This one-credit course is designed to help transfer students improve their academic performance at Florida State University. The course focuses on developing skills like time management, goal setting, utilizing campus resources, and reflecting on learning strategies. Over the semester students will complete assignments like keeping a semester calendar, analyzing their course demands, creating study plans, and having personal meetings with the instructor to discuss progress. The goal is for students to improve their ability to navigate the increased academic expectations of a four-year research university. Class meetings will be held remotely via Zoom on Wednesdays. Students will be evaluated based on participation in class activities, assignments, and a final group presentation.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
Introduction to Journalism and Public Relations Vinita Agarwal
This document provides information about a course titled "Introduction to Journalism and Public Relations" taught in spring 2016. The course will be held on Tuesdays and Thursdays from 12:30-1:45 PM. The instructor is Dr. Vinita Agarwal and her contact information is provided.
The course aims to teach students the principles and practices of journalism and public relations, both historically and today. Students will learn how to write news stories, cover different news beats, understand legal and ethical issues in journalism, and more. Required textbooks and class policies on attendance, participation, teamwork, and deadlines are outlined.
American Federation of Teachers Requirements for Teaching Certificationgrainlook2
This document provides information about becoming a teacher, including:
- New teachers say they love their career because it allows them to help students and contribute to society.
- It outlines what teachers do in their job, including instructing students, developing lesson plans, and working outside of school hours.
- It discusses teacher salaries, noting the average salary in 2006-2007 was $51,009 but it varies by location and experience level.
- It describes the process for becoming a certified teacher, which involves completing an accredited education program and passing a certification exam in one's state.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
Introduction to Journalism and Public Relations Vinita Agarwal
This document provides information about a course titled "Introduction to Journalism and Public Relations" taught in spring 2016. The course will be held on Tuesdays and Thursdays from 12:30-1:45 PM. The instructor is Dr. Vinita Agarwal and her contact information is provided.
The course aims to teach students the principles and practices of journalism and public relations, both historically and today. Students will learn how to write news stories, cover different news beats, understand legal and ethical issues in journalism, and more. Required textbooks and class policies on attendance, participation, teamwork, and deadlines are outlined.
American Federation of Teachers Requirements for Teaching Certificationgrainlook2
This document provides information about becoming a teacher, including:
- New teachers say they love their career because it allows them to help students and contribute to society.
- It outlines what teachers do in their job, including instructing students, developing lesson plans, and working outside of school hours.
- It discusses teacher salaries, noting the average salary in 2006-2007 was $51,009 but it varies by location and experience level.
- It describes the process for becoming a certified teacher, which involves completing an accredited education program and passing a certification exam in one's state.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
This document outlines an agenda for a professional development session that covers several topics:
1. It begins with an icebreaker asking teachers about student needs and their own questions. Various logistical topics are then addressed.
2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
101182 behaviour and environment (2011, autumn)-1hebutt
This document outlines the structure and requirements for a unit on behaviour and environment, including 5 learning modules delivered online over the semester. Students will complete lecture quizzes, workshop activities, a video analysis project, and a final exam. The unit aims to help students understand the interaction between people and their environments.
This portfolio summarizes best practices in special education assessment and intervention. It discusses two key issues: Response to Intervention (RTI) and avoiding disproportionality in special education assessment. RTI uses multi-tiered interventions and assessments to identify student needs early. This avoids misplacing students in special education without adequate general education supports. The portfolio is intended to provide an exemplar for schools to reference in improving their special education practices and assessments. It suggests training practitioners in special education and general education to validate assessment data and avoid erroneous special education placements.
This document provides information about a Financial Accounting course for an MBA program. It outlines the instructor contact information, meeting times both live and virtual, course description and overview, learning outcomes, required materials, assessment criteria including exams and classroom contribution, attendance policy, estimated workload, homework assignments, academic integrity policies, disability services information, and a tentative schedule of topics and assignments. The course introduces basic financial accounting principles and prepares students to analyze financial statements and assess a company's performance.
Fast Forward Presentation for HCL -09-09-10davidsf6
This orientation provides an overview of the Accelerated Undergraduate Health Care Leadership Program at National Louis University. It covers graduation requirements, financing options, registration procedures, academic support services, and campus policies. Students learn how to access their coursework online and where to go for advising, financial aid, or other assistance during their time in the program.
This document provides information for SPANISH 101 DL, an online beginner Spanish course offered over the summer. It details the instructor's contact information, prerequisites, course description and objectives. It emphasizes that the summer course requires twice the weekly time commitment of the regular semester course. The document outlines attendance and participation policies, grading, technical difficulties policies and resources for students with disabilities.
The document provides a case study on the BA (Hons) Social Work program at Bournemouth University, which has high retention rates. Staff were interviewed to understand contributing factors. Key factors included: a rigorous selection process, high availability and commitment of approachable staff, a personal tutor system, and various academic and peer supports. The program emphasizes relationship building during induction week through group activities. A new "Learning to Learn" week will help students adjust to university expectations and their professional identity as social workers. Staff collaborate well and model professional values through emotionally intelligent relationships with each other and external partners.
This document is a survey questionnaire for a study on teachers' online learning delivery and learners' participation and performance. It contains 4 parts: (1) demographic profile of participants, (2) assessment of teachers' online instruction delivery, (3) level of learners' participation and teachers' delivery extent, and (4) timeliness of learners' activity submissions. Participants are asked to provide honest assessments by selecting options on scales regarding various indicators of online teaching and learning. The purpose is to gather data to develop a coaching and mentoring plan to improve online education.
This educational contract outlines the student's internship goals, learning plan, and responsibilities. The student seeks to gain skills in research, evaluation, data analysis, and data presentation. Their learning plan includes conducting research on equity measures, creating a resource database, and engaging in policy work. The student also aims to explore their ethnic identity and participate in trainings on disproportionality. Additional goals are to develop professional skills like networking and creating a portfolio. The contract specifies the student will complete 480 hours over 16 weeks, attend weekly supervision, and document hours using a tracking spreadsheet.
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
(847) 827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
This document summarizes research on total school cluster grouping, an approach to gifted education that places high-achieving students into clusters within general education classrooms. Key findings include:
- Student achievement increased for both high-achieving students and other students in cluster grouped classrooms compared to traditional classrooms.
- Cluster grouping allowed for flexible identification and placement of students based on achievement levels, improving how teachers viewed student ability.
- Professional development in gifted education strategies benefited all students and teachers by improving general education practices.
- When implemented well with strong leadership, cluster grouping can provide gifted services while helping all teachers better meet student needs.
