Faculty Member Introduction Statement:
include a short welcome and introduction for students specific for this
course. Alternatively, a welcome statement may be included on the course
welcome page and/or mailed to each student using the internal course email,
a good way to make sure students are aware of the email function early
on in the course.
1. Faculty Information:
information includes contact information. At a minimum this information
- email address
course related email should be submitted using the WebCT mail
tool. Use email@example.com for non-course related communication.
In the event WebCT and/or Campus Pipeline are not available,
you may contact me at firstname.lastname@example.org.)
- contact phone
number (home, office, and/or cell)
- Faculty availability
online and for telephone calls
information (100-150 words) including degree, teaching experience,
relevant work experience etc.
information may include:
- office location
2. Course Description:
current HPU academic database catalogue description of the course. Instructors
may add additional description about their particular approach and emphasis.
The current descriptions can be found on the web at www.hpu.edu
>>course schedules>>enter name and number of course. Course
pre-requisites are shown there as well.
3. Course Prerequisites:
prerequisites should be listed as stated in the current HPU academic database.
4. Five Themes
courses provide an integrated approach to learning by introducing students
to various academic fields, fostering the development of the student’s
critical thinking skills, and enhancing their intellectual curiosity.
The core is organized around five themes as listed below:
Communication skills – Students develop the ability in these courses
to explain, understand and criticize information and opinion. Included
are the mastery of written and verbal discourse, an appreciation of group
dynamics, an understanding of the mass media, and the impact of the latest
electronic information technology.
Global Systems – Students’ understanding of that which holds
the global community together is developed through the study of the interaction
of politics, economic, management, science, and culture across national
borders as well as across the confines of traditional fields of study.
World Cultures – Students’ understanding of cultural values
and lifestyles of people throughout the world is fostered, both as a means
of interpreting diverse approaches to life and for understanding the student’s
own customs and choices.
Values and Choices – Students are introduced to the major economic,
political, religious, and philosophical options while encouraging considered
ethical and moral decisions in a framework of personal and social responsibility.
Research and Epistemology – Students learn to use suitable modes
of inquiry and their own judgment to propose solutions to complex problems.
They develop the ability to verify, evaluate, test, and place that knowledge
in the broad spectrum of solutions that are appropriate to the area of
Your syllabus should address how your class will meet at least one (1)
of the Five Themes. If your course activities can meet two or more of
the Five Themes, so much the better. List the themes that you believe
are addressed by your class and explain how. Do not reproduce the entire
From WRI 1150
The Five Themes: The
major focus on the course is on building written communication skills.
The course introduces several theoretical concepts employed in the
study of literature which relates to the epistemology part of the
research and epistemology theme. Values and choices are discussed
as we read literary works on such themes as war, good versus evil,
hypocrisy, revenge versus justice, and sexual harassment.
From LIT 2000
Five Themes: The course
emphasizes two of the five themes of an HPU education: communication
skills and values and choices. Students not only become more adept
at understanding literature, an important form of cultural communication,
they also develop their analytical and creative writing skills.
While writing about literature students reflect on their own values
and engage in ethical deliberation as they evaluate the choices
of literary characters and discuss how to negotiate cultural and
moral conflicts. While not a world literature course, the course
is also relevant to the world cultures theme as it not only offers
insight into various aspects of American culture, including immigrant
and ethnic minority perspectives, but also includes works that focus
on aspects of African, Indian and European cultures.
5. Course Materials:
required and the optional textbook, supplements, CD Rom’s, and websites
that are used for this online course. Include ISBN numbers for textbooks,
and complete URL addresses for web pages other than the main course website
that students access through campus pipeline and WebCT. All
resources and materials used should be appropriately cited.
