Developing a Good Practice Guide for Student Complaints - John Dickinson
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This document discusses issues related to handling complaints from research students. It outlines some key characteristics of research students, including power imbalances with supervisors and less structured programs. The document then presents five case studies involving research students to illustrate different types of complaints that may arise. These include issues related to employment after failing an academic program, mental health issues, pressure to submit a thesis by a deadline, harassment at a partner institution, and relationship problems affecting the work environment. The document concludes by providing contact information for the complaints coordinator to discuss these matters further.
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Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
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.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
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/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
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1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS835 – Enterprise Risk Management
Section – ITS-835 Online
Professor: Dr. George Mikulski
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 goes beyond looking at risk management from the confines of quantitative topics to cover the
full spectrum of risks that may emerge in enterprises. It covers a more holistic approach that includes the
decisions and actions of employees in an active enterprise. It uses case studies to demonstrate the issues
and challenges in total risk management. Finally, the course explores techniques for balancing enterprise risk
and reward to enable performance optimization.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
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type of organization.
• Conduct qualitative risk assessments to identify/prioritize key risks from among all risk sources.
• Quantify all types of risks, including strategic, operational, financial, and insurance.
• Develop a clear definition of risk appetite (the aggregate enterprise-level risk limit).
• Enhance strategic planning, increasing the likelihood of achieving strategic plan goals.
• Provide a rigorous business case for both business and mitigation risk-reward decision-making.
• Assure the board of directors that key risks are well understood and managed.
• Understand and satisfy ERM requirements from rating agencies, regulators, and shareholders.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
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Course Expectations
Course Activities and
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1 school of computer & information scien
This 3 sentence summary provides the essential information about the course syllabus:
The syllabus outlines the expectations and requirements for the Enterprise Risk Management course, including assignments focused on designing risk frameworks, conducting risk assessments, and developing risk appetites. Students are expected to actively participate in discussions and complete assignments by specified deadlines while adhering to academic integrity and writing standards. The course uses case studies to help students understand how to balance risk and reward in enterprises.
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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:
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1 SchoolofComputer&InformationScie.docx
1
School of Computer & Information Sciences
COURSE SYLLABUS
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Section – 04
SEMESTER – First BI-TERM – Online Course
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Contact Information: Office Hours: By appointment
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Online Support (IT)
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Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
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1 SchoolofComputer&InformationScie.docx
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS 630 – Organization Leadership & Decision Making
Section – 04
SEMESTER – First BI-TERM – Online Course
Professor: Dr. Sherri Braxton
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: One of the most important skills a business leader needs to have concerning technology involves effective
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scenarios that require decisions to be made on technology issues that are relevant to today’s business
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Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
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978-0-13-354424-4.
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CEE Department Orientation 2014
The School of Engineering and Applied Science at George Washington University has 13 full-time faculty members and teaches 129 undergraduate and 49 graduate students with annual research expenditures of $3.9 million. The Department of Civil and Environmental Engineering offers master's and PhD programs in various civil and environmental engineering fields with required coursework, research credits, and qualifying exams. It provides information on contacts for academic advising and paperwork assistance.
Jill macdonald & carol gray l+tc blended learning
Jill macdonald & carol gray l+tc blended learningEducational Development Division, University of Liverpool
This presentation discusses the development and implementation of a blended learning elective course for final year veterinary students. The course combined online and offline elements to develop students' professional and communication skills over 4 weeks. Key elements included online discussions, research, and portfolios hosted on Google sites as the virtual learning environment. Offline activities involved workshops, lectures, debates and peer teaching. Students were assessed through all course elements with opportunities for feedback and resubmission. Evaluation collected via pre/post questionnaires was positive, showing the blended approach helped students develop their skills.Ph.D BME Department 2015-12016
The document provides information about the School of Engineering and Applied Science (SEAS) at the George Washington University for the 2015-2016 year. It summarizes that SEAS has 6 full-time faculty, 8 affiliated faculty, 178 undergraduate students and 53 graduate students. Annual research expenditures total $700,000. Information is also provided about biomedical engineering graduate degree requirements, academic policies on incompletes, and resources for students.