This document presents a baseline study report on school functionality trends across 20 schools in the Dr Ruth Segomotsi Mompati District of North West Province, South Africa. It finds that the schools generally have strengths in areas like teaching taking place according to timetables, cleanliness, and teacher preparation. However, it also identifies several areas needing support, such as low teacher morale, large class sizes, weak reading skills among learners, and underperformance in intermediate and senior grades. The report proposes a three-year school support program to address challenges in leadership, teaching, learning, resources, and learner performance.
This document provides information for a digital public relations course including the instructor, class times, course description, objectives, assignments, and grading. The course will introduce students to how digital and social media are transforming public relations and will involve hands-on experience using tools like Radian6. Major assignments include reaction papers, maintaining a class blog, and a final Radian6 brand monitoring project. The course aims to prepare students for digital PR careers by developing knowledge of tools and ethical practices in the field.
The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to instruction that do not fundamentally alter the requirements, while modifications change requirements. The presentation provides examples of each and discusses documenting them in IEPs and 504 plans. It also covers differentiated instruction, behavior issues, and strategies to address behaviors through task analysis and developing strengths.
This document discusses the SLOAN-C Quality Scorecard, which is a tool for evaluating the quality of online education programs. It was developed using a Delphi method by a panel of online education experts. The scorecard evaluates programs across 9 quality areas and 70 indicators, with guidelines for scoring each indicator. Implementing the scorecard involves completing an online or paper version and can help programs identify areas for improvement. The scorecard is meant to complement other standards and quality frameworks and can be used freely, though the online version requires Sloan-C membership.
This document provides information about a freshman experience course at the University of Florida called SLS 1102. The course is designed to help first-year students transition successfully to university life by developing practical, social, emotional, and intellectual skills. It aims to connect students to campus resources and promote engagement. The course is one credit and meets on Wednesdays. It covers topics like time management, career exploration, community service, and campus traditions. Assignments include individual meetings with instructors, activating a career profile, reaction papers, and attending workshops. The final exam consists of a case study and in-class multiple choice questions.
This document outlines the academic advising syllabus for a faculty advisor at Dillard University. It begins with contact information for the advisor and states Dillard University's mission of producing broadly educated, culturally aware graduates concerned with improving humanity. The advising mission is to empower students through curricular and co-curricular engagement. Goals include having 80% of students complete early registration and be satisfied with advising. Student outcomes include utilizing resources to clarify goals and independently conduct career exploration. The document concludes with rights and responsibilities of students and advisors.
This document outlines an agenda for a professional development session that covers several topics:
1. It begins with an icebreaker asking teachers about student needs and their own questions. Various logistical topics are then addressed.
2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
101182 behaviour and environment (2011, autumn)-1hebutt
This document outlines the structure and requirements for a unit on behaviour and environment, including 5 learning modules delivered online over the semester. Students will complete lecture quizzes, workshop activities, a video analysis project, and a final exam. The unit aims to help students understand the interaction between people and their environments.
This portfolio summarizes best practices in special education assessment and intervention. It discusses two key issues: Response to Intervention (RTI) and avoiding disproportionality in special education assessment. RTI uses multi-tiered interventions and assessments to identify student needs early. This avoids misplacing students in special education without adequate general education supports. The portfolio is intended to provide an exemplar for schools to reference in improving their special education practices and assessments. It suggests training practitioners in special education and general education to validate assessment data and avoid erroneous special education placements.
This document provides information about a Financial Accounting course for an MBA program. It outlines the instructor contact information, meeting times both live and virtual, course description and overview, learning outcomes, required materials, assessment criteria including exams and classroom contribution, attendance policy, estimated workload, homework assignments, academic integrity policies, disability services information, and a tentative schedule of topics and assignments. The course introduces basic financial accounting principles and prepares students to analyze financial statements and assess a company's performance.
Fast Forward Presentation for HCL -09-09-10davidsf6
This orientation provides an overview of the Accelerated Undergraduate Health Care Leadership Program at National Louis University. It covers graduation requirements, financing options, registration procedures, academic support services, and campus policies. Students learn how to access their coursework online and where to go for advising, financial aid, or other assistance during their time in the program.
This document provides information for SPANISH 101 DL, an online beginner Spanish course offered over the summer. It details the instructor's contact information, prerequisites, course description and objectives. It emphasizes that the summer course requires twice the weekly time commitment of the regular semester course. The document outlines attendance and participation policies, grading, technical difficulties policies and resources for students with disabilities.
The document provides a case study on the BA (Hons) Social Work program at Bournemouth University, which has high retention rates. Staff were interviewed to understand contributing factors. Key factors included: a rigorous selection process, high availability and commitment of approachable staff, a personal tutor system, and various academic and peer supports. The program emphasizes relationship building during induction week through group activities. A new "Learning to Learn" week will help students adjust to university expectations and their professional identity as social workers. Staff collaborate well and model professional values through emotionally intelligent relationships with each other and external partners.
This document is a survey questionnaire for a study on teachers' online learning delivery and learners' participation and performance. It contains 4 parts: (1) demographic profile of participants, (2) assessment of teachers' online instruction delivery, (3) level of learners' participation and teachers' delivery extent, and (4) timeliness of learners' activity submissions. Participants are asked to provide honest assessments by selecting options on scales regarding various indicators of online teaching and learning. The purpose is to gather data to develop a coaching and mentoring plan to improve online education.
This educational contract outlines the student's internship goals, learning plan, and responsibilities. The student seeks to gain skills in research, evaluation, data analysis, and data presentation. Their learning plan includes conducting research on equity measures, creating a resource database, and engaging in policy work. The student also aims to explore their ethnic identity and participate in trainings on disproportionality. Additional goals are to develop professional skills like networking and creating a portfolio. The contract specifies the student will complete 480 hours over 16 weeks, attend weekly supervision, and document hours using a tracking spreadsheet.
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
(847) 827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
This document summarizes research on total school cluster grouping, an approach to gifted education that places high-achieving students into clusters within general education classrooms. Key findings include:
- Student achievement increased for both high-achieving students and other students in cluster grouped classrooms compared to traditional classrooms.
- Cluster grouping allowed for flexible identification and placement of students based on achievement levels, improving how teachers viewed student ability.
- Professional development in gifted education strategies benefited all students and teachers by improving general education practices.
- When implemented well with strong leadership, cluster grouping can provide gifted services while helping all teachers better meet student needs.
This document presents a baseline study report on school functionality trends across 20 schools in the Dr Ruth Segomotsi Mompati District of North West Province, South Africa. It finds that the schools generally have strengths in areas like teaching taking place according to timetables, cleanliness, and teacher preparation. However, it also identifies several areas needing support, such as low teacher morale, large class sizes, weak reading skills among learners, and underperformance in intermediate and senior grades. The report proposes a three-year school support program to address challenges in leadership, teaching, learning, resources, and learner performance.