6. Course Objectives
(Student Learning Outcomes):
the HPU program-approved course objectives specific for the course as
well as any additional learning outcomes the instructor will cover. For
general education courses, program-approved course objectives should be
listed in the model syllabus for the course which you can obtain from
the Program Chair. For upper division courses, the course objectives are
approved by program faculty as part of the process of submitting the course
to the Curriculum Committee and should be listed as part of the course
proposal form. Again the Program Chair should be able to provide with
this form or with a sample syllabus for a traditional version of the course
you are teaching online. A
list of program chairs with contact information is available at this link.
should be phrased in terms of what the students should do in the course
or should be able to do by the end of the course in order to demonstrate
their learning. The learning objectives address
content mastery, critical thinking skills, and core learning skills. When
practical the instructor should explain which assignments will be used
to assess student mastery of these objectives. Instructions should be
provided to the students on how to meet the learning objectives and should
be articulated and specified on the module/unit level.
From ECON 2015
This course is designed
to give the student the necessary tools to understand the ideological
framework of American capitalism, an understanding of the national
banking system, as well as application of fiscal and monetary policies.
Upon course completion,
students will be able to:
Students who achieve
70% or higher after completion of the online course will be able
and distinguish between microeconomics and macroeconomics. Explain
the two big questions of economics. Explain the key ideas that
define the economic way of thinking. Explain how economists
go about their work as social scientists. This outcome will
be assessed by the instructor based on chapter 1 reading assignment,
discussion forum #1, and online quiz #1.
7. Methods of
of the methodology used for the course to include web-enhanced techniques,
individual, and team activities. Instructors may wish to refer students
to more detailed information inside the course website. Requirements for
student interaction (email, discussion forum, chat) can be specified here
or in number 11
one combines number 7 with number 11)
Methods of Instruction
and Instructor Expectations: Course content will be delivered
through WebCT content modules (weekly course paths), Powerpoint
lectures, and posted discussion questions to guide your reading.
The heart of the course is the discussion forum where students respond
to the questions, post short papers based on the readings and read
and respond to each others’ postings. Each week of the course
will be divided into two parts. Short papers and initial discussion
postings will be due by Friday at the end of the first part, and
follow-up responses to what other students have posted will be due
on Mondays. While you can work on the course at any time of the
day or night, you must stick to the weekly deadlines because other
students will be waiting to respond to your work. Students must
read the discussion forum and content modules online so I can track
your progress. For the longer papers I will guide you through the
writing process, providing models, prewriting activities, feedback
on your prewriting and peer exchange. There will be three opportunities
for online chats with students asked to participate in two, but
an alternative is provided for those who cannot chat. Chats are
for students to discuss the readings with each other, not for the
instructor to lecture. I will post and comment on the chat transcripts,
and provide individual feedback on each short paper, as well as
all assignments submitted through the dropbox. More details are
provided on the Course Orientation content module which is accessible
from the home page and which all students should read upon beginning
8. Course Assignment
in tabular format is recommended for the weekly graded assignments of
the course. The specific detail of the assignments (instructions, preliminary
work, models or examples, assessment rubrics and so on) may be included
inside the course website, and, if so, the instructor should state that
it will be made available there
Short paper 1
June 4 and 7
omitted in example
Final exam offline
Aug.18 11:55 p.m.
Aug 17, 8-10 p.m.
or Aug. 18, 6-8 p.m.
WebCT Quiz tool
on each assignment will be given in the Assignment Dropbox inside
the course and in the course content modules. Sample student papers
are available under Course Resources>>Help with Papers and
9. Detailed Description of Graded and Non-Graded Assignments and Grading
description of all graded and non-graded assignments should be included.
The types of assessments selected measure the stated learning objectives
and are consistent with course activities and resources. For written assignments
the instructor should state whether APA or MLA format should be used.
The instructor must explain the point or percentage value of each assignment
in determining the final course grade, and what is required to earn a
final grade of A B C etc. The instructor must clearly specify whether
plus and minus grades will be used.
description of faculty evaluation processes and grading criteria for each
of the graded assignments may be included in the syllabus or provided
within the course for each assignment. If “attendance” or
participation is part of the course grade, you can refer students to that
information in section 11 or 12.
||Six short responses
(250 to 500 words) to particular literary works
||Participate in any
2 of 3 scheduled chats or respond to posted chat transcript.
