to schedule a brief orientation (15-­‐30 min) regarding LIS equipment and LIS policies. You can contact Meg Leister at LeisterM@PhilaU.edu or (215) 951-­‐0161 to set up an orientation. For a complete list of instructions regarding the reservation and use policies for the LIS, please see http://www.philau.edu/library/instructionspace.htm Special Collections The Library’s Special Collections Department maintains materials related to the history of the U.S. textile industry, including books, journals, manuscripts, business records and ephemera from the last 200 years, with a strong emphasis on the Mid-­‐Atlantic States. Also included in Special Collections are the School Archives. Due to age, fragility, and value, material does not circulate and must be used in the Special Collections area, located on the lower level of the Library. Gutman Library’s Digital Collections are an extension of Special Collections: digitized Victorian Trade Cards with textile-­‐
related themes and Philadelphia & Environs postcards can be used for instructional purposes http://www.philau.edu/library/digitalcollections. Recently, the university acquired the Senator Arlen Specter archives collection. Check the Library website for further developments and new webpages related to this exciting acquisition! For access to Special Collections or for more information, contact Stan Gorski at GorskiS@PhilaU.edu Online Resources: Databases, E-­‐Journals E-­‐Books, and WorldCat Local The library subscribes to a wide variety of database systems to support our programs. In the Find Articles box on the Library homepage, connect to databases, E-­‐Journal and E-­‐Book collections. The library’s Research Guides http://libguides.philau.edu organize library-­‐based and free web resources for specific colleges, schools, programs, subjects, and courses. 1. E-­‐Journal C ollections i nclude p artial f ulltext a ccess t o P roject MUSE, E merald, A PA P sycNET, S cienceDirect, S pringerLink, a nd more. W e h ave f ulltext a ccess t o t he J STOR ( Arts & S ciences 42
Collections I , I I a nd I II), S AGE, a nd A CS ( American C hemical S ociety) journals. 2. E-­‐Books a re a vailable o nline t hrough s everal s ystems, s uch a s MDConsult, W iley, S cienceDirect, W oodhead, a nd e Books f rom EBSCOhost. S pecific t itles c an b e a ccessed v ia l inks i n t he L ibrary’s catalog, a s w ell a s f rom o ur d iscovery t ool, W orldCat L ocal. http://libguides.philau.edu/ebooks 3. WorldCat L ocal ( the E xplore b ox o n L ibrary h omepage) d elivers single-­‐search-­‐box a ccess t o m ore t han 8 15 m illion i tems f rom o ur library a nd t he w orld's l ibrary c ollections. I t s earches o ur l ibrary’s resources ( catalog a nd s ome d atabases) a s w ell a s m any e xternal electronic r esources a nd c atalogs, p roviding l inks t o a vailable f ull text a nd i nterlibrary l oan s ervice a s n eeded. I t i s a g reat s tarting point f or r esearch. Journals / Magazines – print and electronic Current print journals and magazines are located on the main floor, to the right of the Library entrance. Older issues of some titles are bound and shelved alphabetically on the lower level. On the Library’s homepage, select Find Journals by Title to locate journals available in print or links to full-­‐
text from different databases and E-­‐Journal collections. Using Find Journals by Title, you can search by title keyword or browse an alphabetical list of journals. Multimedia Resources The library subscribes to two collections of streaming videos, Films on Demand and Academic Video Online. These collections can be accessed via the Select a Database From A-­‐Z List drop-­‐down menu or via the Databases A to Z link on the Library’s homepage. In addition to books and E-­‐books, the Library’s VHS, DVD and streaming videos are cataloged. Catalog records for E-­‐books and streaming video include links to the items. Remote users must authenticate with their network user ID and password to gain access. To add streaming video to your Bb site, please see the Research Guide for Films on Demand at http://libguides.philau.edu/filmsondemand MDID (Madison Digital Image Database) Gutman Library has a growing digital image collection in our MDID database. Faculty can use MDID for teaching purposes, by composing digital slideshows, or by downloading individual images for classroom use. Currently, students cannot access MDID: MDID is for faculty use only. For more information, contact Brynne Norton at NortonB@Philau.edu, and see our MDID Research Guide http://libguides.philau.edu/mdid 43
Acquisition Requests Faculty recommendations for new books, journals, or multimedia resources are welcome. Please direct requests to Stan Gorski at GorskiS@PhilaU.edu or your librarian liaison (See list below). Printing One black and white printer is located on each of the Library’s three floors. One color printer is located on the lower level, near the Media Services desk. Faculty have an unlimited black and white printing quota. Color printouts cost $.49 each and require funds on your campus ID card account. See http://campuscard.philau.edu to add funds online. Photocopying One color and two black and white copiers are available in the copy room on the Library’s main floor. Ask for assistance at the Circulation Desk to obtain the Faculty Copy Card. Group Study Rooms The library has five group study rooms on the main floor, available on a first-­‐
come, first-­‐served basis. A current ID is required. Room requests are made at the Circulation Desk, where room keys are kept. Study Room 101 on the main floor and Study Room 214 on the second floor have plasma screens to facilitate student work on group projects, or, using a laptop, small group viewing of DVDs that are on Reserve. Because students make heavy use of study rooms, we recommend that faculty reserve and make use of the Rena Rowan Reading Room, located on the upper floor of the library for meetings, quiet study, or student conferences. Contact Merium Sanders to make reservations for the Rena Rowan Reading Room or for Study Room 101. Once reserved, the room key is available at the Circulation Desk. Media Services Media Services Desk 215-­‐951-­‐2625 Located on the lower level, this department provides audio-­‐visual and classroom technology support to faculty. Media Services has laptops, digital cameras, voice recorders, camcorders, projectors, and more that can be loaned to faculty. Though located in the library, Media Services is operated by the Office of Information Resources (OIR). Media Services staff can also help you configure your laptop or iPad to connect to the University network. You can also add the networked printers in the library to your laptop’s printing options. For more information, see http://www.philau.edu/oit/mediaservices/index.htm Library Contacts Karen Albert, Director of the Library AlbertK@philau.edu or ext. 2847 Liaison, College of Science, Health and the Liberal Arts (focus on Science and Health) 44
Michael Cabus, Systems / Reference Librarian CabusM@PhilaU.edu or ext. 5365 Michael oversees the Library website and Research Guides, and also does instruction related to library technologies Daphine Elliott, Acquisitions & Processing ElliottD@PhilaU.edu or ext. 2571 Daphine will send you an email when materials you have requested for purchase have been received and are ready to circulate Stan Gorski, Collection Development Coordinator and Special Collections Librarian GorskiS@philau.edu or ext. 2581 Liaison, Graduate Programs; special expertise in fashion, apparel, psychology & health sciences Stan is the creator of the Digital Collections at http://www.philau.edu/library/digitalcollections Dee Linke, Circulation Supervisor LinkeD@philau.edu or ext. 2841 If you cannot find an item that is in our catalog, please ask Dee for help Barbara Lowry, Coordinator of Library Systems & Materials Processing LowryB@philau.edu or ext. 2842 Liaison, C-­‐DEC: Design & Engineering (focus on Engineering) Liaison, C-­‐DEC: School of Business Administration Barbara orders library materials and oversees Technical Services Meg Leister, Reserve Collection and Public Services Assistant LeisterM@philau.edu or ext. 2841 Meg will place items on Hardcopy or Multimedia Reserve for you Brynne Norton, Coordinator of Reference & Interlibrary Loan NortonB@PhilaU.edu or ext. 2580 Liaison, College of Architecture and the Built Environment Liaison, C-­‐DEC: Design & Engineering (focus on Design) Brynne oversees Interlibrary Loan and Reference Services, and is the MDID administrator Merium Sanders, Assistant to the Director SandersM@philau.edu or ext. 2843 Merium reserves the Library Instruction Space, the Rena Rowan Reading Room and Study Room 101 for you Jordana Shane, Education, Outreach & Reference Librarian ShaneJ@philau.edu or ext. 2629 Liaison, College of Science, Health and the Liberal Arts (focus on Liberal Arts) Liaison, School of Continuing and Professional Studies Jordana coordinates library instruction sessions and library-­‐related faculty development 45
Philadelphia University Faculty Policies
Copyright Policy The University desires to contribute to the vast body of public knowledge through the research and scholarship of its faculty and staff. Everyone associated with the University is encouraged to engage in the free exchange and expression of ideas, to explore new frontiers of scholarship and to expand the boundaries of knowledge. This Copyright Policy of the University is intended to promote these goals. For purposes of this Copyright Policy, “University Employees” will include (a) all faculty, whether full time or part time, and (b) students, research assistants and graduate assistants, whether compensated or not. The term “Author”, as used in this Copyright Policy, shall refer to the individual creator of a work. United States copyright law protects original works of authorship fixed in a tangible medium of expression. Copyrighted material includes, but is not limited to, books, articles, lecture notes, music, movies, computer software, artwork and other literary works. Copyright law does not protect ideas, facts, processes, methods of operation, concepts or principles, although it does protect the original expression of particular ideas, facts and concepts. For a complete description of the Copyright Policy, please see Appendix H. Course Packet Policy Course packets have the potential to provide students with texts that are superior in some cases to commercial texts because the packets are shaped around the program and fit more appropriately the professor's approach to the course. Faculty interested in using course packets should make a copy of the original and give the copy to the Director of the Campus Store with all the appropriate copyright permissions. The campus store will then create sufficient copies for the course and provide the same for sale. Whenever possible, copies of the course materials should be made available on course websites or in electronic reserves in the Gutman Library. For a complete description of the Course Packet Policy, please see Appendix I. Diversity Every university is judged by the quality of its vision, and by its commitment to make that vision a reality. Over one hundred years ago, Philadelphia University was founded by Theodore Search with the vision of an institution dedicated to pre-­‐
professional education for young people in order to help America advance economically. But vision is not unchanging. It is built upon a foundation of knowledge and experience. It encourages people not to accept things as they are, but to change them to become what they ought to be. For Philadelphia University, this means interpreting Theodore Search’s vision for the future of the University, and for today’s students. The University’s vision includes advancement of research and 46
scholarship, of personal learning and growth, and of professional preparation in business, design, fashion and the sciences. In Theodore Search’s world, education was available to a limited group. Today’s world demands participation of all people in the education process; it is a world of diversity and cultural integration. Philadelphia University is fully committed to making diversity an integral part of its mission. Creating a truly pluralistic community requires continuous effort. To make it happen, each member of the community must strive to work and learn together in an atmosphere of understanding and acceptance. Today’s Philadelphia University community is founded upon multicultural opportunity. It is committed to cultural diversity, and the principles of openness, positive self-­‐identity and fair play. The University community respects the uniqueness and worth of each member, based on mutual sensitivity, responsiveness and civility. Our vision sees enlightened students, faculty, administrators, staff, alumni and trustees living together in harmony, in ways that set an example of a just and humane society. Human diversity is not sameness. Factors such as disability, religion, gender, sexual orientation and ethnic background all make up differences. This diversity enriches the educational experience of every individual. But differences are often perceived as a basis for discrimination. Racism and sexism are two common expressions of such attitudes. Such views, based solely upon the cultural experiences of one social group, deny the humanity of other social groups. We, therefore, reject stereotyping, prejudice, harassment and discrimination for any reason. We will not condone words or actions intended to make any human being an object of scorn, ridicule or second-­‐class treatment. We are committed to helping each member of the Philadelphia University community live harmoniously, peacefully, compassionately and justly with persons of different cultures, backgrounds and lifestyles. Further, we are committed to taking steps to support these convictions with the appropriate social structures and systems. Philadelphia University is ideally positioned to make its vision a reality. Since its founding, it has been an intimate college, where a sense of community has always been an inherent part of campus life for people of many cultures. Philadelphia University must welcome into its community more students, faculty and staff from an increasing variety of racial, ethnic, religious and social groups. All of us will benefit from such an effort. As Benjamin Franklin said, “When we are good to others we are best to ourselves.” 47
Equal Employment Opportunity Philadelphia University is committed to providing equal opportunity in all educational programs for its students and with respect to employment and employment-­‐related issues, for all employees. The University intends to comply with all federal, state, and local enactments and regulations pertaining to matters of employment and education-­‐related issues that are applicable to institutions such as Philadelphia University. The University pledges to treat students, employees, and applicants with regard to their performance, abilities, and capacity to contribute to the growth and development of the University as well as providing diversity in the University. This commitment extends to admissions policies, scholarship and loan programs, educational programs, employment matters and other University activities. No person shall be denied the opportunity to apply for a position at the University, nor shall any qualified employee be denied training, assignment, promotion, compensation, or benefits on the basis of any conditions of ethnicity, national origin, ancestry, race, color, religion, creed, sex, marital status, sexual orientation, gender identity/expression, age, or disability as required by law. With respect to the latter status the University has, in accordance with federal law, developed a position statement affirming its commitment to meet the requirements of the Americans with Disabilities Act of 1990. Where protected groups are under-­‐represented among its employees, the University pledges aggressively to pursue means of remedying imbalances. The University will implement and administer this policy in accordance with all applicable federal, state, and local laws and regulations. Harassment The University affirms its commitment to provide a professional learning and working environment that is free of discriminatory conduct and communication and that supports and rewards educational and employment growth on the basis of ability and performance. Harassment threatens this environment because it compromises institutional integrity and negates traditional academic values. Harassment includes verbal or physical conduct that has the effect of interfering with an individual’s education or work performance. Such conduct creates an intimidating, hostile and/or offensive educational or work environment. The definition of harassment also includes sexual advances and requests for sexual favors that might be perceived as explicitly or implicitly affecting educational or employment decisions. In addition, comments, actions and attitudes that may be interpreted as derogatory or offensive by the person to whom they are directed fall within the definition of harassment. 48
Harassment is not limited to sexual harassment, and may include any form of harassment based on race, color, religion, national origin, sex, age, handicap, veteran status or other classification protected by federal, state, or local law. Any type of harassment should be reported to the Executive Director of SCPS. Message to the Adjunct Faculty This Handbook was prepared with the faculty of the Office of SCPS in mind. However, there may be some differences between this Handbook and University information; when this occurs, this Handbook has precedence regarding any such inconsistencies. If you have any questions please check with the SCPS office. Patent Policy The University is committed to teaching, research and the pursuit and expansion of knowledge. The University recognizes that, during the course of teaching and research, potentially patentable devices, methods, products, processes, improvements or other discoveries (collectively, “Inventions”) may be conceived and developed. The University desires, with this Patent Policy, to ensure that any Inventions resulting from the research and scholarship pursued at the University are developed, disseminated, marketed and commercialized for the mutual benefit of the inventor, the University and the public. The University has developed this Patent Policy in order to: • Foster an environment of research, teaching and learning among the University’s faculty and students; • Facilitate the development and use of research and scholarship in ways that are consistent with and in support of the mission of the University; • Serve the public interest by providing a process by which Inventions may be made readily available to the public; and • Ensure that the rights, interests, and responsibilities of both the University and the inventor are fairly and uniformly determined. This Policy is not intended to preclude faculty, staff or students from submitting inventions owned by such individuals (as determined pursuant to Article III hereof) to the University for possible patenting and commercial exploitation and management under terms mutually agreeable between such individual and the University. For a complete description of the Patent Policy, please see Appendix J. 49
Reservation of Rights This Adjunct Faculty Handbook was published as an explanatory guide for adjunct faculty to the current practices and policies of the SCPS. The current Handbook supersedes all prior handbooks and policies on the subjects discussed in this Handbook and Philadelphia University reserves the right to withdraw, add to or modify such practices, or policies at any time it deems beneficial or necessary, subject to federal, state, and local law. This Handbook does not represent an employment contract for any term or period of time. In the event you have any questions about the policies described herein, please contact SCPS. Student Records In accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA), Philadelphia University will neither deny nor effectively prevent current or former students of the University the right to inspect and review their education records. Students will be granted access to their records within a reasonable period of time after filing a request. Students have the right to request the amendment of their education records to ensure that the records are not inaccurate, misleading or otherwise in violation of their privacy or other rights. In addition, the University will not release or provide access to education records, except directory information, without the written consent of the student to any individual, agency or organization (except as provided by the Act). Philadelphia University designates the following items as directory information: student name, addresses, telephone numbers, major field of study, participation in officially recognized activities and sports, dates of attendance, degrees and awards received, most recent previous school attended and photograph. The University may disclose any of those items without prior written consent, unless notified in writing on the form available from the registrar no later than the fifth day of the fall term, spring term or summer session. Such notice shall be effective only until the end of the academic year. Confidentiality of information is highly respected at Philadelphia University. If students wish any of their education record available to anyone, a consent form is available in the Office of the Registrar. If there is no consent form, information will not be disclosed except to the appropriate person(s) in connection with an emergency, if the knowledge of such information is necessary to protect the health or safety of the student or other persons. Students have the right to file a complaint with the U.S. Department of Education concerning alleged failures by the University to comply with the requirements of the Act and the U.S. Department of Education regulations on the Act. For additional details regarding FERPA guidelines see Appendix K. 50
APPENDIXES APPENDIX A – PLA Policies & Procedures Philadelphia University
Continuing and Professional Studies
Prior Learning Assessment
Policy and Procedures
September 1, 2012-August 31, 2014
Earning Philadelphia University Credit for College Level Learning Gained Prior to
Entry into Philadelphia University Degree Completion program
Note that this policy applies to students who enter the Philadelphia University Degree
Completion Program February 2011 onward
Students in the Continuing and Professional Studies (CPS) Accelerated Degree Completion B.S. programs
can earn credits for college-level learning they have gained prior to entering the program. Credits can be
earned through:
•
•
•
•
transfer of credits from regionally accredited institutions of higher education with a grade of >C-;
transfer of credits from organizations with which Philadelphia University maintains a formal
articulation agreement;
passing of a CLEP exam;
and/or
through successful completion of the structured Philadelphia University Continuing and
Professional Studies Prior Learning Assessment process (PhilaU CPS PLA process).