This document provides information for a digital public relations course including the instructor, class times, course description, objectives, assignments, and grading. The course will introduce students to how digital and social media are transforming public relations and will involve hands-on experience using tools like Radian6. Major assignments include reaction papers, maintaining a class blog, and a final Radian6 brand monitoring project. The course aims to prepare students for digital PR careers by developing knowledge of tools and ethical practices in the field.
The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to instruction that do not fundamentally alter the requirements, while modifications change requirements. The presentation provides examples of each and discusses documenting them in IEPs and 504 plans. It also covers differentiated instruction, behavior issues, and strategies to address behaviors through task analysis and developing strengths.
This document discusses the SLOAN-C Quality Scorecard, which is a tool for evaluating the quality of online education programs. It was developed using a Delphi method by a panel of online education experts. The scorecard evaluates programs across 9 quality areas and 70 indicators, with guidelines for scoring each indicator. Implementing the scorecard involves completing an online or paper version and can help programs identify areas for improvement. The scorecard is meant to complement other standards and quality frameworks and can be used freely, though the online version requires Sloan-C membership.
This document provides information about a freshman experience course at the University of Florida called SLS 1102. The course is designed to help first-year students transition successfully to university life by developing practical, social, emotional, and intellectual skills. It aims to connect students to campus resources and promote engagement. The course is one credit and meets on Wednesdays. It covers topics like time management, career exploration, community service, and campus traditions. Assignments include individual meetings with instructors, activating a career profile, reaction papers, and attending workshops. The final exam consists of a case study and in-class multiple choice questions.
This document outlines the academic advising syllabus for a faculty advisor at Dillard University. It begins with contact information for the advisor and states Dillard University's mission of producing broadly educated, culturally aware graduates concerned with improving humanity. The advising mission is to empower students through curricular and co-curricular engagement. Goals include having 80% of students complete early registration and be satisfied with advising. Student outcomes include utilizing resources to clarify goals and independently conduct career exploration. The document concludes with rights and responsibilities of students and advisors.
This course is designed to help undeclared students at the University of Illinois transition smoothly into their first semester. It will help students develop strategies to facilitate a positive experience through self-reflection, discussion, and learning about campus resources. The course objectives are for students to learn how to transition successfully, explore potential majors and careers, understand the transfer process, and utilize academic and career resources. It is taught by an academic advisor and meets weekly. Assignments include quizzes, informational interviews, and a final presentation. The goal is for students to feel comfortable navigating the university as they determine their academic and career paths.
This document provides a syllabus for an introductory career development course. The course aims to help students develop skills for career planning and decision making. It is taught through lectures, small group activities, and experiential learning. Students are expected to participate actively, respect diverse views, and complete assignments on time. Grades are based on a performance contract and coursework is designed to help students understand career theories, conduct self-assessment, explore options, and develop a career plan. The course has evolved over time with input from various university departments and is grounded in cognitive information processing career theory.
EN 206 Professional Writing and Presentation Instructor’s .docxchristinemaritza
EN 206 Professional Writing and Presentation
Instructor’s Name
Instructor’s Contact Information:
Office: Remote
Office Hours: Th 4-5 p.m. ET
Email: [email protected]
Phone: 917-846-2860
[Best way to communicate is through course messages in Blackboard]
Course Information:
Fall 18 Online
Course Description
This course examines the neccessity for effective and thoughtful communication in the business world. Students will learn how to compose business documents in appropriate formats, choose appropriate professional language, and enhance knowledge of professional business modalities. Emphasis is placed on defining one’s audience; research methods; data collection, interpretation, and documentation; critical analysis and comprehension of written materials and documents; employing gender neutral language; constructing and delivering professional presentations individually and/or within a collaborative group setting.
Prerequisites
EN 121: Analytical Thinking, Writing, and Research
Learning Objectives
Upon successful completion of this course, students will be able to:
1. Utilize effective communication strategies: writing that is clear, correct, concise, coherent, and professional in style and tone through the preparation of a variety of professional documents.
2. Analyze scenarios and prepare the appropriate forms of professional writing: letters, memoranda, emails, brief reports, and summaries that are effectively designed and correctly formatted, while engaging proofreading and editing skills acquired in earlier English courses.
3. Compose effective oral, written, and visual presentations, incorporating various types of visual aids, such as tables, pie charts, bar charts, and line graphs through instructor approved software.
4. Develop a substantive proposal or report in APA format relating to the student’s major, including in-depth research using online and database resources.
Course Materials
Kolin, P. C. (2017). Successful writing at work. 11th ed. Wadsworth: Boston.
ISBN: 978-1-305-66761-7. Recommended discipline-specific or program-specific handouts, and additional materials as assigned by professor.
Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
The College maintains that a minimum of 10% of a final grade should be based on attendance and participation (10 points out of 100). The number of absences, regardless of reason, that can be incurred during.
1 School of Computer & Information Scien.docxShiraPrater50
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS831 – Information Technology Importance in Strategic Planning; Section – 41
Fall 2019 – MAIN term – Hybrid Course with Required Residency
Residency Session Date: Oct 4 – 6, 2019; Friday 5pm – 10pm; Saturday 8am – 10pm; Sunday 8am-1:30pm
Residency Session Course Site: UC @ NOVA Alexandria Campus - 5000 Dawes Ave. Alexandria, VA 22311
Professor: James E. Price, Ph.D.
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: This course focuses on the information technology leader’s collaborative roles working with an organization’s
senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the
formation of organizational strategy, and integrating ethical policies and practices into an organization.
Learners evaluate multidisciplinary research and practices related to leadership, organizational structures,
and culture. Through the lens of complexity/chaos and change theories, learners analyze information
technology’s role in contributing to organizational resiliency.
Alignment
Matrix
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
Be proactive with risk management practices;
Understand IT business management;
Understand how to balance customer and shareholder value;
Understand the economics of cloud computing;
Understand the benefits of eco-efficient technology adoption; and
Understand how emerging technologies effect strategic planning.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Pearlson, K., Saunders, C., Galletta, D. (2016). Managing and Using Information Systems: A Strategic
Approach, 6th ed. Burlington, MA: Wiley ISBN: 9781119244288
Recommended Materials/Resources:
Some interesting readings will be added in the content to expand the knowledge. Please see the module
folders each week for these additional readings.
Course Expectations
Course Activities
and Experiences:
Students are expected to:
• Review any assigned reading material and prepare responses to homework assigned.
• Actively participate in activities, Case assignments, and discussions.
• Evaluate and react to each other’s work in a supportive, constructive manner.
• Complete specific assignments and exams when specified and in a professional manner.
• Utilize learned technologies for class assign ...
This course summary outlines the key details of the Speech 0111 course, including:
1. The course meets 5 days a week for 0.5 credits and is taught by Mrs. Lehman.
2. The course aims to help students overcome their fear of public speaking and organize presentations.
3. Grades are based on speech evaluations, readings, tests, and homework. Students will give several speeches each term on different topics to practice their public speaking skills.