5 point bonus on two highest scores if student participates
in all 3
50 (25 each)
||1250-1500 word essay
on either Jasmine or A Raisin in the Sun
|Beyond the Textbook
||750-1000 word review
of a live literary event
||750-1000 word essay
on one of two assigned poems
for timeliness, completeness, quality and thoroughness as described
|Online final exam
||Two objective and
short answer quizzes, one on drama and fiction and the other
40 points; poetry 60 points
||500-750 word synthesis
Grade out of 1000 points. I will assign plusses and minuses
930 points or more =A
875-899 points = B+
830-874 points = B
800-829 points = B-
775-799 points = C+
730-774 points = C
700-729 points = C-
675-699 points = D+
630-674 points = D
600-629 points = D
Fewer than 600 points = F
10. Course Schedule:
summary should be noted in specific weekly dates in tabular format. Or
a general description of the course schedule with reference to specific
weekly scheduling within the platform of the online course may be provided.
EXAMPLE—schedule in tabular format
||Because a basic
knowledge of factoring polynomials is a prerequisite for taking
this course, Chapter 5 should be REVIEW material. Consequently,
the entire chapter is scheduled to be completed in one week
1. Review and study entire chapter
2. Graded homework assignment due Fri, Apr 9
3. Discussion posting due Sun, Apr 11
4. Chapter exam due Sun, Apr 11
would continue for each week.
Example—summary of topics and reference to more detail
inside the course
Unit One -- Responding
to Short Literary Texts
Week One-- Introduction
to the Course: Reading Short Stories
(Topics for weeks 2-4 would also be listed)
Unit Two: Reading Longer
(Topics for weeks 5-7 listed here)
Unit Three-- Reading
(topics for weeks 8-10 listed here)
Students will be divided into four groups and each will have different
discussion forum assignments over the same readings. The schedule
of discussion forum assignments for your group is available on the
course menu in the left hand margin.
Note: It is possible that items 8, 9 and 10 may be addressed
in some combination rather than as three distinct items. If a detailed
course schedule is not provided in the syllabus, the instructor
should print out and submit a representative section of the more
detailed schedule posted on the website when turning a copy of the
syllabus in to MCP.
and Student Expectations for the Course:
of both student and faculty expectations for successful course completion
should be included if these have not been covered under number 8 above
and 12 below. This would include such information as how often students
have to log on, how frequently they should post or respond to other students,
whether they are required to read everything posted, whether you will
give any credit for late work, how frequently you will answer student
email, how quickly you will grade student work, at what points in the
course can students expect feedback on their progress and so on. Clear
standards are set for instructor response and availability (turn-around
time for email, grade posting, etc.)
Example - Instructor’s
The instructor will provide
weekly grades to each student with comments about that student’s
class participation to make sure that all students understand class
policies. The feedback on case studies will be provided separately
within 3 days after the case study’s deadline. The score for
the quiz can be viewed immediately after the quiz submission. The
student’s private mail will be answered within 24 - 48 hours.
Example - Student
The instructor reserves
the right to keep either the original or a copy of any student's
written assignment, paper, video, or other work submitted by the
student, either individually or as a group project, for this class.
12. Online Course
policies that apply to online course delivery for HPU programs: Attendance
and Participation, On-line Course Etiquette, etc.
work or late work. Bearing in mind that students may be deployed, face
travel or health emergencies and so on, explain your policies towards
late work, make-ups for exams, alternatives to chat and so on. Students
sometimes assume that on-line means at your own pace, so expectations
for meeting deadlines must be clear. Some instructors may have addressed
this issue in section 11.
and Discussion participation—Your expectations may have already
been described under section 8 or11, but if you are going to give a
grade based on participation or attendance you need to explain how it
will be calculated here. Some instructors do not grade attendance/participation
specifically, but lower the course grade if minimum standards are not
met. If so, define those minimum standards. You may want to adopt a
version of the policy given in the example below.
Example - Make-up
work and Late Submissions 1
Make-up work and late
submissions are not accepted. Since the focus of this course is
on the weekly online activities, it is not a good idea to skip a
week unless you are in the situation beyond your control that prevents
you from online learning. In this case contact your instructor as
soon as you can and discuss your options.