The PhilaU CPS PLA process is consistent with standards set by the Council on Adult and Experiential
Learning and allows students to earn credit for learning that occurred through non-classroom based
experience associated with the work environment, community involvement, or individual study. All PLA
submissions must link a student's "real life experiences" with relevant scholarly literature as well as
demonstrate and document the student's experiences. The student must submit all PLA work to their
faculty evaluator-coach within five months of completion of their first PhilaU Accelerated B.S. Degree
Completion course. (See Procedures Section*). The student will have time to respond to the evaluator’s
feedback. All PLA work including faculty assessment and submission of the grade for the PLA must be
completed within 6 months of the student’s completion of their first Philadelphia University Accelerated
Degree Completion Program course.
Philadelphia University allows students to register for PhilaU CPS PLA credits in the following content
areas:
•
•
•
PLA 100 - Scientific Reasoning (3 credits may be applied to Prerequisite Competence requirement)
PLA 110 - Historical Understanding (3 credits may be applied to Prerequisite Competence requirement)
Social Science (3 credits may be applied to Prerequisite Competence requirement)
§ PLA 120 - Psychology
51
•
•
•
•
•
•
•
§ PLA 121 - Sociology
PLA 130 - Information Systems (3 credits may be applied to Prerequisite Competence requirement)
Business Practices
§ PLA 140 - Finance
§ PLA 141 - Human Resource Practices
§ PLA 142 - Applied Management Principles
§ PLA 143 - Strategic Planning
§ PLA 145 - Marketing
§ PLA 146 - Training and Development
Organizational Dynamics
§ PLA 150 - Leadership and Supervision
§ PLA 151 - Negotiation and Conflict Resolution
PLA 160 - Clinical Practices in a specified health care specialty
PLA 170 - Humanities (3 credits may be applied to Prerequisite Competence requirement)
§ Foreign Language and Culture
§ PLA 175 - Spanish
§ Other languages subject to availability of Subject Matter Expert
§ Arts and Culture
§ PLA 177 - Visual Arts
§ PLA 178 - Performing Arts
Professional Practice in a specialized area of public safety
§ PLA 180 - Law Enforcement
§ PLA 181 - Fire Safety
§ PLA 182 - Emergency Medical Services
§ PLA 183 - First Responder Services
§ Other areas subject to availability of Subject Matter Expert
Professional Practice in a specialized area of public administration
§ PLA 190 - Public Housing
§ Other areas subject to availability of Subject Matter Expert
Students may earn a maximum of 30 credits through the PhilaU CPS PLA process. Credits may be applied
toward the 60 credit requirement for entry to the CPS Accelerated Degree Completion program or applied
to the Free Elective requirements in the Accelerated Degree Completion Program.
All PhilaU CPS PLA submissions are graded on a Pass (Credit) or Unsatisfactory (No Credit) basis. A PLA
submission will be awarded a grade of CR (Credit) if the assessors deem that the student has shown
evidence of meeting identified Learning Objectives at the level of 70% or above. Students whose work is
assessed at a level below 70% will receive a grade of Unsatisfactory and will receive a grade of NC on their
permanent record. All academic work will be posted at the completion of the assignment or contract
deadline. PLA work will not be listed as a term scheduled course or count toward enrollment course load.
PLA billing is separate from tuition billing. PLA coursework is not eligible for financial aid.
Students may apply for 3, 6, 9 or 12 PhilaU CPS PLA credits in a content area. Each award of 3 credits
correlates with knowledge equal to content mastered in a 3-credit course. A student may submit PLA
materials for a maximum of 12 credits in any one content area. Separate PhilaU CPS PLA materials must
be submitted for each PLA area. Students must register for each PLA focus area separately. Students may
only register for one PLA focus area at a time. All PLA materials must be submitted to the evaluator within
5 months of the student completing their first course in the Accelerated B.S. Degree Completion Program.
PLA Information Sessions, Application and Submission Procedures
52
Students who wish to earn credits through the PhilaU CPS PLA process must schedule a mandatory
individual CPS PLA advising session with the CPS Director of Academic Programs prior to registering for
the CPS PLA process. This advising session should be arranged after completion of the student’s first
course in the B.S. degree completion program.
Students who wish to earn credits through the CPS PLA process must submit all of the following:
•
•
A registration letter addressed to the Director of Academic Programs, Continuing and Professional
Studies, Philadelphia University that states the intended area(s) for CPS PLA (including course
number selected from the list above) and the number of credits for which the student is registering
a non-refundable PLA registration and assessment fee for total amount of credits
§ assessment fee is $200 per CPS PLA credit.
The student and their faculty evaluator will collaboratively develop specific Learning Objectives and
Grading Criteria for each PLA course and will submit a signed Learning Contract stating the specific
Learning Objectives that must be met. The Learning Contract must be submitted to the Director of
Academic Programs within 60 business days of receipt of the student's registration letter and fee. The
learning and assessment contract must identify the deadline for final submission of all PLA materials.
Students and faculty are required to sign the learning and assessment contract and submit the original
signed contract to the Director of Academic Programs, Continuing and Professional Studies. The PLA
Learning Contract is only considered valid when it contains the signatures of the student, faculty member,
and the Director of Academic Programs.
Students will receive notification of the final assessment (CR/NC) of their CPS PLA submission within 30
business days of submission of all PLA materials. Official posting of PLA credit will be posted on the
student's transcript after receipt of the graded Prior Learning Assessment.
Graduates of Police and Fire Academies
Prior Learning Assessment
Policy and Procedures
Effective 9/1/12-8/31/14
Note: These guidelines will be reviewed and revised by the Department of Continuing and Professional Studies on an annual basis.
Consistent with standards set by the Council on Adult and Experiential Learning that allows students to
earn credit for learning that occurred through non-classroom based experience, students in the Continuing
and Professional Studies (CPS) Accelerated Degree Completion B.S. programs may be awarded a
maximum of 12 credits for college-level learning they gained through successful completion of training in
a municipal police or fire academy prior to entering the CPS program. Graduates of the Philadelphia
Police and Fire Academies will be awarded 12 credits. Graduates of other municipal training programs will
be awarded credits based on an assessment of the specific training program when compared to the standard
of the Philadelphia training program. Students may only earn credits for completion of a municipal training
program once (i.e. those who have received credits through another regionally accredited academic
institution must either use the credits that were awarded by that institution or voluntarily decline to have
those credits transferred into Philadelphia University).
Philadelphia University Prior Learning Assessment credits in Law Enforcement or Fire Safety will be
awarded if the student successfully meets all of the conditions described below.
53
1. The student must submit their materials to apply to earn their Law Enforcement (PLA 180) or Fire Safety
(PLA 181) credits to the Director of Academic Programs within 5 months of completion of their first Phila.
U Accelerated Degree Completion course. Students will have 20 days to respond to feedback. Students
will receive notification of the awarding of credits within 10 days of their final submission. All credits must
be awarded within six months of the student’s completion of their first Phila. U course.
2. The student must schedule a mandatory individual CPS PLA advising session with the CPS Director of
Academic Programs prior to submitting any materials. Detailed information, including a copy of the PLA
Student Handbook, and clarification regarding all PLA requirements will be provided at this advising
session. Typically, this session should be arranged immediately after completion of their first Phila. U
Accelerated degree completion course.
3. The student must register for PLA 180 or PLA 181 by submitting a letter of registration to the School of
Continuing and Professional Studies prior to beginning the PLA process. A sample PLA registration letter
is included in the PLA Student Handbook.
4. Within 5 months of completion of their first Accelerated B.S. degree completion course, the student must
submit all of the following in one professional document:
•
•
•
Documentation of successful completion of police or fire academy training
A paper that describes:
o Scope and content of the training program
o Dates of participation in the training
o Date of graduation
o Name and contact information of individual who can provide additional verification and
information regarding the student's participation in the training program.
o Reflection on their training experience and the college-level knowledge they obtained.
The final document should be professional in appearance and the reflection paper should be a
minimum of one page in length.
Students will receive notification of the awarding of credits for completion of this municipal training within
30 business days of the final submission of all of the above listed PLA materials. Official posting of PLA
credit will be listed on the student's transcript as PLA 180 Law Enforcement or PLA 181 Fire Safety. The
grade will be posted as CR. No posting will appear if the student's credentials are not deemed sufficient.
Students who have additional experience in the Law Enforcement or Fire Safety fields may want to
consider applying for PLA credits in another content area. Areas that students should consider might be
PLA 150 Leadership and Supervision, PLA 146 Training and Development and/or PLA 151 Negotiation
and Conflict Resolution.
Note: Students must follow the customary Prior Learning Assessment Policy and Procedures when
applying for credits earned through any process other than graduation from a municipal police or fire
academy.
54
APPENDIX B
School of Continuing & Professional Studies Assessment Outcomes Measures:
1. 65% of students will be able to integrate liberal arts and sciences concepts into CPS
core courses, major area course work, and professional endeavors by including
concepts and citations from relevant liberal arts and sciences in 60% of major papers
in select courses.
2. 65% of students will successfully display, through a team project, their ability,
resolve issues, propose solutions and make decisions with students trained in
disciplines different from their own. Team projects in two select courses will include
written and oral evidence that 60% of students articulate a reflective and collaborative
approach to problem-solving.
3. 65% of students will find, evaluate, and use information in order to conduct an indepth analysis of an industry, organization or economic sector. The analysis will
include a breakout of the key components including people, processes, financial
issues, leadership and strategic concerns. Final papers and presentations in six
identified courses will include written and oral evidence that 65% of students can
articulate a complex understanding of the 21st century business environment and
ethically utilize a variety of data sources to develop their analyses.
4. 65% of students will successfully display, through a team project, their ability to
resolve issues and propose solutions in a multiethnic environment. Projects in two
select courses will include written and oral evidence that 65% of students articulate a
complex understanding of cultural differences and utilize scholarly international
sources to support their work products.
5. 65% of students will demonstrate responsible ethical behavior in academic and
business environments by recognizing ethical issues that are presented in a complex,
multilayered context and within two identified courses.
6. During CPS Capstone Seminar, 65% of students will apply ethical perspectives and
concepts to an ethical question accurately, and demonstrate their ability to consider
full implications of that application.
7. 65% of students effectively demonstrate knowledge of their profession globally
including their ability to forecast future changes and proactively respond to them.
65% of students will demonstrate in final papers or projects in one identified course
per major as well as CSSEM 499 Reflective Essay how they are able to reflect on
academic and life experiences and how they expect to use those experiences as a
foundation for expanded knowledge, growth and maturity over time.