This document provides the course syllabus for an online college success strategies course. The syllabus outlines the instructor contact information, course description and competencies, student learning outcomes, required materials, assignments and activities, technology needs, academic integrity policy, attendance policy, grading scale, and tentative course calendar. The course aims to help students develop strategies for academic and career success through assignments such as creating a Starfish profile, completing library and campus activities, participating in online discussions, and meeting with an advisor. Students will earn points toward their final grade by completing pre-tests, weekly attendance checks, assignments related to time management, test anxiety, and diversity awareness.
Course SyllabusHSV400 – Ethical and Leal Issues in Human Servi.docxvanesaburnand
Course Syllabus
HSV400 – Ethical and Leal Issues in Human Services
Course Description:
This course will evaluate ethical and legal standards as related to critical professional issues. Students will gain an understanding of the relationship and integration of values for the counselor's role in practice, training, supervision, and consultation.
Course Outcomes:
After completing HSV 400, the student should be able to:
· The student will be able to respond to ethical dilemmas by a decision-making process.
· The student will be able to communicate his or her value system, with emphasis on how these values are likely to impact counseling practice.
· The student will be able to identify the different major components of ethical codes for professional counselors.
· The student will be able to communicate an understanding of the laws for counselors and therapists in the state in which he/she intends to practice.
· The student will be able to communicate how her/his personal values influence her/his ethical posture.
· The student will be able to identify the professional organizations for counselors.
Course Materials:
· Corey, G., Corey, M. S., & Callanan, P. (2015). Issues and ethics in the helping professions (9th ed.). Pacific Grove, CA: Brooks/Cole Pub Co.
· Additional reading, listening, viewing materials available on Blackboard.
Course Evaluation:
Assignment
Weight Towards Final Grade
Discussion Boards
40%
Introduction & Background Information Assignment
20%
Final Written Assignment
30%
Self-Assessment Reflection Paper
10%
Student Survey*
--
TOTAL
100%
*To ensure that we continue to meet our academic standards and your learning expectations, we routinely assess our programs, courses, and instructors. Completion of the end-of-course Student Survey is a required component of this course.
Official University Grading Scale:
The following grades are used on academic records and carry the quality points indicated:
Grade
Numerical Equivalent
A
95-100
A-
90-94
B+
87-89
B
83-86
B-
80-82
C+
77-79
C
73-76
C-
70-72
D+
67-69
D
63-66
D-
60-62
F
Below 60
Late Work:
Assignments, including discussion board postings, should be submitted on time per assignment rubric guidelines. If there is an emergency situation, a request for an extension on assignments may be requested of the instructor before the assignment deadline. If no extension request has been made, late assignments will be penalized with a 20 point deduction for each day it is submitted late. Furthermore, discussion boards
Academic Dishonesty:
“Academic dishonesty consists of plagiarism, cheating, unauthorized copying of computer discs, willful introduction of viruses, willful interruption of systems, and may also include unintentional complicity in others’ academic dishonesty. Confirmed dishonesty may result in the assignment of a failing grade of other penalties.” (Post University Student Handbook).
All papers .
This document outlines the course details for FRHD*2280 Adolescent Development offered in Winter 2013 at the University of Guelph. The course examines psychosocial development in adolescence from biological, cognitive, social, and emotional perspectives. It will be taught on Thursdays from 7-9:50pm in MAC 149. Evaluation will include reflection papers, online participation, a midterm exam, and a final exam. Topics covered include physical, cognitive, and socioemotional changes in adolescence, as well as diversity in cultural practices related to adolescence. The course aims to help students apply concepts of adolescent development to interactive simulations and reflect on connections between theory, research, and lived experiences of adolescents.
African American FamilyGrandfather and Grandmother follo.docxdaniahendric
African American Family
Grandfather and Grandmother follow Christian religion
Male Family members follow Muslim religion
Female family members follow Christian religion
Albert Bond
Grandfather
Annie Mcdonald Bond
Grandmother
James Bond
Uncle
Floria Bond Lipscomb
Mother deceased
Glenda Bond Bolden
Aunt
Clavin Bond
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Male Cousin
Stephanie Bond
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School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section - 05
Fall 2019 - First Bi-Term – Asynchronous Online Course
August 26th- October 17th
Professor:
Dr. Paul B. Czarapata
Residency Information:
No residency in this course
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing, information or communication resources must act responsibly. http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website:
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Course Description:
This course focuses on the information technology (IT) leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· Explain what managers must know about both using and managing information.
· Explain the linkages between business and IT strategy, linkages between organizational and IT strategy, collaboration and individual work, and business processes.
· Explain the manager’s role and issues related to managing IT itself.
Prerequisites:
There are no prerequisites for this course.
Books and Resources:
Required Text: Pearlson, K., Saunders, C., Galletta, D. Managing and Using Information Systems: A Strategic Approach, 6th Edition. Burlington, MA: Wiley, 2016.Course Expectations
Course Activities and Experiences:
Students are expected to:
· Be fully prepared for each class session by studying the assigned reading material and preparation of the material assigned.
· Participate discussions as assigned
· Complete specific assignments when d ...
This syllabus outlines an online College Success Strategies course, including learning objectives focused on academic success tools, engagement with university resources, and reflection on career methods. It details assignments, grading, policies, resources, and a tentative weekly schedule covering topics like goal setting, time management, studying, and utilizing campus support services. The document establishes expectations for student work, communication with the instructor, and maintaining an inclusive learning environment.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
The document discusses Ontario's Student Success initiative which aims to help students at risk of dropping out of high school. It outlines factors that put students at risk and describes the roles of Student Success Teams in secondary schools. These teams identify struggling students, provide learning options, and monitor progress. Key goals are connecting students, effective transitions between schools, and increasing graduation rates. The role of Student Success Teachers is to directly support students and promote achievement through relationships and programs.
School of computer and information sciences course syllabusAKHIL969626
This course syllabus outlines an online graduate course on organizational leadership and decision making. The course will use a case study approach to examine technology decisions in business. Students will develop skills in understanding the components of technology decisions and assessing associated risks. The syllabus provides information on the instructor, course objectives, learner outcomes, required materials, assignments, and policies. Students will be evaluated based on exams, assignments, discussions, and a practical connection project. The course schedule lists weekly topics, resources, and assignment due dates.
The document provides an overview of the Waynesville Career Center Alternative Program for the 2014-2015 school year. It describes the purpose and goals of the alternative program, which is to educate students grades 9-12 who are capable of making academic progress but not in a traditional school setting, often due to social/emotional or behavioral issues. It outlines procedures for student placement, curriculum and instruction, discipline, and community values. The alternative program utilizes small class sizes, differentiated instruction, and a token economy system to help students develop skills to transition back to a less restrictive environment.