Revised GRPSEO funding info 2018
The document provides information about the Grand River Post-Secondary Education Office (GRSPEO), which assists Six Nations members in pursuing higher education. It outlines the application process and eligibility requirements for funding, levels of assistance available, funding priorities, important deadlines, and tips for a successful application and academic career.
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UGC petition from NLIU
1) Students at the National Law Institute University in Bhopal are writing to express grievances with the university administration.
2) Specifically, they describe a recent scandal where a professor increased a failing student's marks by over 10 points due to personal bias, in violation of grading policies.
3) The students provide several other examples of administrative malpractice and lack of accountability, including delayed exam results, inconsistent teaching, and denial of medical leave requests.
4) They request that the chairman of the University Grants Commission investigate these issues and take appropriate remedial action to address student concerns.
International Students and Mental Health Problems
International students face increased stress from logistical challenges of relocating to a new country for school and transitioning to an unfamiliar academic system and culture. Some institutions lack support systems and flexibility that could help international students succeed. Stories from students describe facing unrealistic expectations, poor supervision, inability to pursue their own research interests, and inflexible programs that did not accommodate visa delays or health issues, leading to financial and psychological stress and even suicide in some cases.
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Conditional acceptance is a term frequently encountered in the university admissions process. It refers to a situation in which a student is offered provisional admission to a university pending the fulfillment of specific requirements or conditions.
Department of Computer and Information SystemsC.docx
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
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.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
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/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
Since 2010, the authors have been on the faculty of a HBCU located i.pdf
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
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The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
Postdoctoral Position in United State at University of Maine 2024.pptx
The University of Maine is seeking a post-doctoral researcher to join the Agroecology Lab, focusing on PFAS in agroecosystems. This research collaborates with the Biomass Energy Laboratory and UMaine Plant Physiology Lab. The study investigates PFAS absorption by agricultural crops, considering plant characteristics, physiology, and soil amendments. Located in Central Maine, UMaine offers a high quality of life with cultural activities, excellent schools, safety, healthcare, and affordability. As a top-tier research institution, UMaine is dedicated to exceptional education, research, and service, serving over 11,900 students and employing 2,500 staff across multiple campuses.
Brief
Program: Postdoctoral Position
Host Country: United State
Institute: University of Maine
Nationality: International
Project: Related to poly and perfluoroalkyl substances (PFAS) in agroecosystems
Degree Level: Postdoctoral
Duration: Fiscal Year (12 Months)
Required Education: PhD
Benefits of Postdoctoral Position in United State at University of Maine 2024
• The University of Maine provides a variety of employee benefits, including tuition assistance for employees and their dependents, comprehensive insurance coverage encompassing medical, dental, vision, life insurance, and short- and long-term disability.
• Retirement plan options are also available.
• For this specific position, which is funded through soft-money, the typical starting salary is $55,000.
• The salary offered will be given with the candidate's qualifications and experience.
Changes in student complaints and appeals, and responses to them
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12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
1 School of Computer & Information Scien
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS835 – Enterprise Risk Management
Section – ITS-835 Online
Professor: Dr. George Mikulski
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 goes beyond looking at risk management from the confines of quantitative topics to cover the
full spectrum of risks that may emerge in enterprises. It covers a more holistic approach that includes the
decisions and actions of employees in an active enterprise. It uses case studies to demonstrate the issues
and challenges in total risk management. Finally, the course explores techniques for balancing enterprise risk
and reward to enable performance optimization.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Design and implement an appropriate ERM framework and risk governance structure customized to any
type of organization.
• Conduct qualitative risk assessments to identify/prioritize key risks from among all risk sources.
• Quantify all types of risks, including strategic, operational, financial, and insurance.
• Develop a clear definition of risk appetite (the aggregate enterprise-level risk limit).
• Enhance strategic planning, increasing the likelihood of achieving strategic plan goals.
• Provide a rigorous business case for both business and mitigation risk-reward decision-making.
• Assure the board of directors that key risks are well understood and managed.
• Understand and satisfy ERM requirements from rating agencies, regulators, and shareholders.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Fraser, J., Simkins, B., & Narvaez, K. (2014). Implementing enterprise risk management: Case studies and best
practices. John Wiley & Sons
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
• Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
• Actively participate in activities, 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 assignments.
• Connect content knowledge from ...