55
Courses Selected to Assess Success in Meeting Goals & Outcomes:
COMM 320
SCPS Goal 3 (Mastery)
SCPS Goal 4 (Developing)
ECON 331
SCPS Goal 2 (Developing)
SCPS Goal 3 (Mastery)
EMS 330
SCPS Goal 1 (Introductory)
SCPS Goal 3 (Developing)
SCPS Goal 6 (Mastery)
SCPS Goal 2 (Developing)
SCPS Goal 1 (Introductory)
SCPS Goal 3 (Developing)
SCPS Goal 6 (Mastery)
SCPS Goal 1 (Introductory)
SCPS Goal 3 (Developing)
SCPS Goal 5 (Introductory)
SCPS Goal 1 (Developing)
SCPS Goal 2 (Developing)
SCPS Goal 4 (Developing)
FINC 323
HRM 350
HRM 421
HUMN 310
IT 201
IT 401
LAWEN 410
LHS 403
MGMT 361
MTKG 102
PSYCH 233
SOC 310
SCPS Goal 1 (Introductory)
SCPS Goal 3 (Introductory)
SCPS Goal 1 (Introductory)
SCPS Goal 3 (Developing)
SCPS Goal 6 (Mastery)
SCPS Goal 1 (Introductory)
SCPS Goal 3 (Developing)
SCPS Goal 6 (Mastery)
SCPS Goal 1 (Introductory)
SCPS Goal 3 (Developing)
SCPS Goal 6 (Mastery)
SCPS Goal 1 (Developing)
SCPS Goal 3 (Developing)
SCPS Goal 6 (Developing)
SCPS Goal 1 (Introductory)
SCPS Goal 3 (Developing)
SCPS Goal 6 (Mastery)
SCPS Goal 1 (Introductory)
SCPS Goal 3 (Developing)
SCPS Goal 6 (Mastery)
SCPS Goal 2 (Developing)
SCPS Goal 4 (Mastery)
SCPS Goal 5 (Developing)
56
APPENDIX C SCHOOL OF CONTINUING AND PROFESSIONAL STUDIES FACULTY ASSESSMENT “QUICK REFERENCE” GUIDE Ten Steps for Faculty Data Collection: 1. Prior to the start of the course, review the syllabus and become familiar with the required Portfolio project. Determine preferred additional criteria for the project and assign the remaining 50 points. 2. Confirm that you have received the Course Data Tracking excel worksheet from Eli Green (greene@philau.edu or CPSassessment@gmail.com ) no later than the second week of the term. 3. When reviewing the Portfolio project with the students, remind students that they will be required to include the project in their Portfolio. 4. Create enough copies of the assessment rubric so that there is one for each assignment submitted. 5. Once students have completed the assignment, grade the work based on the rubric. 6. After all of the rubrics have been completed, enter the points earned for the pre-­‐
determined criteria in the Data Tracking spreadsheet. 7. Use the “Save As” function to rename the Data Tracking Sheet with the Course
Identifier, Semester, Year and Professor’s last name. [For example: SOC310 –
SMA2012 – GREEN.]
8. Email the completed Data Tracking Sheet to CPSassessment@gmail.com within two
weeks of the end of the course.
9. Choose three samples of student work that represent “low” “mid” and “high”
achievement on the required assignment, so that there is one example of each
achievement level. These should be identified primarily based on the level of
success in meeting the pre-determined criteria.
10. Make hard copies of the three selected work samples and graded rubrics, and submit
them to the S-CPS Director of Academic Programs by placing them in the S-CPS
Assessment mailbox within 2 weeks of the completion of the course. (Scanned
copies may be submitted electronically to CPSassessment@gmail.com). 57
Required Inclusion & Placement of Pre-Selected Artifacts:
(Core Courses + Major)
Course
Required Project
Portfolio
Section(s)
COMM 320: Professional
Multimedia Project
Organizational Analysis
Communication Skills
ECON 331: Economic Decision Final Project
Info & Tech Literacy
Making
EMS 330: Public Health Issues
Case Study
Prof Skills & Knowledge
Impacting Emergency Services
FINC 323: Financial Decision
Company Analysis
Organizational Analysis
Making
HRM 350: Cross-Cultural
Communication Package
Prof Skills & Knowledge
Management & Diversity
Management
HRM 421: Organizational &
Formal Essay
Prof Skills & Knowledge
Employee Relations
HUMN 310: Globalization &
Debate Project
Global Perspectives
World Politic
IT 201: Learning with
Technology
IT401: Needs Assessment
Annotated Bibliography
Info & Tech Literacy
TBD
Prof Skills & Knowledge
LAWEN410: Advanced Law
Enforcement Theory &
Management
LHS 403: Critical Infrastructure:
Vulnerability Analysis &
Protection
MGMT 361: Leadership Theory
& Ethical Practices
TBD
Prof Skills & Knowledge
TBD
Prof Skills & Knowledge
Leadership Case Analysis
Organizational Analysis
58
EXAMPLE: RUBRIC The following is an example of a completed rubric for the SOC310 required Portfolio assignment. The shaded criteria below are the required ones, provided to the professor in advance, and are always worth 50% of the final grade for the required project. [For statistical purposes these criteria cannot be changed, nor can the point distribution be adjusted.] The remaining criteria were created and assigned points by the professor. The student’s final grade on their co-­‐presentation is determined by adding up all of the points earned. SOC310 Rubric -­‐ Co-­‐Presentation of Textbook Chapter Student 1 Criteria Possible Points The
Points Earned Completed written and oral work for the team project predetermined
provides examples of how students were able to work criteria
(shaded
12.5 10 together cohesively to resolve issues, propose solutions in this example)
and make decisions. match the CPS
Completed work on the team project appraises the ability outcomes.
to resolve issues and propose solutions in a multi-­‐ethnic 12.5 8 environment. Completed work on the oral and written work successfully synthesizes and cites international scholarly sources that focus on the complexity of cultural differences. Completed work accurately examines complex, multilayered ethical issues and employs responsible, ethical behavior in academic and business environments. The summation is strongly written and the required content is thoroughly explained. It has been proof-­‐read, is free of grammatical errors, and typos. The self-­‐analysis is strongly written and the required content is thoroughly explained. It has been proof-­‐read, is free of grammatical errors, and typos. 12.5 12.5 12.5 10 20 16 20 18 Co-­‐presenters shared the work equitably and contributed to the success of the presentation. 10 TOTAL POINTS 100 10 84.5 THE
LANGUAGE
AND POINT
DISTRIBUTION
OF THE
REQUIRED
CRITERIA
CANNOT BE
CHANGED.
The professor
determines the
criteria for the
remaining 50
points and
assigns a final
score.
EXAMPLE: DATA TRACKING
Once the professor has graded the work using the rubric, they will need to
enter the scores for the pre-determined criteria into the appropriate data-tracking sheet for
their course. Students’ names or other identifying information is not required, though it
will be useful to number the copies of the rubrics to match the student number on the
spreadsheet. (For example, the rubric on the prior page would be labeled “Student 1”).
Note: Only the pre-determined criteria points need to be entered into the data tracking
sheets.
The spreadsheet should be “Saved As” with the Course Identifier, Semester, Year and
Professor’s last name as the document name. [For example: SOC310 – SMA2012 –
59
GREEN.] The saved spreadsheet will need to be emailed to
CPSassessment@gmail.com within 2 weeks of the end of the semester.
Example: Scores for SOC310 required assignment.
[Student 1 shows the scores from the completed rubric on the previous page].
EXAMPLE: HARD COPIES
The Philadelphia University Assessment Committee requires that each identify one “low”
“mid” and “high” achieving example from each course where data are collected. These
should be identified primarily based on the level of success in meeting the predetermined criteria. In the example above, Student 6 would be selected as the example
of a “low” score, and Student 11 would be selected as the example of a “high” score.
The “mid” student would be selected by the professor based on their discretion of what
best exemplifies a “mid” score. Photocopies of each of these projects, including the
graded rubrics, would be submitted to the CPS Director of Academic Programs by
placing them in the S-CPS Assessment mailbox within two weeks of the end of the
course.
EXAMPLE: ALLOWABLE ADJUSTMENTS
For statistical purposes these criteria cannot be changed, nor can the point distribution be adjusted. However, at their discretion, professors may wish to award
additional points for the pre-selected criteria or add in additional information to clarify.
Below is an example of an acceptable modification of the rubric.
-­‐ The original points awarded to the pre-selected criteria (in bold) remain the same.
-­‐ An additional partial row (in yellow) was inserted to allow the addition of more
points without changing the original point distribution of the pre-selected criteria.
-­‐ This results in the second two criteria being worth 20 points each, without
changing the statistical measures.
-­‐ Additional language was added after the criteria (in green) to help clarify the
criterion for students.
60
Criteria
Possible
Points
Completed work compared and contrasted liberal arts and sciences concepts, supported by citations of from sources within the liberal arts and sciences fields. (As demonstrated in Bullets 1, 2, 3, 4, 5, & 6 from the project description). Completed work accurately interpreted and properly cited a variety of data sources to indicate a complex understanding of the 21st century business environment. (As demonstrated in Bullets 1, 2, 3, 4, 5, & 6 from the project description). Completed work articulated an in-­‐depth analysis of information related to an industry, organization, or economic sector that included an identification of relevant people, processes, financial issues, leadership and/or strategic concerns. (As demonstrated in Bullets 2, 3, 4, 5, & 6 from the project discription). Points
Earned
10 10 10 10 10 61
APPENDIX D – Course Descriptions CSSEM 300 Professional Practice Seminar An introductory core course in Continuing and Professional Studies that draws on a variety of sources to provide students the opportunity to create their own conceptual framework regarding their professional and personal experiences and how they can be integrated in a plan for learning that they will carry with them throughout their experiences in one of the SCPS majors. Students are introduced to the requirements of the Continuing and Professional Studies portfolio and create the first draft of their personalized portfolio. Prerequisite: Admission to SCPS Accelerated Baccalaureate Degree Completion program MGMT 361 Leadership Theory & Ethical Practices This course will heighten awareness and broaden the participant’s knowledge of leadership theory, trends & applications, with a strong focus on ethical leadership. This course encompasses leadership/management theories, techniques, applications, managing ethical gray areas with integrity, and integrating leadership skills into daily work practices. This course provides students with an overview of business structure/functions, leadership styles, managerial processes, strategic planning, and change-­‐oriented ethical leadership and considers the impact of public policy on leaders. ECON 331 Economic Decision Making This course introduces principles underlying the behavior of business firms, resource owners, and consumers within a system of markets. The theory of value and distribution and the implications of international trade on both value and distribution are addressed. Overall purpose of the course is to introduce many of the factors underlying sound economic decision-­‐making in the rapidly emerging global economy. There is a strong course focus on critical analysis of cases. HUMN 301: Art and Context Why does a Greek temple look different from a Gothic cathedral? The “signature” style of an artist or period results from an interplay of design principles, available materials and technologies and subject matter. Viewing diverse styles produced from ancient to modern times against the backdrop of social, economic, political and religious events reveals the enduring correlation between art and its cultural context. This course compares art and architecture from various periods and places to probe the ways these artifacts reveal the spirit of the age that produced them and to analyze the intersection between form and meaning. Class format will be slide lecture, class discussion and student group presentations. A minimum of two self-­‐guided Philadelphia-­‐area field trips will be required. 62
STAT 311 Finding and Evaluating Statistical Data (writing intensive) A course in data gathering and analysis, focusing on the use of demographic and economic data that inform organizational decision-­‐making. Students will learn basis descriptive statistical measures and probability theory and develop an understanding of the basis for statistical decision-­‐making techniques. A variety of resources for gathering data related to demographics, socioeconomic and sociogeographic trends, economics data, and trends in business and industry will be presented. Students will also review and apply a variety of descriptive and/or inferential statistics to make meaning of these data. Students will learn to manipulate data using statistical software. COMM 310 Communication Theory and Practice This course is designed to provide viable frameworks in communication and organizational theories and dynamics. Diagnostic criteria and delivery techniques will also be explored, within both theoretical and pragmatic realms. The class will be conducted in an interactive seminar format. FINC 323 Financial Decision-­‐Making This course examines financial decision-­‐making both from the corporate and individual points of view. While the emphasis is primarily on the corporation, discussions and analysis will be extended, where appropriate, to the individual. Prerequisite: STAT 311/J112 MKTG 320 Visual Literacy A survey course in which students will examine, appreciate and communicate with visual media. Students will enhance their capacity to look at a design and evaluate what is effective, with an understanding of design language and the process by which good communication is created. MGMT 330 Organizational Ethics This course deals with current controversial issues in organizational ethics. The course will be conducted as a seminar. Students will research specific topics and present this information to other seminar members. HLTSV 210 Ethical Issues for Health and Human Service Providers This seminar style course is intended to provide tools necessary for considering and discussing ethical dilemmas in today’s multicultural society. Meaningful dialogue requires an understanding of the evolution and development of ethics from the beginning of civilization. Sources used for this course include films and directed readings (text, newspaper articles, and web sources). The goal of this course is to enhance the understanding and language skills of the provider so that he/she can engage in meaningful discussions of potentially highly charged emotional issues. Prerequisite: WRTG 101/L111 63
MATH 215 College Algebra Heavy emphasis will be placed on applications and mathematical modeling immediately useful to students in Continuing and Professional Studies programs. Mathematics topics covered include those in a traditional College Algebra course. Students will gain knowledge and skills in problem solving and modeling using graphing calculators and computer software. HRM 350 Cross-­‐Cultural Communication and Diversity Management This course will examine how to manage the growing multicultural workforce in the United States. Topics include issues of intercultural communication and cross-­‐cultural relations, ethnocentrism, racism and ageism. Students will develop an understanding and appreciation for cultures other than one’s own and will be able to discuss current techniques used in cultural analysis. HIST 321 Business, Industry and Work in American History Surveys major themes in the history of work in America, focusing on how economic, technological, and political changes have transformed the nature of work in America. Course readings will explore industrialization, the emergence of mass production and modern management, the history of worker organizations, the decline of manufacturing and rise of a service economy, and the impact of globalization on work in America. Throughout the course, students will consider connections between changes in the workplace and broader social and political developments, including changing gender roles and civil rights movement. HUMN 310 Globalization and World Politics This course provides an overview of the forces which are shaping global economics and politics. Students will develop an understanding of the roles of international institutions such as the World Trade Organization, the International Monetary Fund, and the United Nations, as well as non-­‐governmental group like Amnesty International and al Qaeda. Students will also examine the process of economic globalization in order to understand its varying impacts on different world regions. SOC 310 Social Science of the Workplace This course examines the contemporary world of work using analytic tools from a variety of disciplines, including sociology, psychology, and anthropology. Key themes include: the social organization of work, contemporary changes in occupations and professions, technology and the information age, the impact of globalization on work, the role of class, gender, race and ethnicity in shaping work experiences and worker identities, and the relationship between work and family. Students will learn about basic social science research techniques, practice interpreting data and thinking critically about contemporary work issues, and develop their own arguments about the world of work. 64
COMM 320 Professional Communication Skills This course requires students to analyze, produce, and revise professional communication in a variety of written, oral, and multi-­‐model formats. Students produce individual and group projects in print and multimedia settings as they explore how economic, social, and political perspectives apply to workplace communications, the professions, and the professionals themselves. CSSEM 499 Professional Studies Capstone Seminar This course examines emerging global issues in the areas of politics, economics, technology, and the environment, and explores intercultural communication and the cultural dimensions of international business. Students present their final Continuing and Professional Studies Portfolios and analyze a relevant global trend and its expected impact upon their professional field. This course is required of all SCPS Accelerated Bachelor of Science Degree Completion students. Prerequisites: Completion of all General Education and Continuing and Professional Studies Core courses, completion of at least 3 electives and completion of at least 3 courses in the major area of study HLTSV 310 Survey of Health Services Delivery Systems This course provides an overview of the history, evolution and major components of U.S. health care systems. Topics covered include the organization of health care services, the hospital, the roles of health care providers, supply and demand in health care, third-­‐party payers, the role of government and managed care and comparisons of health care systems in other countries. HLTSV 315 Public Policy and Planning in Healthcare An analysis of the processes related to the planning, organizing, staffing, directing and controlling of health-­‐care services. Specific emphasis is given to the key indicators and organizations that drive policy and planning in health care systems. The course also considers the impact of policy on practitioners in health care. The techniques of effective decision-­‐making and problem solving are also addressed. HLTSV 325 Emerging Issues in Healthcare This course explores the current trends in health care and issues affecting the organizational changes in the industry with regard to delivery of health care services in a wide variety of settings. Topics include history of U.S. health care services, current reform proposals, universal health care insurance, ethical issues, gerontological issues, labor relations, the changing workforce in health care and comparative perspectives of health care in other countries. HLTSV 499 Capstone Seminar in Health Services Management Students use knowledge of statistical analysis, process planning, and data gathering to complete an in-­‐depth analysis and report on a sector or organization in the healthcare 65