1. Knowledge Academies aims to dramatically improve college readiness and completion rates, especially among disadvantaged students, through innovative blended learning models and partnerships.
2. The school focuses on developing strong college-ready habits in students and uses strategies like blended learning teams, MOOCs, and flexible pathways to reinforce these habits from an early age.
3. Knowledge Academies has achieved success with its current student body and seeks to scale its impact to thousands more students through regional and national expansion over the next several years.
High school reform presentation for mlisd 6 27 07William Smith
This document discusses reforms to the American high school system to better prepare students for college and careers in the 21st century. It notes that current high schools were not designed for this purpose and that most students graduate without necessary skills. The document proposes a flexible scheduling model that allows for more rigorous and relevant course content, dual enrollment opportunities, and partnerships with local industries. It provides examples of how Howell High School in Michigan implemented reforms such as flexible scheduling, senior capstone projects, career pathways, and hands-on learning through career technical education programs.
This evaluation proposal examines the Transfer Student Services program at Florida State University. The program aims to improve transfer student retention, decrease academic probation rates, and increase campus involvement through an academic success course.
The evaluation will use a quantitative approach with three research questions. It will analyze institutional data to determine if students removed from probation after the course and compare retention rates before and after the program. It will also administer surveys to assess student satisfaction with academic skill development and self-evaluations of skills at the beginning and end of the course.
The purpose is to formatively evaluate the program's effectiveness in achieving its goals and inform potential revisions. Data sources include institutional reports on probation, retention, and course rosters as well as pre
Instructional Intervention Analysis and ReflectionDawnAdolfson
The instructional intervention was designed to teach novice online instructors about strategies to impact students' perseverance and effort. It used instructional design theories including Gagne's events of instruction and sequencing. Interactive activities were included using Articulate Rise to elicit performance and provide feedback. Cognitive learning theory guided the use of advance organizers, chunking, and practice with feedback. Multimedia principles from communication theory guided the use of graphics, personalization, and mobile-friendly design. Motivational strategies included role play through a scenario and explaining relevance using the ARCS model. The conclusion reflected on lessons learned from designing the intervention.
This research proposal details a case study of an academic success course for undergraduate transfer students at a university. The purpose is to evaluate how the course assists transfer students with persistence, academic success, and feelings of transfer shock. The study will collect data through student and instructor surveys, interviews, artifact analysis, and observations. It aims to answer how the course helps with persistence and success, how it impacts feelings of transfer shock and skills, and instructor perceptions of its effectiveness. The results could be used to improve the course and support transfer students.
A Case Study of an Academic Success Course for Transfer Students. A research proposal developed for class credit in EDG 6363: Practicum in Learning Research
Lecture for undergraduate transfer students to learn task and time management skills, procrastination, time management, making a calendar and schedule.
This slideshow was designed for a workshop for undergraduate college students to improve their presentation skills. The slideshow reviews six tips for good presentations and reviews some of the available software and tools for presenting.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Academic Success Class
1. SLS 3140: Academic Success Strategies for Transfer Students
Page 1 of 15
SLS 3140 - Academic Success Strategies for Transfer Students
Spring 2021
January 6 – April 23, 2021
1 credit hour
Section 12:
Wednesdays | 3:05 – 4:20 PM EST
Synchronous/remote via Zoom
Course Instructor and Office Hours
Name Ms. Dawn Adolfson, MS
Title Instructor
Email dadolfson@fsu.edu
Phone (850) 404-9864 call & text
Office Zoom Personal Room: https://fsu.zoom.us/my/dawnadolfson
Office Hours Tuesdays 4:00 – 5:00 PM EST or by appointment
Course Description
This course is especially designed for transfer students who seek to improve their academic outcomes.
It focuses on the development and application of classroom, life, and engagement practices necessary
for successfully navigating the increased scholastic expectations of a research university. Students will
reflect on and adjust formerly unsuccessful strategies and choices.
By the end of this course, students should be able to:
1. Reflect critically on past assumptions, prior learning, prior thinking, and prior behavior.
2. Set realistic academic and career goals and establish benchmarks to measure progress toward
those goals.
3. Apply appropriate learning strategies according to their own learning styles and course content.
4. Monitor their own progress toward learning, identify areas of need, and utilize appropriate
campus resources to support and reach desired outcomes.
5. Develop a comprehensive calendar and strategy to prepare for the requirements of any course,
including exams, papers, projects, or presentations.
6. Select appropriate learning and networking experiences to address identified areas of need,
enhance the transfer experience, and prepare for future professional and academic
opportunities.
Pre-requisites or Co-requisites
Students should be undergraduate students who have transferred into Florida State University from
another institution with 45 or more earned credit hours.
2. SLS 3140: Academic Success Strategies for Transfer Students
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Required Texts, Readings, and/or other Resources
There is no assigned textbook for this course. Any assigned readings or videos will be distributed by
the instructor or will be available via Canvas.
Students should have a separate spiral notebook or 3-ring binder for each course on his/her schedule.
Students may be asked to purchase index cards, post-it notes, highlighters, or other study, time
management, and organization aids during the semester.
Each student is expected to have access to a calendar or planner to record and keep track of important
deadlines, assignments, and personal appointments. Students may select any form of planner
including a physical calendar, notebook, smartphone, Google Calendar, or any other approved
example.
Teaching Strategies
The methods of instruction for this course include lecture, large and small group discussion, audio-
visual instruction and materials, on-campus or virtual experiences, and guest speakers.
Field/Clinical Activities
Students will be required to utilize assigned campus resources and reflect on those experiences, for
example, visiting the academic advisor, utilizing office hours, attending support workshops, or
engaging in tutoring/supplemental instruction sessions. These activities are available virtually.
Learning at a Distance
Learning at a distance is a different experience than traditional classroom learning. Some courses at
FSU are exclusively online, meaning that you work at your own pace according to established
deadlines. This asynchronous type of learning usually includes discussion boards and video tutorials
and lectures. Other classes are remote or synchronous, meaning that they still meet using Zoom at
specific class days and times. This section of SLS 3140 is a remote/synchronous class, this means your
attendance at scheduled Zoom class sessions is required.
FSU uses Canvas as its online classroom and Zoom as its official meeting software. Utilize the
resources at Distance FSU and Virtual FSU to get help with accessing your Canvas classrooms,
downloading and using Zoom, and connecting with virtual campus resources.
3. SLS 3140: Academic Success Strategies for Transfer Students
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Developing Our Learning Community
• We will endeavor to create a democratic and inclusive learning climate and community that
allows for freedom of expression, critical reflection, and enhanced listening, constructive
dialogue, meaningful participation, and understanding.