Example - Make-up
work and Late Submissions 2
I think you’ll
find that the course expectations are reasonable and you should
have no trouble meeting the deadlines. I realize that some situations
are unavoidable, and if such a situation means that you will not
be able to meet a due date please coordinate with me in advance
and an exception to the due date can be considered. If emergencies
occur that do not allow for prior coordination, that’s ok
too, these situations will be handled in accordance with school
Example - Online
To increase class interaction
and help each other to learn, every student is required to answer
one out 3-4 questions by Thursday 23:59, HST, and post at least
one comment on any one of your classmates’ responses by Sunday,
11:00 AM HST. The reason for answering discussion questions by Thursday
is that all students in our class should be given an opportunity
to express themselves and then have some time to go over other responses
and comment on those.
As your instructor, I
will be facilitating class discussions by asking discussion questions,
and then either posting comments or additional questions and clarifying
issues when needed. I will comment on some but not every message
posted on the discussion board as the purpose of the class discussion.
The purpose of the online class discussion is to promote and encourage
the exchange of ideas between students.
Make sure that your comments
contribute to the class discussion. (You can use Private Mail for
your personal conversations/social chat with classmates). Your comment
or response to your classmates will be evaluated based on the quality
of arguments used in it. "I agree", "Cool stuff!"
remarks are not considered valuable contribution to the discussion
and will not be graded. You can certainly cheer your classmates
but do not expect to receive any points for participation based
solely on those "Way to go!" type postings.
The Grading Discussion
Postings table placed in your weekly Learning Modules provides more
details about discussion posting requirements
- Attendance and Discussion Participation
will be considered in attendance when they post at least one note
to the weekly discussion forum, a case analysis, or complete an
online quiz or exam.
who fail to meet this minimum requirement will be considered absent
from class. Excessive absenteeism will negatively impact course
grade and/or enrollment in the course as described by Student
- The quality
of responses posted to the discussion board should be thoughtful,
well-organized, timely, and referenced. Responses that are short
sentences, or single words, posted late, or irrelevant to the
discussion topics will not receive full attendance credit. The
faculty member has the discretion to determine the appropriateness
and relevance of student responses and overall attendance/participation
Student Conduct for Online Programs:
addition to the on-campus student conduct policy, students enrolled
in online program are expected to demonstrate the same tolerance,
respect, and understanding that would prevail in any campus situation.
All online users are expected to support the same respect for individuals,
commitment to issue and problem resolution, and open communication
and feedback as in the face-to-face environment. Specifically, online
students are expected to:
responsibility and accountability for all use actions and content
posted to any online classroom, public meeting or personal inbox
Maintain the same ethical standards expected in a collaborative,
respect for all faculty, students, and staff regardless of age,
race, gender, religion, national origin, veteran’s status,
disability, or sexual orientation.
the online environment, the following will not be tolerated:
threatening, libelous, or abusive content
of any kind
infringement or violation of patent, trademark, proprietary information,
or confidentiality agreements Plagiarism (refer to the HPU ACADEMIC
HONESTY POLICIES AND PROCEDURES included at the bottom of the page)
of identity through alteration of inbox (email) names
unsolicited advertisements to public meetings or private inboxes
computer viruses, intentionally or unintentionally, or other code
that disrupts or interferes with other users' use of the online
environment or personal computers, systems, or networks.
who are in violation of the terms listed above are subject to the following
may be placed on disciplinary probation.
may be suspended from a class in which the student disrupted the learning
student's user account, by which the student may access the virtual
classroom, may be terminated
student may be terminated from the HPU Online Campus.
the case of academic dishonesty in the form of plagiarism, the student
will receive, at minimum, an "F" or zero points for the
assignment that was plagiarized, including essays, examinations, term
papers, projects, theses, messages posted to discussion boards, email
messages, and chat sessions
should give students basic guidelines as to when and whether they should
use secondary sources for their papers, how such sources should be acknowledged,
and when and to what degree collaboration is allowed in completing course
assignments as relevant to the course. The instructor should explain what
penalties will be assessed for plagiarism or other forms of academic dishonesty.