industry. Students’ projects are evaluated based on demonstration of an understanding of systems, planning, and dynamics of delivery in the context of their project. Prerequisites: HRM 350/J132, HLTSV 310/J301, HLTSV 315/J302, and HLTSV 325/J303 HRM 321 Staffing and Resource Management This course focuses on the recruitment and retention functions of human resource management, including EEO/Affirmative Action and career planning. In addition, the course focuses on the training and development functions inherent in retaining and enhancing a skilled work force. Training development includes needs analysis, programming and evaluation. Prerequisite: MGMT 320/B162 HRM 336 Compensation, Benefits, and Health and Safety Focusing on the complex structure of employee benefits programs, this course also introduces students to compensation structures. In addition to the focus on compensation and benefits, the course also develops students’ understanding of the legal and organizational aspects of health, safety and security. Prerequisite: MGMT 320/B162 HRM 421 Organizational and Employee Relations This course focuses in part on the function of union representation and collective bargaining in managing a large organization. In addition, it focuses on the role of planning, control, and information resources in the practice of human resource professionals. Prerequisite: MGMT 320/B162 HRM 499 Applied Research and Practice in Human Resource Management This project-­‐centered course requires students to develop a comprehensive human resource plan for an organization. Plans must include considerations of planning, staff development, compensation and benefit structures, and organizational health and safety requirements. Students will write and present a comprehensive plan, including materials targeted for employee development and relations. Prerequisites: HRM 321/J401, HRM 336/J402 and HRM 421/J403 IT 101 Introduction to Information Systems This is an introductory course in for students with no prior computer experience. The course is designed to teach students to use informatics that combine computer science, information processing, database management, word processing, spreadsheets and information presentation skills to facilitate management and processing of industry-­‐
related data. IT 201: Learning with Technology This course will utilize students’ previously-­‐acquired abilities to use Microsoft Word, Excel, and Power Point in conjunction with information retrieval, management, and 66
communication tools. Research methods are combined with resource use, leading to careful evaluation and ethical use of information. This course will be taught in a computer lab, combining lecture with hands-­‐on activities and group work. Can complement courses in which the student is concurrently enrolled and that require research beyond the course’s texts. IT 315 Information Technology I This course prepares future managers to be effective organizers and users of modern information technologies. Emphasizing a global perspective of information technology and related business issues, students learn to view IT in broad terms and function as “internal consultants” to functional areas in an organization. The course covers office and manufacturing automation, telecommunications, decision support systems, and executive information systems. Students learn to integrate the informational needs of the organization with suppliers, customers, and other decision-­‐making entities. Course introduces management techniques to support effective employees whose actions are guided by the power of modern information technologies. IT 317 Information Technology II This course introduces the fundamentals of computer-­‐application development. Students will develop basic facility in digital media, electronic publishing, and decision support systems. The course also includes the use of information technologies for the automation of both office and factory environments. Prerequisite: IT 315/J501 IT 320 Database Management This course will provide an introduction to the creation and management of electronic databases. Topics covered include database design, relationships, normal forms, structured query language, importing data, and creating reports and forms. Data modeling techniques will also be covered. Prerequisite: IT 317/J502 IT 410 Needs Assessment This course provides an introduction to assessing the informational needs of an organization. Topics covered include equipment requirements, information design, and technology integration as they impact the needs of an organization. Special attention will be given to usability studies and design development. Prerequisite: IT 320/J503 IT 499 Project Management This course focuses on strategic management of technology projects. Acting as a project manager, students learn techniques to elicit the support and acceptance of new technologies within organizations. Through the creation of a project plan, students learn how to integrate informational technologies into an organization’s mission. Prerequisite: IT 410/J505 67
BUS 499 Business Capstone Seminar The process and techniques of strategy formulation, implementation and evaluation are studied and applied. Case Studies of domestic and international companies and not-­‐for-­‐
profit organizations will be used to integrate strategic management concepts with knowledge acquired in other classes. This course will include extensive written individual and team assignments and oral presentations. Prerequisites: MGMT 401/B141, MKTG 102/B221, ACCT 101/B403 and ACCT 102/B423 BEHLT 341 Behavioral Health and Neurorehabilitation Focusing on the needs of clients and patients in specific environments, this course integrates behavioral and health science in the description of a range of interventions. Students will study specialized services used in the delivery of neuropsychology, rehabilitation nursing, occupational therapy, and a variety of other fields. BEHLT 499 Applied Project in Behavioral and Health Services Using the principles learned in SCPS Core coursework, and/or applied psychology, neurorehabilitation, or behavioral health, this course requires students to design and develop a program directed toward addressing the health needs of an individual client/patient or group of individuals. Students are encouraged to apply their project to the future work environment where they plan to apply their expertise. Portfolio-­‐based assessment allows students to demonstrate proficiency through display of artifacts related to their plan along with the presentation of documents that either assess the design of the project or describe project implementation. Prerequisite: SCPS Core coursework EMS 310 Emergency Services Law This course explores the essential framework of federal, state and local laws that impact on emergency and public safety services. It will provide an overview of the most important federal and state legislation that impact emergency services management and disasters. EMS 320 Emergency Management Planning Topics covered in this course include: program planning and management, financial planning, managing information, leadership and followership styles, decision making skills, community building skills, intergovernmental relationships, negotiating and communication skills and professionalism. EMS 330 Public Health Issues Impacting Emergency Services This course explores the relationship of public health and emergency and disaster prevention, response, and recovery environments. Discussions examine the changing and unique role of public health in emergency management paying special attention to epidemiology, integration with traditional emergency services, medical and first 68
responders, public safety, bioterrorism preparedness, and the need for comprehensive pre-­‐education of professional and public communities. The class will cultivate insight into the necessary integration of public health in the development of effective emergency response contingencies specific to natural, accidental and intentional disaster events. EMS 410 Disaster Response and Recovery Planning A pro-­‐active rather than re-­‐active approach to disaster preparedness is the best means of mitigating damage from natural disasters or other forms of destruction. This course covers systematic planning efforts for when disaster emergencies occur. Whether small scale or catastrophic, they can be overwhelming. Information in this course provides guidance on business continuity planning and recovery. EMS 499 Theoretical Applications and Applied Project in Emergency Services Leadership Students will explore the relevant scholarly literature and then conduct an in-­‐depth analysis of the emergency services industry and design an innovative project. Knowledge of statistical analysis, process planning, and data gathering will be used to complete their analysis and report on a contemporary topic or aspect of the business. Students will demonstrate their ability to assess the efficacy of program design as well as describe the project planning and implementation processes. Student projects are evaluated based on the capacity to incorporate familiarity with systems and planning in a comprehensive project in the context of their subject. Prerequisite: EMS 310, EMS 320, EMS 410 LAWEN 301 Planning for Law Enforcement Organizations This course covers strategic and tactical planning broadly conceived. The focus in on law enforcement, however theories, examples and perspectives will be drawn from other fields in the non-­‐profit sector. Topics to be addressed include forecasting, personnel planning, GIS, and personnel and resource management issues including budgeting and program evaluation. LAWEN 310 Contemporary Law Enforcement Strategies Understanding that Law Enforcement Professionals must attain an in-­‐depth understanding of contemporary policing strategies and critical issues face law enforcement today, students will examine crime analysis, patrol techniques, training, information systems/GIS as well as other issues such as government relations and criminology. LAWEN 410 Advanced Law Enforcement Theory and Management This course focuses on the underlying theories of expert practices in police management and administration. Students will examine ethical issues specific to the field of law enforcement. This course builds on knowledge obtained through LAWEN 310 and utilizes academic and professional literature to address critical issues in the field. 69
Prerequisite: LAWEN 310 LAWEN 499 Capstone Seminar and Applied Project in Law Enforcement Leadership Using concepts learned in SCPS Core Coursework and Law Enforcement Leadership courses, students conduct an in-­‐depth analysis of the law enforcement industry and design an innovative law enforcement initiative. Students will use knowledge of statistical analysis, process planning, and data gathering to complete their analysis and report on a sector or organization in the industry. Students will demonstrate their ability to assess the efficacy of program design as well as describe the project planning and implementation processes. Students’ projects will be evaluated based on the capacity to incorporate familiarity with systems and planning in a comprehensive project analyzing the dynamics of the law enforcement industry in the context of their project. Prerequisites: B162, JXX1, JXX3, JXX4 MGMT 401 Operations Management A comprehensive survey of production and service operations management, topics and functions. Topics include methods and work measurement, materials management, plant location and layout, production planning and control, maintenance, quality control, “Total Quality”, Japanese management styles, “Systems Approach”; and decision tools such as PERT, linear programming, queuing theory, sampling and simulation. Service-­‐delivery applications and activities are also highlighted. MGMT 320 Human Resource Management This course surveys the roles, policies, and procedures of human resource management (HRM) in organizations today. Students learn the steps to staff and motivate a workforce, and appreciate the role of quantitative and qualitative decision making in HRM. Course materials deal with environmental impacts on HRM, equal employment opportunity, human resource planning, selection, performance evaluation, wage and salary administration, training, and other relevant topics. MKTG 102 Principles of Marketing This is a basic course in which the main functions, institutions and concepts of marketing are studied. Attention is focused on providing an analytical and corporate framework for studying and understanding the marketing system within changing environmental forces. ACCT 101 Financial Accounting Designed to introduce students to the field of accounting, the course covers the fundamental principles of accounting, highlighting balance sheet and income statement presentation. Primary emphasis on accounting as a source of financial information, with procedural details kept to a minimum. 70
ACCT 102 Managerial Accounting Objective analysis and interpretation of accounting information. Use of accounting information as a basis for planning, control and managerial decisions. PSYCH 101 – Introduction to Psychology Introduction to the methodology, concepts, principles, and issues in the study of behavior. Topics to be covered include: the biological bases of behavior; sensory and perceptual processes; learning, memory and cognition; motivation and emotion; personality, psychopathology, psychological approaches to therapy; and social interactions. This course is a requirement for enrollment in all higher-­‐level psychology courses. PSYCH 201 Abnormal Psychology Consideration of the various classifications and symptomatology of psychopathological disorders -­‐ their origin, assessment, prognosis, treatment and prevention. Prerequisite: PSYCH 101/H801 PSYCH 222 Counseling Psychology This course provides an overview and general understanding of the field of counseling psychology. The course is designed to familiarize students with the basic concepts, interventions, scientific research, professional practices, and contemporary issues of the profession of counseling psychology. Students learn a variety of theoretical approaches and psychotherapy techniques to counseling, including psychoanalytical, behavioral, cognitive and humanistic approaches. This course contains both didactic and skill application to encourage competency in the performance of counseling skills. Prerequisite: PSYCH 101/H801 PSYCH 233 Interpersonal Relations and Small Group Dynamics A course designed to provide a theoretical and experiential exposure to group formation, group process and group dynamics, as well as to interpersonal relationships within and between groups. Prerequisite: PSYCH 101/H801 PSYCH 213 Developmental Psychology Analysis of the process of human development and change throughout the lifespan. Research on both humans and animals will be presented to promote understanding of human physical, social, emotional and cognitive development. Topics include prenatal and postnatal development, issues and theories of human development, genetic influences and personality, and issues related to the aging process. Prerequisite: PSYCH 101/H801 HIST 114 The Rise of the Modern World: American Transitions Students will become historians by asking questions about the changes wrought by the transformation of the United States from an agriculturally-­‐based rural society to an 71
urban, industrial and increasingly multicultural society in an interdependent world. This course will require students to read, write and speak about issues in the American past. BIOL 101 General Biology Designed to introduce students to the fundamental concepts of biology, particularly as they apply to contemporary issues. Discusses the structure and physiology of living organisms with focus on human systems, genetics and evolutionary theory and evidence. Topics of interest include the diversity of life, inheritance of human traits and genetic disorders, bioethics and human health and disease. The laboratory portion of the course includes microscopic examination of cells and organisms, experimentation and analysis of results. Prerequisite: SCI 101/L 121 BIOL 104 Biology II Students will apply the principles learned in Biology I to the structure and function of organisms. Physiological processes that will be examined include nutrition, gas exchange, transport and regulation of body fluids, chemical and nervous control, and reproduction. The laboratory will focus on the diversity of life using microscopic observation, dissection, and culture and staining of microorganisms. BIOL 201 Human Anatomy and Physiology I This course will examine the anatomical and physiological aspects of the various systems of humans, including integumentary, neurologic, sensory, musculoskeletal, reproductive, circulation, respiration, nutrition-­‐digestion, excretion and endocrine. A close correlation between lecture and laboratory topics will be maintained. Prerequisite: grade of “C” (2.00) or better in BIOL 104/S 212 BIOL 202 Human Anatomy and Physiology II A continuation of BIOL 201/S218. Prerequisite: BIOL 201/S218 SCI 101 Environmental Science Environmental Science is the study of how humans and the natural environment interact. Critical issues that affect our daily lives such as clean drinking water, urban renewal, energy availability, pesticides, global warming, acid rain and recycling are explored from social, ecological, chemical and political perspectives. Students will tackle a real-­‐life environmental problem in a professional manner using critical thinking and analytical skills, library research skills, teamwork and presentation skills. 72
Below are the course description specifically offered in conjunction the Associate in Science Degree program. These courses may also be used to meet competency requirements for the B.S. Degree Completion Program. WRTG 101 Writing Seminar I This course is based on the idea that reading, writing, and thinking within a specific context are crucial to successful college work. Students use writing to explore issues in the American cultural experience. Through reading, discussing, and writing about full-­‐
length books and articles, students learn the rudiments of writing college-­‐level academic papers. Honors and English as Second Language versions of this course are available. MATH 215 College Algebra College Algebra is designed to insure that students develop mathematical competencies at the college level, including the understanding of the power of mathematics in describing those forces that describe and control of our universe, local, or all encompassing. Emphasis will be placed on application of math in the workplace using mathematical modeling. Instruction will center on the use of graphing calculators, existing computer software, and the Internet to reduce the need for concentrated review of traditional computational methods. Students will be involved in problem solving and developing modern algorithms and approaches to problem solutions. PSYCH 101 Introduction to Psychology Introduction to the methodology, concepts, principles, and issues in the study of behavior. Topics to be covered include: the biological bases of behavior; sensory and perceptual processes; learning, memory, and cognition; motivation and emotion; personality, psychopathology, psychological approaches to therapy; and social interactions. This course is a requirement for enrollment in all higher-­‐level psychology courses. PSYCH 224 Psychology of Addiction A survey of current psychological theories of the addiction process and treatment modalities based on each. Physiology and neurobiology will be considered, but are not the primary focus of the course. Theoretical models include: the disease model, psychoanalytical formulations, conditioning theory, social-­‐learning theory and the opponent-­‐process model. Sociocultural perspectives, including deviance theory, will also be discussed. HLTSV 210 Ethical Issues for Health and Human Service Providers This is a seminar style course for Continuing and Professional Studies students only. The course is intended to provide tools necessary for considering and discussing ethical dilemmas in today’s multicultural society. Meaningful dialogue requires an understanding of the evolution and development of ethics from the beginning of civilization. Sources used for this course include films and directed readings (text, newspaper articles, and web sources). The goal of this course is to enhance the 73
understanding and language skills of the provider so that he/she can engage in meaningful discussions of potentially highly charged emotion issues. INFO 101 Introduction to Information Systems This course is an introductory course in Continuing and Professional Studies for students with no prior computer experience. The course is designed to teach students to use informantics that combine computer science, information processing, data-­‐base management, word processing, spreadsheets and information presentation skills to facilitate management and processing of industry-­‐related data. 74
APPENDIX E: Sample Syllabus with Required Language [Available in electronic, editable format from Joanne O’Neill (oneillj@philau.edu)]. Course Title & Section: Term: Date &Time: Location: Instructor: Office Hours: Phone: E-­‐mail: COURSE DESCRIPTION TOPICS AND OBJECTIVES After completing this course, students will be able to:
• [Insert course objectives here]
TEXTBOOKS Title:
Author:
Publisher:
Date:
ISBN:
ASSIGNMENTS How Final Grades Are Determined: Assignment COURSE OUTLINE & ASSIGNMENTS: Date In Class Percentage Homework 75
GRADING FORMULA
A 93% -­‐ 100% Superior/Excellent A-­‐ 90% -­‐ 92% B+ 87% -­‐ 89% B 83% -­‐ 86% Good/Better Than Average B-­‐ 80% -­‐ 82% C+ 77% -­‐ 79% C 73% -­‐ 76% Competent/Average C-­‐ 70% -­‐ 72% D+ 67% -­‐ 69% D 60% -­‐ 66% F 0% -­‐ 59% Failing
COURSE SUCCESS POLICIES Attendance
Note for faculty: This is the new standard language for the attendance policy for SCPS.