• It is expected that everyone will provide constructive feedback on the quality of the course
content, methods of instruction and learning processes. Efforts will be made to accommodate
suggestions and resolve concerns.
• You are expected to be prepared for class weekly and complete the assigned activities in a
timely manner and submit assignments on time.
Netiquette in Online Activities
Students will be required to submit all assignments through Canvas and may be asked to engage in
online discussions or complete online assessments throughout the semester. In doing so, they should
keep in mind these points for successful participation in the online environment:
• Check the assigned discussion board frequently and respond appropriately and on topic.
• Focus on one subject per post and use meaningful subject lines when beginning new posts.
• Use appropriate sentence case and capitalize additional words only to highlight a point.
Capitalizing otherwise is known as SHOUTING.
• Be professional and respectful in online interaction.
• Cite all quotes, references, and sources – this way everyone can have access to good
information.
• Use humor carefully. Sarcasm and dry humor are difficult to interpret in this format, and can be
misinterpreted as anger, antagonism, or criticism.
• Refrain from forwarding ads, chain emails, or other un-related e-mail.
• Always use correct spelling, grammar, punctuation, capitalization and use an academic tone in
your writing.
4. SLS 3140: Academic Success Strategies for Transfer Students
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Attendance
In registering for classes at Florida State University, students accept responsibility for attending
scheduled classes, completing assignments on time, and for contributing to class discussion and
exploration of ideas. This class is designed for students who wish to improve their academic
performance. Participating in the class every week, on time, in its entirety, is required as a classroom
success skill and is absolutely essential to success this semester. Students should evaluate now
whether they can meet these expectations.
Attendance is demonstrated by attending and participating in the scheduled Zoom meetings. Students
that miss a class meeting for reasons other than those listed in the University Attendance Policy,
without making prior arrangements with the instructor or notifying the instructor (via email or phone)
within seven days after its occurrence, will lose participation points (5 points are allocated to each class
period) with no opportunity for make-up. This loss of points is separate from required course
assignments. Students are still expected and encouraged despite an unexcused absence to submit all
assignments.
University Attendance Policy
Excused absences include documented illness, deaths in the immediate family and other documented
crises, call to active military duty or jury duty, religious holy days, and official University activities.
These absences will be accommodated in a way that does not arbitrarily penalize students who have a
valid excuse. Consideration will also be given to students whose dependent children experience serious
illness.
Please note: Modifications to this policy have been made to accommodate the unique circumstances
of the COVID-19 pandemic. For more information, see this memo that has been distributed to all
faculty and instructional staff regarding the 2020-2021 academic year.
Even in these instances, however, communication with the instructor is critical. Students are
expected to notify the instructor (via email or phone), whenever possible, of scheduled excused
absences ahead of the event to make prior arrangements, and within a reasonable amount of time
after the event to schedule any makeup work. Instructors are not obligated to make arrangements
either before or after a university defined excused absence without proper documentation from the
student.
5. SLS 3140: Academic Success Strategies for Transfer Students
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Title IX Statement
As a recipient of Federal financial assistance for education activities, FSU is required by Title IX of the
Education Amendments of 1972 to ensure that all of its education programs and activities are free
from discrimination on the basis of sex. Sexual discrimination includes sexual misconduct (sexual
violence, stalking, intimate partner violence, gender based animosity and gender based
stereotyping). If you have questions about Title IX or wish to file a Title IX complaint, please visit the
FSU Title IX website: www.titleix.fsu.edu or call the Title IX Director 850-644-6271. Please note that
as Responsible Employees, all faculty are required to report any incidents of sexual misconduct to
the Title IX Office.
The Victim Advocate Program at FSU has a confidential advocate on call twenty-four hours a day to
respond to FSU students, faculty, and staff who are victimized, or any other person who is victimized
on our campus, or by an FSU student. Daytime Phone: 850.644.7161, 850.644.2277, or 850.645.0086.
Nights, Weekends & Holidays 850.644.1234 (FSUPD) Ask to speak to the on-call advocate.
Sexual Harassment Policy
Sexual harassment is a form of discrimination based on a person's gender. Sexual harassment is
contrary to the University's values and moral standards which recognize the dignity and worth of
each person as well as a violation of federal and state laws and University rules and policies. Sexual
harassment cannot and will not be tolerated by the Florida State University whether by faculty,
students or staff; or by others while on property owned by or under the control of the University.
Course Expectations
Communication
The instructor will communicate with students frequently using e-mail, Canvas messages, and course
announcements. Students should regularly check their student email, course announcements via
Canvas, and any assigned discussion forums should be checked frequently (daily is recommended). The
student is solely responsible for checking updates related to the course.
Students may contact the instructor by email or Canvas messages as often as necessary for individual
concerns and the instructor will respond within two business days. Students should ensure that email
inboxes remain free and clear and can accept messages from @fsu.edu. Messages not received
because of full inboxes or spam filters are the student’s responsibility. Students should use the course
number (SLS 3140) in the subject line and include their full names in the signature line. Additionally,
students should NOT email the instructor’s student email account (@my.fsu.edu). Failure to do so
may delay response.
6. SLS 3140: Academic Success Strategies for Transfer Students
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Participation
Students are expected to participate in activities that may include watching assigned videos,
completing participation activities, participating in a discussion forum, submitting assignments, and
communicating with the instructor. A course announcement will be posted at the beginning of each
week (Monday) that details that week’s learning objectives, assigned activities, and deadlines. Some
participation activities may be due during the week (before Sunday), therefore, it is the student’s
responsibility to read this course announcement when it is posted on Monday to be aware of these
deadlines and plan their time accordingly. At the beginning of the semester, students are required to
attend the first week meeting to complete the initial introductory activity required in the course.
Standards of Quality and Integrity for Academic Work
Assignments that are sloppy or do not represent the basic standards for college-level writing may be
returned without grading and may incur late penalties. Students should keep backup copies of all
work.
The Florida State University Academic Honor Policy outlines the University’s expectations for the
integrity of students’ academic work, the procedures for resolving alleged violations of those
expectations, and the rights and responsibilities of students and faculty members throughout the
process. Students are responsible for reading the Academic Honor Policy and for living up to their
pledge to “. . . be honest and truthful and . . . [to] strive for personal and institutional integrity at
Florida State University.” Florida State University Academic Honor Policy
The awarding of a university degree attests that an individual has demonstrated mastery of a
significant body of knowledge and skills of substantive value to society. Any type of dishonesty in
securing those credentials therefore invites serious sanctions, including, but not limited to, a failing
grade for the course, suspension, and expulsion. Please be aware that using social media to
collaborate on and share course exams or assignments with other students that are not identified by
the course instructor as group work is a violation of the FSU Academic Honor Policy.