1 school of computer & information scien
This 3 sentence summary provides the essential information about the course syllabus:
The syllabus outlines the expectations and requirements for the Enterprise Risk Management course, including assignments focused on designing risk frameworks, conducting risk assessments, and developing risk appetites. Students are expected to actively participate in discussions and complete assignments by specified deadlines while adhering to academic integrity and writing standards. The course uses case studies to help students understand how to balance risk and reward in enterprises.
African American FamilyGrandfather and Grandmother follo.docx
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
Uncle Decesed at Birth
Clinton Bond
Male Cousin
Stephanie Bond
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Rodeny Bond
Brother
Darnetta Bond Glover
me
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Hasan Jacobs
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Muslia Bond
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Rebia Bond
Female Cousin
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 ...
Outline0360322_W2015
This document provides information about a 60-322 Object-Oriented Software Analysis and Design course offered in the winter 2015 term at the University of Windsor. It outlines the instructor details, course description, prerequisites, required textbook, evaluation breakdown, examination dates and locations, teaching evaluation process, notes for students, and policies on assignments, examinations, plagiarism and academic misconduct.
1 SchoolofComputer&InformationScie.docx
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS 630 – Organization Leadership & Decision Making
Section – 04
SEMESTER – First BI-TERM – Online Course
Professor: Dr. Sherri Braxton
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: One of the most important skills a business leader needs to have concerning technology involves effective
decision making and governance. This class will consist of a case study approach presenting different
scenarios that require decisions to be made on technology issues that are relevant to today’s business
environment. Students will develop the skills for understanding the components and elements of these
technology decisions, and assess associated risks. This course will draw upon a cross section of technology,
finance, security, project management, leadership, and other aspects of effective decision making.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Develop IT strategy for business value
• Understand business metrics
• Understand how to communicate with business managers
• Understand the management of IT-based risk
• Create and evolve a technology roadmap
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
James D. McKeen, Heather A. Smith, IT Strategy: Issues and Practices, Third Edition. Pearson, 2015, ISBN-13
978-0-13-354424-4.
Recommended Reading:
• High, Peter A. Implementing World Class IT Strategy. Jossey-Bass, 2014.
• Tiwana, Amrit. IT Strategy for Non-IT managers, MIT Press, 2017 Aaron K. Olson, B. Keith Simerson
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
• Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
• Actively participate in activities, 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 assignments.
• Connect content knowledge from core courses to practical training placement and activities.
Academic Integrity: At a Christian liberal arts universi.
1 SchoolofComputer&InformationScie.docx
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS 630 – Organization Leadership & Decision Making
Section – 04
SEMESTER – First BI-TERM – Online Course
Professor: Dr. Sherri Braxton
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: One of the most important skills a business leader needs to have concerning technology involves effective
decision making and governance. This class will consist of a case study approach presenting different
scenarios that require decisions to be made on technology issues that are relevant to today’s business
environment. Students will develop the skills for understanding the components and elements of these
technology decisions, and assess associated risks. This course will draw upon a cross section of technology,
finance, security, project management, leadership, and other aspects of effective decision making.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Develop IT strategy for business value
• Understand business metrics
• Understand how to communicate with business managers
• Understand the management of IT-based risk
• Create and evolve a technology roadmap
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
James D. McKeen, Heather A. Smith, IT Strategy: Issues and Practices, Third Edition. Pearson, 2015, ISBN-13
978-0-13-354424-4.
Recommended Reading:
• High, Peter A. Implementing World Class IT Strategy. Jossey-Bass, 2014.
• Tiwana, Amrit. IT Strategy for Non-IT managers, MIT Press, 2017 Aaron K. Olson, B. Keith Simerson
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
• Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
• Actively participate in activities, 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 assignments.
• Connect content knowledge from core courses to practical training placement and activities.
Academic Integrity: At a Christian liberal arts universi ...
Student Involvement in Quality & Safety at Pritzker
Presented at Association of American Medical Colleges Integrating QI meeting in Chicago IL Jun 2010 by Pritzker student Marcus Dahlstrom. Discusses IHI Open School, improvehealth.org and new quality and safety track at Pritzker.
