Hawaii Pacific University

Course Name and Number

Term Dates

Welcome and Faculty Member Introduction Statement:

Faculty may 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:

The faculty information includes contact information. At a minimum this information must include:

    1. Name
    2. email address

      Example

      (All course related email should be submitted using the WebCT mail tool. Use name@campus.hpu.edu for non-course related communication. In the event WebCT and/or Campus Pipeline are not available, you may contact me at name@emailprovider.com.)

    3. contact phone number (home, office, and/or cell)
    4. Faculty availability online and for telephone calls
    5. Background information (100-150 words) including degree, teaching experience, relevant work experience etc.

Optional information may include:

    1. home/office phone number
    2. office location
    3. personal webpage

2. Course Description:

Includes the 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:

Any course prerequisites should be listed as stated in the current HPU academic database.

4. Five Themes Application:

General core 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 inquiry.

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 section above.

Examples

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:

List the 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):

Includes 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.

The objectives 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.

Example

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 to:

  1. Define economics 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 Course Instruction:

Description 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

Example (This 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 the course.

8. Course Assignment Summary:

A summary 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

Example

WEEK DATES
ASSIGNMENT
DUE DATES
WHERE TO SUBMIT
June 1-7

Short paper 1

Discussion forum work

June 4

June 4 and 7

Discussion forum
Intervening weeks omitted in example      
Aug. 17-18

Poetry Explication

Final exam offline essay

Online final

Aug 17 noon

Aug.18 11:55 p.m.

Aug 17, 8-10 p.m. or Aug. 18, 6-8 p.m.

Dropbox

Dropbox

WebCT Quiz tool

Further information 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 Assignments

9. Detailed Description of Graded and Non-Graded Assignments and Grading Criteria:

An itemized 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.

A detailed 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.

Example

Assignment Name
Description
Points
Short Papers Six short responses (250 to 500 words) to particular literary works
150 (25 each)
Chats 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)
Literary Analysis 1250-1500 word essay on either Jasmine or A Raisin in the Sun
150 points
Beyond the Textbook 750-1000 word review of a live literary event
100 points
Poetry Explication 750-1000 word essay on one of two assigned poems
100 points
Participation Points assigned for timeliness, completeness, quality and thoroughness as described under Participation.
300 points
Online final exam Two objective and short answer quizzes, one on drama and fiction and the other on poetry
Drama/fiction 40 points; poetry 60 points
Offline final 500-750 word synthesis essay
50 points

Final Course Grade out of 1000 points. I will assign plusses and minuses

930 points or more =A
900-929 points = 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:

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

WEEK DATES
TOPICS
READING
ASSIGNMENTS
April 5-11 Polynomials and factoring 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 Assignments:
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

This table 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 Texts
(Topics for weeks 5-7 listed here)

Unit Three-- Reading Poetry
(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.

11. Faculty and Student Expectations for the Course:

A description 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 feedback

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 Portfolio

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:

Includes all policies that apply to online course delivery for HPU programs: Attendance and Participation, On-line Course Etiquette, etc.

  1. Make-up 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.
  2. Attendance 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:

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 policy.

Example - Online Discussion

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

Example - Attendance and Discussion Participation

  • Students 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.
  • Students 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 Handbook policy.
  • 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 grade.
  1. HPU Student Conduct for Online Programs:

    In 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:

    • Accept responsibility and accountability for all use actions and content posted to any online classroom, public meeting or personal inbox (email).
    • Maintain the same ethical standards expected in a collaborative, academic environment.
    • Demonstrate respect for all faculty, students, and staff regardless of age, race, gender, religion, national origin, veteran’s status, disability, or sexual orientation.

    In the online environment, the following will not be tolerated:

    • Harmful, threatening, libelous, or abusive content
    • Profanity of any kind
    • Copyright 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)
    • Misrepresentation of identity through alteration of inbox (email) names
    • Posting unsolicited advertisements to public meetings or private inboxes (no spamming)
    • Transferring 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.

Users who are in violation of the terms listed above are subject to the following sanctions:

  • Student may be placed on disciplinary probation.
  • Student may be suspended from a class in which the student disrupted the learning environment.
  • The student's user account, by which the student may access the virtual classroom, may be terminated
  • The student may be terminated from the HPU Online Campus.
  • In 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

13. Academic Honesty Policies:

The instructor 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.

Example from Math 1105

Honesty 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

  1. 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.
  2. 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.

Example from LIT 2000

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

14. Students with Disabilities

Under the 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) or expense.

If 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 advising@hpu.edu. Reasonable efforts will be made to accommodate your special needs.

For more information, please see HPU's Students with Disabilities website.

15. Technology and Online Requirements:

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.

Necessary internet skills

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

Email: Online@hpu.edu

HPU Client Services at (808) 566-2411 or email: helpdesk@hpu.edu for technical assistance with WebCT or HPU WebPages