Examples of violations include, but are not limited to, plagiarism, cheating, unauthorized group work or
collaboration (in person or on social media, GroupMe), fabrication, falsification and misrepresentation,
multiple submissions, abuse of academic materials, complicity in academic dishonesty, and/or
attempting to commit any act of academic dishonesty.
The instructor employs plagiarism-detection software, through which all written student assignments
are processed for comparison with material published in traditional sources (books, periodicals,
journals), on the Internet (including essays for sale), and papers turned in by students in the same and
other classes in this and all previous semesters.
In this class, no term paper, business plan, term project, case analysis, or assignment should have any
more than 20% of its content quoted from another source. Students who need assistance in learning
to paraphrase should ask the instructor for guidance and/or consult a writing tutor in the
Reading/Writing Center (Williams and William Johnston Buildings).
7. SLS 3140: Academic Success Strategies for Transfer Students
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Course Assignments
Unless otherwise specified in task directions, all work completed outside of the classroom that is to be
submitted as evidence of learning are to be completed independently. All assignment directions will
be provided within the Canvas site with a rubric for each assignment. Submissions not following basic
criteria for college-level work (neatness, mechanics, e.g.) may be returned without grading for re-
submission and will incur late penalties.
Classroom Participation (5 points per class session x 11 sessions = 55 points)
Students will participate in a variety of classroom activities throughout the semester, which can include
in-class group work, pre-class discussion questions, online surveys, pop quizzes, and other activities.
They will be evaluated on active participation, contributions to class discussions, and constructive
feedback. Five (5) points are earned each class session (11 total) and can be deducted for various
reasons, including, but not limited to: 1) lack of participation in group activities; 2) unresponsiveness
to instructor questions or open refusal to actively engage in classroom discussions; or 3) evidence of
lackluster or unprofessional attitude during group activities.
Personal Academic Consultations (PACs) (10 points per meeting x 3 = 30 points)
Students are required to schedule three (3) appointments this term with the instructor of this course
to discuss individual experiences with their academics, review course progress up to that point, and
develop a corrective plan (if necessary). Meetings will be scheduled via an appointment campaign link
in an email and hosted via Zoom video conferencing. Students will need to come to meetings with
additional materials as requested.
Group Presentation (15 points)
Students will work together in groups of 2-3 students to synthesize their collective transfer experience,
critically analyze a transfer student problem or challenge, and present a solution in the final class
session. Students will be expected to collaborate in developing the presentation and presenting it in
class. Students will be graded on their critical thinking skills, presentation, and group effort.
Self-Assessment and Reflection (10 points)
Students will write a reflective essay analyzing their previous educational experiences and expectations
for success.
Semester Calendar (10 points)
Students will create a calendar of all class dates, work schedule, assignments, exams, deadlines, and
other important dates planned using monthly templates for the entire semester.
Analysis of Course Demands (10 points)
Students will complete a worksheet analyzing all of the courses they are enrolled in to predict
challenges and clarify expectations of their professors.
8. SLS 3140: Academic Success Strategies for Transfer Students
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Task Management Plan (10 points):
Students will submit a detailed two-week plan to detail their daily obligations, routines, and time(s)
allocated to class, homework, and studying to prepare for mid-terms and finals.
Making Notes (20 points):
Students will submit well-developed notes and a creative and functional graphic organizer based on a
course they are currently enrolled in.
Academic Progress Report (10 points)
Students will reflect on their academic progress at mid-term of the semester and demonstrate campus
engagement through a faculty office hours visit and a meeting with their academic advisor.
Self-Care Experience (10 points)
Students will document and reflect on their engagement in a self-care experience on campus or
virtually that addresses non-academic needs.
Five Day Study Plan (10 points)
Students will complete a five-day study plan to prepare for a final exam in another course.
Resume Critique (10 points)
Students will submit a professional resume that has been reviewed by a Career Center professional in
their college or at the Career Center.
Final Reflection Paper (10 points)
Students will demonstrate their ability to reflect on their learning, growth, and development as an
academic scholar in a final reflective essay. They will assess their progress toward their desired goals,
skills, and behaviors that they identify as priorities for change.
9. SLS 3140: Academic Success Strategies for Transfer Students
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Grading/Evaluation
Assignments Points
Classroom Participation (11 activities) 55
Personal Academic Consultations (3 meetings) 30
Group Presentation 15
Self-Assessment & Reflection Paper 10
Semester Calendar 10
Analysis of Course Demands 10
Task Management Plan 10
Making Notes 10
Academic Progress Report 10
Self-Care Experience 10
Five Day Study Plan 10
Resume Critique 10
Final Reflection Paper 10
TOTAL 200
Extra credit will be offered continuously throughout the course to encourage campus engagement and will be
added to participation points for the day or (when indicated) as additional points on the final grade. This can
include academic support/enrichment workshops, additional academic advising, career advising, or self-care
visits, additional office hour visits, wearing professional dress/uniform to class, attending Seminole Futures or
other campus-wide events, participating in campus-wide service initiatives, completing Project Resilience
(online), completing voter registration, and any other instructor-approved experiences. Extra credit cannot
substitute for missed assignments; therefore, it will only be applied if all assignments in a semester are
submitted.
Final Grades
Final grades will be determined based on the student’s accumulated points according to the following
table.
Percentage Accumulated Points Letter Grade
93 – 100% 186-200 A
90 – 92% 180-185 A-
87 – 89% 174-179 B+
83 – 86% 166-173 B
80 – 82% 160-165 B-
77 – 79% 154-159 C+
73 – 76% 146-153 C
70 – 72% 140-145 C-
67 – 69% 134-139 D+
63 – 66% 126-133 D
60 – 62% 120-125 D-
59% and below 0-119 F
10. SLS 3140: Academic Success Strategies for Transfer Students
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Calendar
Class Date Module Topic Assignment Due Assignment Due
Date
January 6 NO CLASS None
January 13 1
Introduction & Self-
Regulated Learning
None
January 20 2 Goal Setting & Motivation
Self-Assessment &
Reflection Paper
January 24
January 27 3 Time & Task Management Semester Calendar January 31
February 3 4 Academic Resources
Analysis of Course
Demands
February 7
February 10 NO CLASS – PAC #1 None
February 17 5
Active Reading & Active
Listening
Task Management Plan February 21
February 24 6
Developing Notes &
Graphic Organizers
Making Notes February 28
March 3 7 Critical Thinking Academic Progress Report March 7
March 10 NO CLASS – PAC #2 None
March 17 8 Procrastination Self-Care Experience March 21
March 24 9 Preparing for Exams Five-Day Study Plan March 28
March 31 10
Career & Graduate School
Planning
Resume Critique April 4
April 7 Group Presentations Group Presentation
April 14 NO CLASS – PAC #3 Final Reflection Paper April 16
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Late Assignments
Assignments are due by the dates indicated on the course schedule. Requests for extensions must be
made in advance and may not always be granted. Technical or scheduling problems do not constitute
an acceptable reason for late assignments. All assignments not received by the deadline will
automatically be deducted 5% and can be refused altogether. It is the student’s responsibility to make
sure the instructor receives assignments.