Developing a Good Practice Guide for Student Complaints - Rob Behrens
Developing a Good Practice Guide for Student Complaints - Rob BehrensAssociation of University Administrators
This document discusses developing a good practice framework for handling student complaints in higher education. It summarizes trends seen in increasing complaint volumes received by the Office of the Independent Adjudicator (OIA) and explores strategic approaches to address high volumes, including continuous learning, adjusting mission and vision, developing business processes, providing feedback and publishing decisions. Specific initiatives discussed include incentivizing early internal resolution, identifying common reasons complaints arise, and developing a framework for good complaints handling practice across institutions. 1 University Policy 3.01.01
1
University Policy 3.01.01 Academic Integrity and Honesty
Policy Revision Approval Date: March 23, 2014
Policy Revision Effective Date: April 1, 2014
Procedure Approval Date: November 30, 2020
Procedure Effective Date: December 1, 2020
POLICY STATEMENT
Capella University is committed to providing learners with the competencies and skills
associated with academic integrity and honesty. Capella learners are expected to act with
integrity and honesty in all their interactions as associated with their academic endeavors
pursuant to this policy. Academic dishonesty occurs when learners take unauthorized actions in
the completion of their academic work and may include but is not limited to plagiarism,
unauthorized collaboration, deceit, and interference with another learner.
Learners are expected to be the sole authors of their work and to acknowledge the authorship of
others’ work through proper citation and reference. Use of another person’s ideas, including
another learner’s, without proper reference or citation constitutes plagiarism and academic
dishonesty and is prohibited conduct. Capella extends the concept of plagiarism to include
issues of copyright and trademark infringement.
Collaboration in the completion of coursework is prohibited unless explicitly permitted by the
course instructor. Where such collaboration is permitted by the course instructor, learners must
acknowledge any collaboration and its extent in all submitted coursework.
The consequences of academic dishonesty are determined on a case-by-case basis may include
but are not limited to non-acceptance of submitted coursework, failing grade on an assignment,
lower grade in a course, failing grade in a course, written warning, suspension from the
university, removal from the program, administrative withdrawal or dismissal from the
university, or cancellation of previously awarded course credits or degrees. Cancellation of
previously awarded degrees require the review and determination by the Capella University
Board of Trustees.
Capella University learners, faculty, and staff share the responsibility for promptly reporting any
alleged violation of this policy.
RATIONALE
In support of Capella University’s core values, this policy establishes the standards for academic
integrity and enforces the university’s commitment to teaching and learning while maintaining
academic integrity, authenticity, ethics, and scholarship in one’s work as a learner at the
university. This policy also establishes the due process procedures for the internal resolution of
acts of academic dishonesty.
2
DEFINITIONS
Plagiarism
Plagiarism is presenting someone else’s ideas or work as one’s own. Plagiarism also includes
copying verbatim or rephrasing ideas without properly acknowledging the source by author, date,
and publication medium. Learners must take great care, whether in ...
School of Computer & Information SciencesCOURSE.docx
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
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/
Books and Resources
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
School of Computer & Information SciencesCOURSE.docx
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
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/
Books and Resources
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
Qcl 14-v3 flow chart-college admission process-sdmimd_vishal vaswani
The document outlines the college admissions process. It begins with the college promoting admissions and students applying based on entrance exam performance. Students are then shortlisted based on academics, work experience, and extracurriculars. Shortlisted candidates are called for interviews which are conducted in various locations. After interviews, students are further shortlisted based on their interview performance and offered admission if selected. Selected students must pay fees by the deadline to secure their spot. Upon arrival, documents are verified and students are admitted to classes. Issues can arise when students cancel last minute for other options, students in the waiting list are unsure if they will gain admission, and determining refunds amounts for cancellations.
Student conduct
This document outlines Florida State College's expectations for student conduct, including maintaining an environment that fosters student success. It defines academic dishonesty as cheating, plagiarism, or other inappropriate behaviors. The document also lists possible actions that can be taken for student misconduct, ranging from a verbal warning to referral to the dean for possible suspension or dismissal.
Similar to Developing a Good Practice Guide for Student Complaints - John Dickinson (20)
Understanding Conditional Acceptance: Meeting Requirements for Final Enrollment
Understanding Conditional Acceptance: Meeting Requirements for Final Enrollment
Department of Computer and Information SystemsC.docx
Department of Computer and Information SystemsC.docx
Since 2010, the authors have been on the faculty of a HBCU located i.pdf
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