Professors may elect to change this policy with clearance from The Director of Academic
Programs. Attendance in class is expected and required. Students are responsible for ensuring that the faculty member is aware of their attendance at a class session. The interchange and involvement in class sessions is an integral part of learning and cannot be replicated through other means. More than 2 absences will result in a grade of F for the course. Class absences will ultimately affect a student’s class participation grade. Note for faculty: Please change to reflect your policies Individual instructors will determine how that grade will be affected. Instructors may establish their own policy that allows a student to demonstrate mastery of subject matter, when a student misses class due to late arrival/early departure. Each instructor will determine whether or not to penalize a student for attendance. 76
Students are encouraged to reach out to the professor via email to let them know in advance of any absences. Such notification does not excuse the absence or negate previous policy statements. Please see the “Handing in work when absent” section below for information on how & when required work must be submitted when missing class. Students, who, because of religious beliefs, are unable to attend a class or participate in any examination, study or course requirement will be excused and will be provided an opportunity to make up the missed work at the convenience of both the student and the faculty member. While no student will be penalized as a result of religious observances, it is the student’s responsibility to notify the instructor of their planned absence in advance of the scheduled class session. Tardiness & Leaving Early Note for faculty: This is the new standard language for the attendance policy for SCPS. Professors may
elect to change this policy with clearance from The Director of Academic Programs. Class starts promptly at 6:00 PM, and attendance is recorded at the start of class and end of class. Students are expected to attend the full duration of each class session. Please make sure that you allow yourself enough time to navigate parking. At no time will a student be penalized for late arrivals under well-­‐documented situations involving traffic issues and/or snow related issues. Penalty for late arrivals/early departures: • Missing 30 minutes or more for 2 classes will result in a 10 point deduction from the final course grade. • Missing 30 minutes or more for 3 – 4 classes will result in a 15 point deduction from the final course grade. • Missing 30 minutes or more for 5 – 8 classes will result in a 20 point deduction from the final course grade. Handing in Work When Absent From a Class Session Note for faculty: Please change to reflect your policies In order to receive full credit for assignments: students are expected to electronically submit their work via email PRIOR to 6PM on the day of class missed, and then MUST bring a hard copy of the assignment to the next class. Work submitted after 6PM will count as late. Late Work Note for faculty: Please change to reflect your policies Assignments are to be completed and handed in on time at the start of the class (6 PM sharp) in which it is due. In order to be fair to students who complete their work on time, homework that is turned in more than 10 minutes after the start of class will be counted as late and will be penalized 10 points off the assignment grade, per day late. If you are concerned that you might be late for class, please email your work in to me in advance and bring a hard copy to class. Even if you are absent from class, the work assigned is still due via email by 6PM that day, even though you are absent. Bring a hard copy to the next class. 77
Written Work Note for faculty: Please change to reflect your policies All course work, excepting online discussion questions and participation, are to be handed in typed and printed form. Written assignments are to be typed double-­‐
spaced in a document with 1-­‐inch margins, in size 12 font, using Arial or Times New Roman font. Written assignments may be printed double-­‐sided to save paper and all assignments should be stapled. Handwritten assignments will not be accepted. Be sure to save your document in process every few minutes, use your autosave feature, and create back-­‐up copies during the writing process and store them somewhere other than your computer’s hard drive. Extensions Note for faculty: Please change to reflect your policies Extensions are rarely granted, and are only allowed in extenuating circumstances, (such as extensive illness, death of a family member, and other events that are beyond a student’s control). Procrastinating on one’s course work is not an acceptable reason, even when combined with an extenuating circumstance. In the event of an extenuating circumstance, please notify the professor as soon as possible, and be prepared to provide documentation. Conduct Note for faculty: Please change to reflect your policies Students are expected to conduct themselves in professional and appropriate ways at all times during their studies, both in-­‐person and online. This includes maintaining appropriate and respectful interactions with their professors, their peers and any guest speakers/lecturers who may join the classroom experience. It includes the appropriate use of electronic support (laptops, cell phones, pagers, etc.) in ways that are not distracting. Minimally, phones should be set to silent/vibrate and should be kept away during class. Texting, chatting, checking e-­‐mail or the like is considered unprofessional. While participation looks different depending upon learning style, every student is expected to be an active participant in their own learning, and to contribute to the class process. Student conduct will play a role in participation grades. Extra Credit Note for faculty: Faculty may change this policy as desired. Please see notes below about how extra credit must be implemented (if electing to offer). The instructor reserves the right to offer students the option of completing an extra credit assignment. Any extra credit option will be made available to all students, regardless of their current grade in the class. Ultimately, it remains the decision of the student whether or not to complete an extra credit assignment. Extra credit asks students to go above and beyond the time required for the course, and often requires extra time and resources, which may not be equally available to 78
all students. As such, there are no extra credit assignments offered as a part of this course. Students who are struggling with their grades or work in this course are strongly suggested to seek out the professor for support and guidance early in the term. Incompletes Note for faculty: Please change to reflect your policies Incompletes in this course are rarely granted, and are only allowed in extenuating circumstances, (such as extensive illness, death of a family member, and other events that are beyond a student’s control). Procrastinating on one’s course work is not an acceptable reason, even when combined with an extenuating circumstance. In the event of an extenuating circumstance, please notify the professor or an appropriate academic school authority as soon as possible. Learning Accommodations Note for faculty: Please change to reflect your policies Students with documented disabilities who are in need of special accommodations, should speak to me about this the first day of class, and/or note this on the course contract. We will work together to make the arrangements that will permit you to do your best in this course. To be fair to all students, accommodations will be limited to students who have formally documented disabilities through Disability Services on campus. Academic Integrity & Honesty Note to faculty: This policy is required language and should not be altered. Academic integrity is serious issue, and it is your duty as a student to know the university policy on this issue. Examples of unacceptable academic behavior include cheating, plagiarism, and all other forms of academic fraud. This includes submitting a paper written by another person, using the work of another without properly citing their work, or attempting to disguise someone else’s work. These are unacceptable violations of university policy and are subject to the consequences and guidelines addressed in the Student Handbook (www.philau.edu/studenthandbook/index.htm). It is the student’s responsibility to be aware and informed regarding the University’s Academic Integrity Policy. The University’s complete academic integrity policy is available on the Learning and Advising Center’s website, www.philau.edu/learning. Academic resources, including information on citation and documentation for all written work and presentations, are also available on the Learning and Advising Center’s website. The student handbook includes all of the university policies. A student must always submit work that represents his or her original words or ideas. In addition, it is a violation of the standards of academic integrity to either reuse a previously graded assignment, or submit the paper of another student in order to complete the writing assignment(s) in a course. If any words or ideas are used that do not represent the student's original words or ideas, 79
the student must cite all relevant sources. The student should also make clear the extent to which such sources were used. Words or ideas that require citations include, but are not limited to, all hardcopy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Documented cases of plagiarism will result in a grade of 0 (zero) for that assignment. Additionally, documented cases of plagiarism MUST be reported, in writing, to the Director of Student Services, School of Continuing and Professional Studies. If necessary, this documentation may be shared with the Dean of Students Office. By virtue of handing in assignments (physically or electronically) in this course, the student acknowledges that they fully understand and have abided by the academic integrity policy of Philadelphia University. Citing Sources Note for faculty: Please change to reflect your policies An important part of academic integrity is the proper citation of research sources. This includes texts you use in class, as well as materials from outside sources. For this class, you are required to use APA or MLA format. The Online Writing Lab (OWL) at Purdue Information Literacy Note for faculty: Please change to reflect your policies The American Library Association’s Presidential Commission on Informational Literacy reports that “information literate people know how to find, evaluate, and use information effectively to solve a particular problem or make a decision – whether the information they select comes from a computer, a book, a government agency, a film or any number of other possible resources”. Efforts to teach information literacy in this course are part of a University wide initiative. More information regarding this initiative can be found at www.philau.edu/infolit. Additional Academic Support Note for faculty: Please change to reflect your policies Philadelphia University provides many resources to help students excel. Please make use of these resources as often as needed. These resources are for ALL students. In particular, the Gutman Library and the Writing Program will be two highly useful resources for this course – particularly when it comes to writing your research paper. Philadelphia University Writing Tutoring and Resources 80
Portfolio Requirements for this Course
Note for faculty: This is required language. Please do not alter. Philadelphia University is committed to providing excellent and innovative educational opportunities to its students. To help us maintain quality academic offerings, the University and its programs regularly examine the effectiveness of the curricula, teaching, services, and programs the University provides. As Philadelphia University sees appropriate, it may retain representative examples or copies of student work from all courses. This might include papers, exams, creative works, or portfolios developed and submitted in courses or to satisfy the requirements for degree programs as well as surveys, focus group information, and reflective exercises. Throughout the Continuing and Professional Studies (CPS) degree program, each student
is required to develop and maintain a Portfolio to track their growth throughout the CPS
degree program. The Portfolio should contain actual samples of work completed during
the program to reflect those activities & events that significantly contribute to your
learning & development. It is essential for all students to keep the graded copies of their
assignments intended for portfolio inclusion. Students are encouraged to keep all copies
of graded assignments, and create back-up copies of electronic versions as they progress
through the program.
Sample materials include documents and projects developed in conjunction with specific
courses and samples of application of concepts learned and applied in areas of work,
civic, or personal activities. Your Portfolio will be divided into the following sections:
1. Industry or Organizational Analysis
2. Information and Technological Literacy
3. Global Perspectives
4. Specialized Professional Skills and Knowledge
Each section should contain artifacts applicable to each area. The artifacts selected by the
students could be blackboard assignments, reading analyses, small group activities, case
studies, student selected articles, and/or presentations. You are expected to make your
own selections of relevant work for inclusion in the Portfolio, however in some core
courses, your portfolio will be pre-selected and is required for the final Portfolio. You
will also expected to demonstrate an understanding of how this course and its work
represent the categories of learning in each section of the Portfolio.