When necessary, students can be referred to more detailed information
inside the course. The purpose of this section is to inform students of
the serious penalties for academic honesty and to avoid any misunderstanding
over what constitutes plagiarism or cheating.
All syllabi must provide this link to HPU
Academic Honesty Policy and procedures.
Two other potentially useful links are A
Definition of Plagiarism and The
HPU Guide Documenting Source Material. The latter will only be relevant
if students will be writing papers incorporating source material.
from Math 1105
and integrity are expected from students at all times. General guidelines
regarding academic honesty are outlined in HPU's Academic Honesty
Policies and Procedures.
Are you allowed to
give or receive help
- On all chapter exams,
the midterm exam, and final exam? The answer is NO
You are NOT allowed to give or receive help on these exams.
- On the graded homework
and discussion posting assignments? The answer is YES
It IS permissible to give or receive help at any time when working
on your graded homework and discussion posting assignments.
Using Sources: Short
papers and discussion question answers should be your own work based
on your own response to the readings and not be based on any library
or internet sources. Even for the longer papers, use of secondary
sources is not encouraged and must be carefully documented if used.
Students are responsible for carefully reading and abiding by the
guidelines in the “Academic Honesty and Using Sources”
section of the course orientation. Plagiarism will always result
in a 0 for the assignment. On major assignments (worth 50 points
or more), if the plagiarism is not extensive and does not appear
deliberate, the student may be given a chance to redo the assignment,
but then a 10% penalty will apply on the revised grade. If the plagiarism
is extensive and blatant, the minimum penalty is a chance to revise
with both a 10% penalty on the revision and a 10% penalty on the
final course grade, and the maximum penalty is an F for the course.
If the plagiarism is repeated once a student has been informed about
the first instance, the student will be assigned an F and dismissed
from the course.
Students will use Turnitin.com to participate in peer exchange for
the literary analysis essay and, as a consequence, will receive
an originality report on their drafts. I encourage students to check
their other work for possible unintentional plagiarism at Turnitin.com
as well, but do not require it. If you are not sure how to interpret
an originality report, please contact me.
If an exam is compromised by a student exceeding the time limit
or turning in a suspiciously similar exam to another student, the
student will not be given credit for the exam. If warranted, a retake
may be arranged under controlled conditions.
All instances of academic dishonesty will be reported to the administration,
which may assess additional penalties if there is a pattern of academic
dishonesty. Please read the HPU Academic Honesty Policies and Procedures
Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities
Act (ADA), Title III (Public Accommodations) and Title V (Employment)
and the Hawai'i Fair Employment Practice Law, Hawai'i Pacific University
does not discriminate against individuals with disabilities.
Hawai'i Pacific University will make reasonable accommodations in its
policies, practices, and procedures in order to: (1) allow students with
disabilities to benefit from the services and facilities offered by the
University, and (2) employ otherwise qualified individuals with disabilities
who are able to do the essential tasks of the specific jobs. HPU will
accommodate known disabilities, unless to do so would impose an undue
hardship. This is interpreted to mean significant difficulty (fundamentally
altering the nature of the services and facilities provided by the University)
you are a student with special needs, as addressed by the Americans with
Disabilities Act, and need any course materials provided in an alternative
format, please contact the Academic Advising Center at 1164
Bishop Street (UB), Suite 123 or call
(808) 544-1198 or email email@example.com.
Reasonable efforts will be made to accommodate your special needs.
more information, please see
with Disabilities website.
15. Technology and Online
If the course requires
special software or advanced computer skills please identify them. If
there are required technologies for the course, please either provide
or make them easily downloadable. Instructions on how to access resources
at a distance should also be easy to understand. For most courses you
can simply include the links below which contain the HPU online programs
standards. In addition, a description of course interaction requirements
to include use of email, chat, etc., should be included if not already
covered in number 8 or11. This information may also be included on the
faculty welcome page.
Basic software and hardware requirements
16. HPU Online Contact Information:
Includes the contact phone
numbers, email addresses, and websites for the HPU
online helpdesk, and academic support
HPU Client Services at (808)
566-2411 or email: firstname.lastname@example.org
for technical assistance with WebCT or HPU WebPages