Incompletes
The Florida State University Incomplete Policy, as printed in the 2020-21 Undergraduate Bulletin, states
that “incomplete (“I”) grades should be recorded only in exceptional cases when a student, who has
completed a substantial portion of the course and who is otherwise passing, is unable to complete a
well-defined portion of a course for reasons beyond the student’s control…even under these
circumstances, the authority for determining whether to grant an incompletion rests solely with the
instructor” (p. 76).
Productivity and communication with the instructor during the term, the reason for the request, and
the plan for completion are all taken into consideration. An incomplete is not a substitute for an
earned “F.”
Process for Resolving Academic Problems or Grievances
Please use this step-by-step guide to resolving academic problems to begin the process of
communicating with your instructor to resolve any confusion or difficulty you may be having in the
course. Detailed information on FSU's grievance procedure, including special instructions for students
enrolled in an FSU branch campus, is maintained on the General Bulletin's Academic Integrity &
Grievances webpage. Out-of-state distance learning students should review the Office of Distance
Learning Complaint Resolution page for additional procedures.
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Technology Requirements
Course content is accessible through Canvas. Students will need to be able to view videos (on
YouTube), write and upload assignments, post to discussion boards (Canvas), and participate in video
conferencing (with Zoom with or without webcam video). Students should have access to high-speed
internet and updated software (Microsoft Suite). Mobile devices may be used to view course content,
upload assignments, and take assessments as determined by the instructor. To view the most current
technology requirements, visit the FSU Canvas support site.
Need help with Canvas? Contact FSU Canvas Support:
• Email: canvas@fsu.edu
• Phone: (850) 644-8004
• Website: support.canvas.fsu.edu
• Hours: 8am to 5pm, Monday - Friday
Tutoring, Research, and Writing Assistance
On-campus, high-quality tutoring in computer science, economics, engineering, humanities,
mathematics, modern languages, nutrition, science, social science, and statistics is available by
appointment and on a walk-in basis at various locations across campus. These services are offered by
tutors trained to encourage the highest level of individual academic success while upholding personal
academic integrity. Please review each website for subject area availability and operating hours. Many
services are also offered virtually at a distance.
• The Learning/Math Studio at the Academic Center for Excellence – William Johnston Building,
ground floor
• Center for Academic Retention and Excellence (CARE) – Thagard CARE Lab
• The Learning District (Libraries) – Strozier and Dirac Libraries
• The Reading/Writing Center (located in the Williams and William Johnston Buildings) offers
individual instruction in composition and reading through one-on-one tutoring and small group
workshops.
• The Research Consultation Service (Strozier Library) provides students with the opportunity to
schedule one or more in-depth meetings with a reference librarian to identify the resources
and services needed to thoroughly investigate a topic for a paper or presentation.
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Virtual Assistance
Many resources are available virtually for all students needing quick tutorials on various research,
business, software, and creative skills:
• Florida State Anywhere connects you with a formal community at FSU in which you will build
meaningful peer relationships and engagement activities that align with your academic and
personal goals
• Virtual FSU Resources lists all online and distance resources such as campus engagement,
health, campus recreation, and other campus services.
• Student Guide to Learning Online by Distance@FSU details tips and tools for successful online
learning.
• LinkedinLearning by Information Technology Services (ITS) provides online tutorials for software
and other skills.
• Videos and Tutorials by FSU Libraries provides instruction on how to use library resources,
citing your sources, and other library services.
Campus Workshops and Student Development
Students are encouraged to seek out additional learning opportunities across campus to build skills in
areas outside of SLS 3140. Please review the following programs for an array of workshops designed
for students.
• Academic Center for Excellence (ACE)
• Career Center
• Center for Intensive English Studies (CIES)
• The Graduate School
• University Counseling Center
PRE Program @ ACE: Free Academic Assistance
This class will be participating in the Proactive Referral and Engagement (PRE) program, a new initiative
at FSU. The purpose of this program is to give students early academic assistance and advice so that
they succeed in this class. Therefore, information may be shared with others concerning class
performance with the coordinator of this program who may reach out via email and phone. Resources
may include one-on-one assistance with time management, developing a study plan, finding tutoring
opportunities, and/or connecting with appropriate offices to address common barriers to success.
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Americans with Disabilities Act (ADA)
Florida State University (FSU) values diversity and inclusion; we are committed to a climate of mutual
respect and full participation. Our goal is to create learning environments that are usable, equitable,
inclusive, and welcoming. FSU is committed to providing reasonable accommodations for all persons
with disabilities in a manner that is consistent with academic standards of the course while
empowering the student to meet integral requirements of the course.
To receive academic accommodations, a student:
• (1) must register with and provide documentation to the Office of Accessibility Services (OAS);
• (2) must provide a letter from OAS to the instructor indicating the need for accommodation and
what type; and,
• (3) should communicate with the instructor, as needed, to discuss recommended
accommodations. A request for a meeting may be initiated by the student or the instructor.
Please note that instructors are not allowed to provide classroom accommodations to a student until
appropriate verification from the Office of Accessibility Services has been provided.
This syllabus and other class materials are available in alternative format upon request.
For more information about services available to FSU students with disabilities, contact the
Office of Accessibility Services (Tallahassee Campus)
874 Traditions Way
108 Student Services Building
Florida State University
Tallahassee, FL 32306-4167
(850) 644-9566 (voice)
(850) 644-8504 (TDD)
oas@fsu.edu
https://dsst.fsu.edu/oas
Student Disability Services (Panama City Campus)
Office of Student Affairs
4750 Collegiate Drive
2nd Floor Barron Building (Room 215)
Florida State University Panama City
Panama City, FL 32405
(850) 770-2172 (office)
(866) 693-7872 (toll free)
Email: sds@pc.fsu.edu
https://pc.fsu.edu/students/student-disability-services
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Course Evaluations
In the final weeks of each semester, students will be notified via email of a request to fill out a course
evaluation form in Canvas. These evaluations are completely anonymous and are online. Feedback is
critical to ongoing improvement efforts in this class, in the Academic Center for Excellence, in the
Division of Undergraduate Studies, and Florida State University. Positive comments and constructive
criticism are taken very seriously and are appreciated.
Syllabus Change Policy
“Except for changes that substantially affect implementation of the evaluation (grading) statement,
this syllabus is a guide for the course and is subject to change with advance notice.”