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GRADING RUBRICS Criteria
Possible
Points
Points
Earned
TOTAL POINTS 100 82
Team Project Co-­‐Grading Worksheet. Note for faculty: Optional use. Please grade yourself and your peer(s) by answering the following questions. This sheet is confidential and will not be shared with your co-­‐presenter(s). Please provide numerical grades. Your Name: __________________________________ What is the grade that you feel that you have earned for this project? ________ Explain why you feel that you have earned this grade: What is the percentage of work that you did for this project? __________ List all work of the work you did to prepare for this project: Your peers’ name(s): _____________________________________________________________________ What is the grade that you feel your peer(s) has earned for this project? ________ Explain why you feel that they have earned this grade: What is the percentage of work that they did for this project? __________ List all the work they did to prepare for this project: 83
Participation Rubric – Self-­‐Assessment: Note for faculty: Optional use. NAME: ____________________________________________________________ DATE: ____________________________________________________________ On a scale of 0-­‐3, with 3 being the highest score, please evaluate your level of participation in today’s class. Please evaluate your participation honestly and critically. Your self-­‐assessment will be taken into consideration when calculating your participation grade, and honesty will be rewarded more than inflated assessments. During today’s class, I: SCORE Was consistently engaged in the course materials by listening to my professor and peers. Actively participated in conversation, and contributed to the discussion, without dominating the dialogue or engaging in side conversations. Acted in a way that was consistent with guidelines for professional conduct, including being respectful of my peers. Used electronic devices (phones, tablets, computers) only during breaks from class. Was on time for class and prepared to start at 6 PM, and stayed for the full duration of class. Please explain why you feel that you have earned these scores:
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COURSE CONTRACT Note for faculty: Optional use. Please sign and return this to your professor by the start of the second class. I have fully read this syllabus independently, and/or have reviewed the content with the instructor on the first day of class. I understand that this syllabus serves as a contract between myself as a student, and the professor of this course. I further understand that by virtue of handing in any assignments for this course, I am acknowledging that I fully understand and have abided by the Academic Integrity Policy of this university. Further, I understand the consequences for failing to comply with the policies outlined in the syllabus. Student Name: ______________________________________________________________ Student Signature: ______________________________________________________________ Date: ______________________________________________________________ Contact Information: E-­‐mail: ______________________________________________________________ Phone: ______________________________________________________________ Cell Phone: ______________________________________________________________ Anything that you would like me to know or that you anticipate might impact your success in this course? 85
APPENDIX F – Online Teaching Guidelines, Tips and Sample Syllabus (CSSEM300) TIPS FOR TEACHING ONLINE Teaching online is an exciting opportunity, but it is a different way of instructing and requires faculty to prepare and participate differently. Online education is no less demanding than traditional classroom education. The effectiveness of online instruction is not determined by the technology used, but rather is directly linked to the skills of the instructor. According to Zen (2008), there are several factors essential for online instruction to be effective. These include clarity of course design, accessibility of the instructor, the ability to provide students with timely feedback, and the development of a sense of community for the learners. These and other topics to assist you in your online teaching experience will be highlighted in this document. Please take the time to read this guide carefully as it will provide you with tips to optimize your success as an online instructor at Philadelphia University! Table of Contents Section 1………………………………….. Getting Started Section 2………………………………….. Course Design Section 3………………………………….. Syllabus and Expectations Section 4………………………………….. Learning Activities and Assessment Section 5………………………………….. Instructor Accessibility Section 6………………………………….. Providing Constructive and Timely Feedback Section 7………………………………….. Developing a Learning Community Section 8………………………………….. Resources 86
Section 1 Getting Started Preparing in advance for teaching an online course will help ensure a positive experience for both you and your students. Whether this is your first online teaching experience, whether you have used online components when teaching a traditional classroom course, or whether you are a seasoned online instructor, there are some simple steps that will enhance the effectiveness of your course. 1. Take an online course. If you have never been an online instructor, consider being an online student first. Take a course in your subject area as a means of continuing education; take a workshop online that enhances your own knowledge and skills. Being an online student, even for a brief course, provides a greater understanding of the learner’s perspective and will provide you with a greater appreciation for key elements of effective online teaching. 2. Start small. If you have never taught online, before teaching an entire course in a virtual format, consider enhancing the online Blackboard elements of one of your current classroom courses. This will provide you the opportunity to experience key elements of online teaching as well as to determine effective learning assignments, assessment strategies, and discussion questions for your course material. 3. Know the advantages to teaching online. Online courses allow you to reach more students while simultaneously allowing for flexibility in your schedule. You can teach from anywhere there is computer access and are not constrained by having to be present in a classroom at a particular day and time. 4. Understand the time requirements to teaching online. Contrary to popular belief, teaching online does not require less time than teaching a traditional classroom course. Teaching online requires up-­‐front development time in order to convert traditional assignments and assessments into online-­‐friendly versions. Organizing course material, converting this material to an online format, and laying out your course in a user-­‐friendly way must be done prior to the start of the course, as must familiarizing yourself with the course technology, including Blackboard. While teaching the class, there is additional time to not only proctor online discussions and grade written assignments, but time is needed to respond to student emails, maintain the Blackboard site, posting new/additional material, and facilitate student project completion. Online courses are not 87
self-­‐directed learning opportunities for students – they require active and frequent instructor input! 5. Use technology wisely. It is important to identify what technologies are best for your course content and delivery format. Spend time exploring the available technologies, most notably Blackboard, and think about how to best use its features in your course. Remember, online courses are visual so the more visually appealing your course materials are for students, the more they will be engaged in learning the course material. Know what online resources exist that support your course subject matter and provide access to those resources to students. Most importantly, be familiar and comfortable with all technologies that the student will experience during your course. Whether you like it or not, students will depend on you for technological guidance throughout the course. Section 2 Course Design Designing a course suitable for the virtual classroom requires attention to a few unique elements in addition to those that apply to designing a traditional classroom course. The way your online course is designed can significantly impact the learner’s satisfaction with the course as well as the ability to learn the course material satisfactorily. Considerations for online course design should include: 1. A clear introduction to the course, separate from the syllabus. Students should be able to locate a section on your Blackboard site that summarizes basic requirements and operational considerations for the course. Suggestions include a letter of introduction to the course that provides your background, contact information, and your preferred way of being reached; information about the technology being used in the course and where the student should go for technological support; an overview of the Blackboard site including what information is located under each tab in the menu; and the major objectives of the course along with what the student needs to do to be successful. Consider this document an “orientation guide” for the student that helps them get acquainted with what to expect in the course and where to find things in the virtual classroom. 2. A logical and organized presentation of information. Course content needs to be logically organized and the course menu linked in a deliberate way. Menu tabs should clearly identify what is located in that section of the Blackboard site so that students can readily find the information they need 88
without extensive searching. Information should be chunked in a useable fashion and navigating the course should be almost intuitive to the learner. Consider using assignment “units”, that is, separate and distinct learning modules within the online course that build on each other as the course progresses. 3. Needed information should be virtually available. Information that students need to use in the course should be presented to them in an electronic format. This can include digital documents, video, or links to external resources. In an online class, giving students directions on finding a resource without providing the virtual link or connection almost assures that they will not access the resource. Content that is mobile and electronically accessible means that students can access it anywhere, anytime – one of the benefits of online learning! 4. Promote student-­‐faculty contact. Again, online learning does not mean that the student is solely self-­‐directed, without input from the faculty. In a virtual classroom, think of yourself as a facilitator, guiding students toward mastery of information and course content from afar. To this end, it is important to establish contact with each student both at the beginning of the course and ongoing throughout the course. This strategy demonstrates your interest in the student’s success, makes the student see you as approachable, and proactively addresses students getting lost during the course. 5. Facilitate cooperation among students. Being an online learner can seem isolating. A key component of adult education is collaboration. Find ways in your course design to promote student interaction and cooperation. This can be through the use of discussion questions that require students to respond to each others’ viewpoints, through virtual group projects, or by using peer feedback on assignments. The more students have the opportunity to interact with one another as they would in a classroom, the richer the learning experience for all! 6. Insist on active learning. Your online course should not be a series of tests or papers that the student turns in to demonstrate mastery of the material. Active learning requires discussion, challenging others’ viewpoints, interacting with the instructor, and demonstrating analytical reasoning and critical thinking. Design your course with the goal of maximizing the need for students to be active learners, that is, to demonstrate more than just a cursory knowledge of the course material, but rather to have to show integration of the knowledge as the course progresses and to be able to apply it to real life experiences. 7. Establish deadlines. Although this may seem like an obvious element of course design, it is a critical one in the accelerated online teaching environment. Many students, especially those taking their first online 89
course, believe that there are no due dates and that assignments can be submitted as they get them completed. This becomes an instructional nightmare to manage. Be very clear at the outset of your course that the deadlines established for assignment submission, discussion board responses, and other learning activities are firm. It is suggested to deduct points for late submissions to emphasize the importance of timeliness in the online course. Another strategy that reinforces the importance of timely assignment submissions is to close certain sections of the course after the due dates for assignment submission or student participation has passed. For example, in the Discussion Forum on Blackboard, it is possible to set the date when the student will no longer be able to post responses to a particular forum. This encourages students to be timely with their participation and makes managing the forums more reasonable for you as the Instructor. Section 3 Syllabus and Expectations The course syllabus in an online course is a critical document that provides students with the roadmap and expectations for the course. It is a reference document that students should be able to use throughout the course that answers many commonly asked questions. In addition, it should clearly articulate course expectations related to a variety of activities, including assignment due dates, frequency of course contributions, grading criteria, and assignment specifications. In addition to the required syllabus elements such as course description and course objectives, consider including the following in your online syllabus: 1. Instructor contact information and guidelines for use. The way in which students should contact you should be prominently displayed in your course syllabus as well as cross referenced on your Blackboard course site. There is a section on Blackboard for Faculty Information. Filling out this section completely helps students get to know you as the Instructor and provides another resource for your preferred contact information. You should also state the preferred way of contacting you and timeframes for when students can expect a reply, especially if email is your preferred contact method. Students who are new to online learning often expect instant responses from the instructor, so managing these expectations up front helps to ensure that students are not frustrated and plan accordingly in the event that they need instructor guidance. 2. Expected entry-­‐level knowledge and skills. Clearly define the expected entry-­‐level knowledge and skills students should bring to the online course, both in terms of content and technology. This is especially important in the 90
areas of reading and writing skills, given that the great majority of student learning is accomplished and demonstrated through these media in an online course. Additionally, be very clear about the technological aspects needed to be successful in the course. Does the student need high-­‐speed Internet access? The ability to download streaming video? Access to particular software? 3. Frequency of course access. This is an important element to include in your syllabus to promote active learning and group collaboration. Your syllabus should include how often students are expected to access the course site and contribute to course discussions. It should also direct students how often they should access their Philadelphia University email account, as this will be the primary method you use to connect with students on an individual basis. 4. Assignments. The course syllabus should clearly outline all assignments that are due along with a focused description of the criteria to be included in the assignment. Remember, students do not have the luxury of asking for clarification face-­‐to-­‐face, so the more specific your directions for assignment completion, the more likely you are to receive a submitted assignment that meets your expectations. Grading criteria for each assignment should also be specifically delineated. Due dates and penalties for lateness should be clear and adhered to. 5. Resources. The more resources you can provide students in an online course, the greater their chances of success. Consider adding a resource page to your syllabus that directs students to websites, journals, and other media that can enhance their learning experience. a. Where to go for help. Your syllabus should include student resources for seeking help with technology issues, writing challenges, advising concerns, and other areas where students may require guidance. Philadelphia University provides a plethora of student resources. Include these in your syllabus and on your Blackboard site being sure to provide web links and phone numbers, where applicable. A list of suggested resources can be found at the end of this document.http://www.philau.edu/learning/ b. http://movies.atomiclearning.com/highed/highed c. http://owl.english.purdue.edu/owl/resource/560/01/ Section 4 Learning Activities and Assessment 91
As with traditional courses, learning activities, assignments, and assessments should be directly related to the objectives of the course. A logical sequence of learning activities should be evident and assessments should be designed to ascertain the student’s level of mastery and application of course content. It is even more important in online courses that learning activities be critically designed given that there is no opportunity for face-­‐to-­‐face dialogue with students to clarify if the desired degree of learning has occurred. When designing activities that students will engage in as well as methods of assessment, consider: 1. Students may not be familiar with online learning activities. For students new to online learning, discussion boards, chat rooms, and other electronic methods of class participation may be new. Structuring assignments and online discussions to assist students in staying focused on the important learnings in the course is important to keeping the class on track and meeting course objectives. 2. Using thought-­‐provoking discussion questions that require higher order thinking. Design your discussion questions such that they promote a high quality discussion, the opportunity for contributing varying viewpoints, and facilitate deep learning of course material. Be sure to monitor the discussion so that students are on track with the learning process as you intended to guide it. Discussion questions are the online equivalent of in-­‐
class discussions/participation and therefore should stimulate open dialogue, critical thinking, analytical reasoning, and problem solving. One suggestion for achieving this level of thinking is to have students support their responses to your questions with outside references and resources. Another suggestion is to not only have students post their own original responses, but also to respond to at least one, if not several, of their classmates’ postings. In this case, the student who is responding needs to do so in a way that expands the conversation, adds new information to the discussion, presents a differing point of view, or delves deeper into the topic at hand. The student’s responses should not be simply “I agree” or “good point” but should add robust ideas and analysis to the originally posted comments. 3. Combine individual with group learning experiences. When thinking about your assignments, consider the use of group project work in addition to individual work. In today’s society, working with others in effective teams is a vital skill to success in almost every field. Support the development of these skills by assigning group projects. In an online environment, group work will most often happen virtually (students usually will not meet in person outside of the course work to complete the assignment). Often, the students will not know each other in advance and so there are no 92
relationships to build upon to make the group work a more comfortable interaction. It is helpful to assign students to a group at the start of class. On Blackboard, it is possible to set up secure group communication sites where only you as the Instructor and the assigned members of a particular group can interact. This will assist you in monitoring each student’s participation as a member of his/her group. It is strongly suggested that this dialogue have some grade value assigned to it in order to promote participation by all group members. Another tip for online group work is to have “turn in” points along the way to the final group project where smaller pieces of the project are turned in for a grade en route to the final project deadline. Again, this helps with student accountability and forces the group to work together ongoing. 4. Use assignments that require reflection. It is easy in an online course to develop assignments designed to simply ensure that students have read and understood textbook material or other learning material posted by the instructor. To really assess if learning and integration of material goes beyond basic memorization and superficial understanding, consider incorporating assignments that require the students to use newly learned information in a reflective and practically applicable way. Reflection papers, real-­‐life observations, interviews with experts, and other similar activities promote a deeper understanding of the course material and require students to show connections among topics learned. 5. Pace assignments to ensure students remain engaged throughout the entire course. It is easy for online learners to “trail off” as the course progresses, becoming less engaged toward the end of the course. This is especially true if the online course was front-­‐loaded, with the majority of assignments in the first half to two-­‐thirds of the course. Space assignments throughout the course and consider a culminating project due near or at the end of the course. 6. Use multiple types of student assessment. By its very nature, online learning requires a high degree of writing skill and time. For students challenged to be effective writers, consideration for other forms of assessment may be warranted. Online courses should provide multiple graded opportunities for students to demonstrate their understanding of the course material. In addition to written assignments, objective tests may also be used. Consider your course material and which forms of assessment may best determine student mastery. Try to incorporate a variety of assessment strategies that tap into the learning styles of all students. 93
Section 5 Instructor Accessibility Successful online instructors are actively engaged in their teaching and demonstrate this in a multitude of ways during an online class. Instructors who actively and frequently participate in the online class are those who demonstrate to students the benefits of online learning. There are many ways to be an active instructor in an online course. Consider these strategies to create a productive online teaching/learning experience: 1. Be present! Because the greater portion of online learning requires students to be self-­‐directed, it is important that as the instructor you realize that self-­‐directed learning does not mean that the course does not need to be taught or led. Your active engagement, direction, and facilitation are critical to a successful learning experience for online students. Be sure to show up for class! 2. Be open-­‐minded and willing to share. One of the benefits of online teaching as compared to traditional classroom learning is that, as an instructor, you have more time to reflect on the views presented by your students. Therefore, you have more time to critically think about your response, to craft it in a way that facilitates true learning, and to support your response with credible sources that students can then use to further their own learning. A willingness to share your own experiences, both personal and professional, will assist students in making connections between the material being learned and how it can be practically applied. 3. Be responsive. It is important to respond to students in accordance with the response times outlined in your syllabus. Effective online instructors are present in their courses daily and respond to students’ inquiries within 24 hours at the most. Remember, students may be unable to move forward with an assignment without your input. Taking days to respond sets the student up for frustration, and more concerningly, failure. Consider being available at certain times via telephone, given that you more than likely do not have on-­‐campus office hours if you are teaching online. Sometimes students require guidance or clarification that is difficult to achieve via email. 94
Section 6 Providing Constructive and Timely Feedback Feedback is an important aspect of student growth and learning. In the traditional classroom, instructor feedback can happen spontaneously, and in the moment. In the online environment, instructor feedback is more deliberate and planned. This has both advantages and limitations. Ineffective feedback can negatively impact student satisfaction and learning outcomes. The complete lack of feedback is even more negative, and has been cited as one of the primary dissatisfiers of online students (Zen, 2008). Here are some tips to making the most of the feedback you give to students: Tip #1: Touch base with students frequently. Even high performing students need to feel like their instructor is concerned about their progress. Reach out to students on a regular basis, checking in to be sure they are keeping up with course work, understanding the course material, and to determine if there are questions or points requiring clarification that you can assist with. Do not wait for students to approach you, as many hesitate to do so until they are in trouble. Be proactive, encouraging, and consistently present. Tip #2: Be timely with academic feedback and input. In an online course, especially one that is delivered in an accelerated time frame, timely feedback is essential. This allows students to use your input to improve their performance on subsequent assignments. Turnaround time for the grading of assignments should be as quickly as possible, but certainly not more than a week. Tip #3: Be clear with academic feedback and input. We have all been in the circumstance of reading an email and wondering at the end exactly what the message is. Be sure when providing students with feedback either via email or on assignments themselves that your input is clear. Consider using “track changes” mode in Microsoft Word to edit papers and insert comments, allowing the learner to see specifically what changes you recommend. Tip #4: Use the “Announcements” Tab of Blackboard. Posting frequent announcements on your course Blackboard site is a great way to get messages to the entire class efficiently and timely. This page can be set up to be the first page that students see when they log on to the course site. Additionally, you can send a copy of your announcement directly to the students’ email accounts, thereby delivering it in two forms. This section of Blackboard is also a great way to provide students with feedback that applies to everyone, such as common mistakes made on a prior assignment or to clarify points that several students seem stuck on. 95
Section 7 Developing a Learning Community A sense of community and connectedness contributes to a positive online learning and teaching experience. The instructor needs to create this sense of community from the outset of the online course and continue to facilitate it as the course progresses. Ways to establish a culture of community in the online learning environment: 1. Get to know your students and allow them to get to know you. We all feel better working with people we know, even if we only know them superficially. A sense of community and connectedness helps groups work together more effectively. Develop this sense online by taking the time to get to know a little about each of your students. Consider exchanging photos. Try to develop a bond so that students feel a sense of responsibility and accountability. 2. Have students get to know one another. Similarly, create a deliberate sense of connectivity among students. Have students post their biographies during the first week of class. Foster and support open dialogue, sharing of ideas, and appropriate disagreements and counterpoints. Promote collaboration through the assigning of group projects. 3. Balance the interactions during the course. Ensure that there are a multitude of interaction opportunities during the course. These should include interactions among the class as a whole, between small groups of students, and between student and instructor. The richer and more abundant the opportunities for interaction, the greater the sense of community becomes. 4. Model effective participation and collaboration. Set the tone for what effective online collaboration and community look like through your responses. Be proactive about resolving issues and conflicts and create an environment where the sharing of knowledge and opinions is safe and welcomed. 96
Section 8 Resources Below are resources that you may find helpful as you begin or continue your journey as an online instructor: • Learning and Advising Center The Learning & Advising Center is the primary resource for students at all levels who wish to get the most from their academic experience at Philadelphia University. It is a “one-­‐stop shop” offering free tutoring in all Philadelphia University courses, with a staff of professional tutors for writing, math and study skills and trained peer tutors for content areas. The Learning and Advising Center can be reached at http://www.philau.edu/learning/ •
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The Office of Information Technology (OIT) OIT provides a broad range of technology support services to Philadelphia University students, faculty, and staff. OIT’s Technology Help Desk is located on the 2nd Floor of Search Hall and serves as the principal contact point for services. The Technology Help Desk can also be reached at 215-­‐951-­‐4648 or via email at HelpDesk@philau.edu. Atomic Learning Located at www.atomiclearning.com, these modules can help students to use Microsoft applications such as Word and Excel. Click on Training Library then Technology Skills to see the list of available tutorials. •
Gutman Library The Gutman Library can be accessed remotely via http://www.philau.edu/library and is a rich source of resources student will need during their online learning experience. •
Purdue Writing Center The Purdue Online Writing Lab provides a great example of how to format a paper according to APA style, how to complete an annotated bibliography, and provides many other resources that are designed to assist students in developing your writing skills. It can be found at http://owl.english.purdue.edu/owl/search2.php. •
Multimedia Educational Resource for Learning and Online Teaching (MERLOT) This website is specifically designed as a free online community of resources for faculty in higher education who teach online. It can be found at www.merlot.org 97
• Online Learning Program Coordinator The Online Learning Program Coordinator is an adjunct faculty member in Continuing and Professional Studies and is a live resource that can assist you with a variety of aspects of online teaching. Refer to the Role of the Online Learning Program Coordinator found on the next page for additional details. Role of the Continuing and Professional Studies Online Learning Coordinator •
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Provide supportive consultation to faculty new to online teaching prior to and during course Provide suggestions regarding assignments conducive to online courses Provide input regarding setting up a Blackboard site (for either a traditional course using Blackboard as a supplement or a fully online course) Support the conversion of traditional course syllabi to online syllabi Provide support to ensure a robust online dialogue in the discussion forum o The Continuing and Professional Studies On-­‐line Learning Coordinator is enrolled as a Teaching Assistant in all Accelerated Degree Completion On-­‐line classes Be available as second opinion for grades on papers and assignments submitted for online courses Monitor and communicate best practice in online learning/teaching to administration of CPS 98
APPENDIX G -­‐ ACADEMIC INTEGRITY QUESTIONNAIRE Directions: Review the behaviors listed below. Check “Yes” for ones that you think constitute violations of the University Academic Integrity Policy. Check “No” for ones that you think are legitimate shortcuts or reasonable behaviors. Check “Depends” if your response depends on specific circumstances not provided in the behavioral description. Briefly describe the circumstances if you check “Depends”. oYes oNo Submitting the same project/report previously submitted by a friend who has already taken the same course oDepends: Circumstances____________________________________________________________ oYes oNo Submitting two different projects/reports for two different courses based on the same research oDepends: Circumstances____________________________________________________________ oYes oNo Giving a project/report to a friend, for submission as his/her own work, which you have previously submitted yourself. oDepends: Circumstances____________________________________________________________ oYes oNo Submitting the same assignment/project for two different courses. oDepends: Circumstances____________________________________________________________ oYes oNo Submitting the same assignment/project when you take the same course a second time with a different professor oDepends: Circumstances____________________________________________________________ oYes oNo Making corrections while proofreading or typing a paper for a friend or roommate oDepends: Circumstances____________________________________________________________ oYes oNo Proofreading a paper for a friend and circling errors 99
oDepends: Circumstances____________________________________________________________ oYes oNo Studying from old exams previously given in the same course by the same instructor oDepends: Circumstances____________________________________________________________ oYes oNo Preparing for exams with a study group in which each person develops review materials for only one part of the course oDepends: Circumstances____________________________________________________________ oYes oNo Preparing for exams using review materials supplied by students who have previously taken the course oDepends: Circumstances____________________________________________________________ oYes oNo Supplying review materials to another student who is preparing for an exam, which you have already taken oDepends: Circumstances____________________________________________________________ oYes oNo Communicating with a friend about an exam you have just finished, which they will take later that same day oDepends: Circumstances____________________________________________________________ oYes oNo Using your cell phone to send or receive text messages or photos during an exam oDepends: Circumstances____________________________________________________________ oYes oNo Discussing ideas for a paper/report with a friend while in the process of writing it oDepends: Circumstances____________________________________________________________ oYes oNo Using someone else’s ideas, or ideas from a paper/report you have obtained from the Internet, as the foundation for a paper you are 100
writing. oDepends: Circumstances____________________________________________________________ oYes oNo Cutting and pasting phrases, sentences, paragraphs or diagrams from Internet sources into an assignment. oDepends: Circumstances____________________________________________________________ oYes oNo Using ideas for your own design work obtained while researching images and colors from the Internet, books, galleries and magazine sources. oDepends: Circumstances____________________________________________________________ oYes oNo Scanning or importing images obtained from the Internet, books, journals or magazines into your paper or design project with minor changes. oDepends: Circumstances____________________________________________________________ oYes oNo Fabricating laboratory results in a report for an experiment you were unable to complete oDepends: Circumstances____________________________________________________________ oYes oNo Changing actual laboratory results in a report to reflect what you know the results should have been oDepends: Circumstances____________________________________________________________ oYes oNo Making arrangements with other students to take turns going to lecture and taking notes oDepends: Circumstances____________________________________________________________ oYes oNo Signing an absent friend’s name to an attendance list in a large lecture course oDepends: Circumstances____________________________________________________________ 101
oYes oNo Copying lecture notes from a friend after missing a class oDepends: Circumstances____________________________________________________________ oYes oNo Collaborating with other students to complete a homework assignment or lab report oDepends: Circumstances____________________________________________________________ oYes oNo Copying another student’s homework or lab report you could not complete oDepends: Circumstances____________________________________________________________ oYes oNo Supplying false answers to another student who has repeatedly asked to copy your homework/report/assignment oDepends: Circumstances____________________________________________________________ oYes oNo Including a reference in a works cited page when you have not read the complete article, or have only read the abstract oDepends: Circumstances____________________________________________________________ oYes oNo Including a reference in a works cited page for a group project when you personally have not read it, or have only read the abstract oDepends: Circumstances____________________________________________________________ oYes oNo Using the bibliography or works cited page from another student’s assignment as guide for finding your own sources oDepends: Circumstances____________________________________________________________ oYes oNo Changing publication dates on references cited in an assignment/project so that they no longer appear to be “obsolete” sources oDepends: Circumstances____________________________________________________________ 102
oYes oNo Using published summaries, book reviews and/or study guides to assist in understanding reading assignments oDepends: Circumstances____________________________________________________________ oYes oNo Reading published summaries, book reviews and/or study guides instead of the assigned reading oDepends: Circumstances____________________________________________________________ oYes oNo Discussing an assignment with another student who knows you have taken the same course in an earlier semester oDepends: Circumstances____________________________________________________________ oYes oNo Showing an example of a graded report/project from an earlier term to another student currently taking the same course oDepends: Circumstances____________________________________________________________ oYes oNo Watching the film/video/DVD version rather than reading the book or attending the performance assigned by the professor oDepends: Circumstances____________________________________________________________ oYes oNo Removing equipment/supplies/samples from a common work-­‐area so you can finish a project over a long weekend when the studio/lab will be closed oDepends: Circumstances____________________________________________________________ oYes oNo Disabling equipment in a common work-­‐area to be sure the equipment will not be used by other students while you are on a short break oDepends: Circumstances____________________________________________________________ oYes oNo Moving/removing another student’s equipment/supplies or completed work to impede submission of an their assignment in a timely manner oDepends: Circumstances____________________________________________________________ 103
Adapted the questionnaire appearing in: Higbee, J. L., and Thomas, P. V. (2002). “Student and Faculty Perceptions of Behaviors that Constitute Cheating”. NASPA Journal, 40 (1), 39-­‐52. 104
APPENDIX H PHILADELPHIA UNIVERSITY COPYRIGHT POLICY Approved by the Faculty on February 19, 2002 I. INTRODUCTION Philadelphia University (the “University”) desires to contribute to the vast body of public knowledge through the research and scholarship of its faculty and staff. Everyone associated with the University is encouraged to engage in the free exchange and expression of ideas, to explore new frontiers of scholarship and to expand the boundaries of knowledge. This Copyright Policy of the University is intended to promote these goals. For purposes of this Copyright Policy, “University Employees” will include (a) all faculty, whether full time or part time, and (b) students, research assistants and graduate assistants, whether compensated or not. The term “Author”, as used in this Copyright Policy, shall refer to the individual creator of a work. II. WORKS PROTECTED BY COPYRIGHT LAW United States copyright law protects original works of authorship fixed in a tangible medium of expression. Copyrighted material includes, but is not limited to, books, articles, lecture notes, music, movies, computer software, artwork and other literary works. Copyright law does not protect ideas, facts, processes, methods of operation, concepts or principles, although it does protect the original expression of particular ideas, facts and concepts. Copyright law affords the copyright owner the exclusive right to do and to authorize others to do the following five things: (a) reproduce the copyrighted work; (b) make derivative works based upon the original copyrighted work; (c) distribute copies of the copyrighted work; (d) in the case of literary, musical, dramatic and choreographed works and motion pictures and other audiovisual works, to perform the copyrighted work publicly; and (e) in the case of literary, musical, dramatic and choreographed works and pictorial, graphic and sculptural works, to display the copyrighted work publicly (collectively, the “Exclusive Rights”). III. COEXISTENCE WITH THE PATENT POLICY This Copyright Policy deals only with the use and ownership of copyrightable materials. Methods, products, processes and other inventions that are potentially patentable are covered by the University’s Invention and Patent Policy (the “Patent Policy”). 105
IV. OWNERSHIP OF COPYRIGHTABLE MATERIAL A. Ownership by University Employees. Generally, in the non-­‐academic arena, any copyrightable works that are created by an employee in the furtherance of his or her employment are owned, as a matter of law, by his or her employer. In the academic arena, however, it is customary for colleges, universities and other educational institutions to relinquish any claims that they may have in and to the works created by their faculty. Under this Copyright Policy, except in those circumstances described in Article IV, Paragraphs B and C hereof, the University hereby relinquishes all claims of ownership to the copyright in and to any works created by University Employees, and hereby assigns, transfers and conveys any copyright in and to those works to their respective Authors. B. Ownership by the University. Where the University commissions a copyrightable work to be created by a University Employee, and the University and the University Employee producing the work agree in writing that the copyright to such work is to be owned by the University and/or that the copyright to such work is assigned and transferred to the University, the University will own the copyright in and to such work. C. Ownership by Third Parties. Where the copyrightable work results from a grant or other financing provided by or through any public or private sources, including the United States or any state or local government, the ownership of such works will be governed by the terms of the applicable grant or contract under which the financing was provided. If there is no such document, or if such document does not address the issue of ownership, then the ownership of the copyrightable work shall be determined in accordance with the terms of this Copyright Policy. V. CONTROL OVER COPYRIGHTABLE WORKS A. Where the University Relinquishes Copyright Ownership. In cases where the University relinquishes copyright ownership of a work in favor of the Author, as described in Article IV, Paragraph A of this Copyright Policy, the Author shall have all rights thereto including the Exclusive Rights associated with the copyright ownership in such work and the right to commercialize the copyrighted work. B. Where the University Retains Copyright Ownership. In cases where the University retains copyright ownership of a work, as described in Article IV, Paragraph B of this Copyright Policy, the University shall be entitled to exercise any and all of the Exclusive Rights associated with the ownership of such copyrighted work, including the right to commercialize the copyrighted work. Should the University receive any royalties 106
or other payments on account of its commercialization of the copyrighted work, it shall distribute such royalties in accordance with the royalty payment schedule set forth in the Patent Policy, unless the University and the Author agree to a different arrangement in the writing between the University and the Author. C.
This Copyright Policy is not intended to diminish the long-­‐standing tradition at the University for University Employees to share and disseminate their works, ideas and scholarship with and among their colleagues. This sharing of knowledge is understood by all University Employees to be an integral part of the University’s mission and should continue to be encouraged. D.
Disputes. If a dispute should arise between the University and any University Employee with respect to the ownership of the copyright in a work, or with respect to whether a work is copyrightable or patentable, such dispute shall be presented to and resolved by the Intellectual Property Committee in accordance with the procedures set forth in the Patent Policy. 107
APPENDIX I -­‐ COURSE PACKET POLICY Course packets have the potential to provide students with texts that are superior in some cases to commercial texts because the packets are shaped around the program and fit more appropriately the professor's approach to the course. There are ethical issues arising from the sale of course packets for profit. Professors at the University have gone to a great deal of trouble to create appropriate and innovative course packets and these should be made available to students legally and at cost. As such course packets are required to be copyright free or granted permission before sales are authorized in the bookstore. There is no ethical problem with a department (or individual faculty) developing materials for programs that may be enhanced with specific information about the program requirements (exit tests, white papers, exercises, portfolios, etc.), how to conduct library research, available campus tutoring and computer labs, and so forth. Indeed many universities have been selling such packets in their campus bookstores for years, at a price much lower than the typical commercial text. It is the policy of this University, however, that when a course packet is relied upon that the quality of the materials is at or above our standards and that individual faculty members are not involved in collecting fees for these packets for sale in the University Bookstore. While there are good reasons for encouraging individual faculty to develop course packets, this must be done to support the students, legally and in reliance upon standard business practices with respect to selling course materials to students. Faculty interested in using course packets should make a copy of the original and give the copy to the Director of the Campus Store with all the appropriate copyright permissions. The campus store will then create sufficient copies for the course and provide the same for sale. Whenever possible copies of the course materials should be made available on course websites or in electronic reserves in the Gutman Library. 108
APPENDIX J PHILADELPHIA UNIVERSITY PATENT POLICY Approved by the faculty on April 11, 2001 I. PURPOSE AND OBJECTIVES Philadelphia University (the “University”) is committed to teaching, research and the pursuit and expansion of knowledge. The University recognizes that, during the course of teaching and research, potentially patentable devices, methods, products, processes, improvements or other discoveries (collectively, “Inventions”) may be conceived and developed. The University desires, with this Patent Policy, to ensure that any Inventions resulting from the research and scholarship pursued at the University are developed, disseminated, marketed and commercialized for the mutual benefit of the inventor, the University and the public. The University has developed this Patent Policy in order to: • Foster an environment of research, teaching and learning among the University’s faculty and students; • Facilitate the development and use of research and scholarship in ways that are consistent with and in support of the mission of the University; • Serve the public interest by providing a process by which Inventions may be made readily available to the public; and • Ensure that the rights, interests, and responsibilities of both the University and the inventor are fairly and uniformly determined. This Policy is not intended to preclude faculty, staff or students from submitting inventions owned by such individuals (as determined pursuant to Article III hereof) to the University for possible patenting and commercial exploitation and management under terms mutually agreeable between such individual and the University. For purposes of this Patent Policy, “University Employees” will include (a) all faculty, staff and other persons receiving compensation from the University for services rendered, whether full time or part time, and (b) students, research assistants and graduate assistants, whether compensated or not. 109
II. DISCLOSURE University Employees shall promptly furnish to the Philadelphia University Intellectual Property Committee (“the Committee”) a report of any and all inventions for which Philadelphia University could reasonably claim ownership (“Disclosure”). See Section III for explanation of ownership. Employees shall submit disclosures at the time that the inventions are conceived or first actually reduced to practice, whichever is earlier. Disclosures shall be in writing, shall be dated and shall be signed by each individual or entity that participated in the development, creation or discovery of the Invention. III.
OWNERSHIP OF INVENTIONS 1. Subject to Article III, Sections 3 and 4 below, University Employees shall be entitled to own all right, title and interest in and to any Inventions which are developed (a) entirely on their own time, (b) outside the scope of their employment with the University (or otherwise having nothing to do with University matters in the case of students, research assistants and graduate assistants), and (c) which involve only incidental use of University resources. “Incidental use” of University resources is use that is customary or usual within the Employee’s appointment and academic assignments. For example, the use of assigned office, computer, photocopier, telephone, office supplies, and secretarial assistance in the ordinary support of his or her teaching, scholarly activities and service activities is considered to be incidental. University Employees may make such nominal use of University resources and devote office time in carrying out a range of professional activities, some of which may involve income-­‐generating projects. University Employees have an obligation to notify their supervisor when they believe that their work will involve more than Incidental use. If any dispute should arise over the ownership of an Invention, the University Employee shall be responsible for demonstrating to the Committee that the Invention meets all of the elements set forth above. When a University Employee owns an Invention, the University shall not assume any responsibility for any costs, expenses or liabilities relating to patent prosecution, maintenance, enforcement or licensing with respect to the Invention. Any University Employee who is entitled to all or any part of the ownership interest in an Invention may petition the Committee to accept, on behalf of the University, the assignment of that ownership interest and the responsibilities associated with that ownership interest. The Committee is under no obligation to accept any such assignment, but shall evaluate the University Employee’s petition in view of the objectives of this policy and the University. 110
2. Subject to Article III, Sections 3 and 4 below, the University shall be entitled to own all right, title and interest in and to any and all Inventions that do not meet all of the elements set forth in Article III, Section 1. above. University Employees shall, upon request, assign to the University all of their right, title and interest in and to any such Inventions and shall make known and available to the University all documentation and other materials related to the same, but failure of the University Employees to make such assignments shall not limit the University’s rights in such Inventions. The University shall assume all responsibility for all costs, expenses and liabilities relating to patent prosecution, maintenance, enforcement and licensing with respect to such Inventions. As provided in Article IV, Sections 2 and 3 of this Patent Policy, the University may elect to waive its ownership interest and transfer it to the University Employee. Where such a waiver occurs, the University shall incur no further costs or expenses and shall assume no liabilities relating to such Invention. 3. The ownership of Inventions arising from research financed by the United States government and its commissions, agencies and other administrative, legislative and judicial bodies (“Government Inventions”) will be governed by the terms of the applicable grant or contract. Within thirty (30) days of the Disclosure to the University of a Government Invention, the University shall report the Government Invention to the appropriate government agency for definition of the government’s rights and interests. In cases where the government claims no patent or other ownership rights in a Government Invention, or waives such rights, the University’s Patent Policy will govern the ownership of such Government Invention, subject to such limitations as the government may impose by contract, law, rule, regulation or otherwise. 4. Inventions resulting from research or other work sponsored by non-­‐
governmental agencies shall be governed by the terms of the research agreement entered into in connection therewith, and if there is no such agreement, by the University’s Patent Policy. 5. All disputes relating to the ownership of an Invention shall be resolved by the Committee. IV. PHILADELPHIA UNIVERSITY INTELLECTUAL PROPERTY COMMITTEE 1. The Committee shall be responsible for all aspects of this Patent Policy to the extent set forth herein. The Committee shall consist of the following individuals: • One faculty member from the School of Textiles and Materials Technology; • One faculty member from the School of Science and Health; 111
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One faculty member from the School of Business Administration; One faculty member from the School of Architecture and Design; One faculty member from the School of General Studies Two deans selected by the President of the University or his or her delegate; The Vice-­‐President for Academic Affairs; and The Vice-­‐President for Business and Finance Faculty representing each School shall be permanent full-­‐time faculty (i.e., tenured, tenure-­‐track or renewable contract) and shall be selected by the faculty of that school. The initial faculty members of the Committee shall serve for a term of two (2) years, and there shall be no limit on successive or cumulative terms. A Committee Chair will be elected by the members of the Committee. The Committee will meet on an ad hoc basis when it is determined by the Committee Chair or by a majority of the members of the Committee that there are matters that require deliberation. 2. Upon the Committee’s receipt of a Disclosure from or on behalf of a University Employee, the Patent Policy Chair shall promptly disseminate a copy of such Disclosure to all members of the Committee and convene a meeting of the Committee. The Committee will conduct a thorough evaluation of the Invention disclosed by the University Employee, either through an internal review or by referral to an external party, is the sole discretion of the Committee. Following the completion of the evaluation process and the acceptance of the resulting report by the Committee, the Committee shall notify the University Employee in writing whether or not the University intends to claim ownership of the Invention in the name of the University. The Committee will complete its evaluation process within three (3) months of the Committee's receipt of the Disclosure. In the event that difficulties arise, a time extension can be mutually agreed upon by the Committee and the inventor. The Committee will complete its work as quickly as possible. In the event that the Committee does not complete the evaluation process within such three (3) months or within the mutually agreed upon extended period, as the case may be, and such failure continues for thirty (30) days from notice of such failure by the person delivering the Disclosure, then the Committee shall be deemed to have waived the University’s right to claim ownership. 3. If the Committee elects to claim ownership of the Invention in the name of the University, the University may, at such time and in its sole discretion, prepare, file and prosecute a patent application with respect to such Invention or take such other action as it deems necessary or desirable in connection therewith. In the event the University elects not to file and prosecute a patent for any reason whatsoever or fails to begin such process within thirty (30) days of making its determination of ownership pursuant to Section 2 of this Article IV, then the University shall have 112
been deemed to have waived its ownership of such Invention and shall, upon request, assign its rights in such Invention to such University Employee. 4. If the Committee determines, in its sole discretion, that the University should not or is not entitled to claim ownership of the Invention, the University Employee shall then be free to dispose of the Invention in his or her discretion. At the University Employee's request, the University shall assign to such University Employee all of its right, title and interest in and to any such Invention. 5. If the Committee elects to claim ownership of the Invention in the name of the University, the Committee shall seek to maximize the public utility of such Invention. To this end, the Committee, for and on behalf of the University, may enter into one or more exclusive or non-­‐exclusive license, sale or other agreements, in its sole discretion. 6. University Employees may appeal any decision of the Committee to the President of the University. 7. Notwithstanding anything to the contrary, if the Committee desires to file a patent application or otherwise take any action in connection with an Invention which involves anything other than an incidental expense to the University, such action shall require approval in writing of the President of the University upon recommendation from the Committee. V. INCOME DISTRIBUTION 1. All income derived from Inventions determined to be owned by the University Employee pursuant to Article IV shall belong to the University Employee. 2. All income derived from Inventions determined to be owned by the University pursuant to Article IV shall be distributed in accordance with the following procedure: • The University shall first deduct any costs and expenses incurred by it or on its behalf in connection with the patenting, licensing and marketing of the Invention. Documentation of these expenses will be made available to the University employee at his/her request. Any such costs or expenses incurred by the University Employee with the prior written approval of the University will also be deducted and paid to the University Employee. The resulting income following these deductions shall be referred to as “Net Income”. 113
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From the Net Income, the Committee shall deduct and withdraw 20% of the funds for future operations and unrecovered marketing costs (the “Patent Fund Charge”). •
The sum remaining after the removal of the Patent Fund Charge shall be referred to as the “Divisible Income”. The Divisible Income shall be divided in the following manner: (a) the University Employee will receive 50% of the first $100,000 of Divisible Income and 25% of the excess Divisible Income over $100,000, and (b) the remainder of the Divisible Income shall be distributed by the University in accordance with the following schedule: • 10% to the University Employee’s research or academic program, whichever the Employee chooses •
30% to the University Employee’s School at the University; •
30% to the University’s Office of Academic Affairs 114
APPENDIX K Philadelphia University A Faculty Member’s Guide to FERPA Concerning students’ rights of confidentiality and access to records The Family Educational Rights and Privacy Acts of 1974 (FERPA) regulates policies concerning students’ rights in academic settings. From a faculty member’s perspective, there are several points that are particularly important to remember: • Both current and former students have the right to inspect and review their academic records; therefore, it is critical that faculty members maintain accurate, complete, and professional records. • Philadelphia University will not release or provide access to a student’s education records to any individual, agency, or organization [except as provided by FERPA] without the written consent of the student. Appropriate professionals within the same university, such as advisors, may review a student’s records if they are performing a task relating to a student’s education or a student’s well-­‐
being. Another example: an advisor may inquire about a student’s tutoring records. In practice, faculty members may not share any specific information [e.g. grades] about a student with parents or any outside third party unless the student has granted written permission on a University consent form. Faculty must also show discretion in leaving messages on voice mail that might be heard by someone other than the student, especially if such information would imply academic standing or academic concern. If anyone other than a student contacts a faculty member regarding that student’s academic records, the faculty member should indicate that such information cannot be shared with an outside party, including family members. Faculty may refer such calls to the Executive Director of Continuing and Professional Studies. • Consent forms are available from the Learning and Advising Center or from the Learning and Advising Center’s public folder if students wish to have any part of their academic record available to one or more designated persons. Without a consent form, information can be disclosed only to appropriate persons in the event of an emergency, i.e. to protect the health or safety of the student or other persons. 115
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Students have the right to file a complaint with the U.S. Department of Education concerning alleged failures by the University to comply with FERPA and U.S. Department of Education Regulations requirements. •
Copies of the complete text of the University’s Student Records Policies and Procedures under FERPA are in the Philadelphia University Student Handbook. A final note: do not give students copies of their transcripts or schedules. Only the Registrar’s Office can do so. Students may access their course schedules and unofficial transcripts via Web Advisor. •
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